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Use of technology in the classroom
The inquiry teaching approach
Importance of science learning
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Within the current climate of educational reform, where changes to the national curriculum are accused of being focused on acquiring knowledge (Coughlan, 2013), much debate has arisen regarding the importance of practical scientific enquiry as a tool for promoting scholarship (Wellcome Trust, 2013: ASDC, 2013). Through the course of school inspections, carried out in both primary and secondary schools between 2007 and 2010, OfSTED (2011:1) found that the ‘development of the skills of scientific enquiry were key factors in promoting pupils’ engagement, learning and progress.’ Therefore, in accordance with new curriculum guidance (Department for Education, 2013:144), the teaching of science through a combination of acquisition of new knowledge and application of this knowledge in the context of enquiry based learning will support learning and progress while addressing the concerns of critics.
Scientific enquiry involves the development of pattern seeking skills, the ability to test and explain ideas, identifying and classifying properties of elements, the use of technology and fair testing (Howe, et al, 2013:xi). It is the teaching of fair testing, where just one variable (independent) is allowed to affect another (dependent) (Williams, 2011), that often forms the basis for much practical work in primary schools (Goldsworthy, et al, 2000). One of the process skills for developing investigative enquiry (Murphy, 2003:11), fair testing enables pupils to understand the need to test scientific phenomena or questions in a reliable way that will result in scientifically valid data (McMacIntyre & Lewthwaite, 2005). As a result of this need for accuracy, teaching the concept of fair testing can prove to be challenging for both teachers and...
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...the place of ICT in developing good practice in primary science’, In: Teaching and Learning Primary Science with ICT. Warwick, P., Wilson, E. & Winterbottom, M. (eds.), Maidenhead: Open University Press.
Wellcome Trust, (2013). Department for Education: Reform of the National Curriculum in England,
Response by the Wellcome Trust, [Online], Available at: http://www.wellcome.ac.uk/stellent/groups/ corporatesite/@policy_communications/documents/web_document/wtp052330.pdf, Accessed: 17/10/2013.
Williams, D. (2011). How Science Works: Teaching and Learning in the Science Classroom, US: Continuum Publishing Corporation.
Williams, J. & Easingwood, N. (2003). ICT and Primary Science: A Teacher's Guide, London: Taylor & Francis Ltd.
Woodley, E. (2009). ‘Practical work in school science – why is it important?’, In: School Science Review, Association for Science Education.
Prior to education reform taking place, Bush had to address a major tragedy that devastated the country. In response to the terrorist attacks of September 11, the creation of the Department of Homeland Security was implemented to prevent future terrorist situations. The Homeland Security Act of 2002 united 22 other federal organizations to aid in the damage caused by such attacks, as well as making the country stronger to minimize significant damage in the future. Within the department, the duties of agents were divided into four different divisions comprising of border security, emergency preparation, procedures to handle any form of terrorism, and improved knowledge clearinghouse. This reinstated the security for the American people as they
The United States was engulfed with movements calling for social revolution before the advent of the civil war. Reformer led associations pursued transformation of education in public schools, the elimination of social problems including drunkenness, prostitution and to ensure American families remained intact and strong. They also demanded changes to the system that would uplift the lives of the poor and bring slavery to an end. Several reform agendas from this period have present day equivalent in the efforts to modify welfare, eradicate drug menace, put an end to domestic violence, and reduce crime. Although some were considered controversial, the temperance, education, prison, women's rights, and antislavery movements engineered the deepest
Since the beginning of the first education reformation, there has always been criticism on how education should be provided and taught. Throughout time, different countries have made reformations to provide better educations to their people. These examples range from creating a better school system, to providing free education in elementary and secondary school. Education reform is not over as it is still an ongoing process in the making that may never end. Education reform first started to happen in ancient Greece with Socrates, Plato and other great Greek scholars. They studied the “how’s” and “why’s” of life. They also believed in creating a better education system for the common people. It went so far as Socrates creating the first university
doi: 10.1787/9789264195714-en SAME AS >> Learning to Change: ICT in Schools. (2001). Schooling for Tomorrow, [online] p.10. Available at: http://dx.doi.org/10.1787/9789264195714-en [Accessed 29 May. 2014].
To begin with, before anyone can develop an opinion as to whether technology is a useful tool in the classroom, one needs to understand that technology plays an important role in today’s world. However, the use or over-use of technology in educating young children in teaching literacy to young children is a much debated theory. There are many opinions regarding the positive influence technology can have as a useful tool in the classroom, yet there are those, like myself, who also see the negative aspect of too much technology.
Technology is a recent development that has been widely used in many fields to enhance productivity and output. For instance, it has been incorporated in the education sector to allow easier access to information. Mostly, technology in education has taken the form of using computers and related accessories like software to enhance the learning capacity, information access, and development of students’ learning capabilities. In essence, extensive use of technology in classrooms has reduced the workload of tutors while enhancing the overall performance of students through employment of various programs aimed at developing the learning of students. Technology is used on all sorts of classroom scenarios including early childhood education. Some technologists and educations specialists, however, cite that use of technology in early childhood may be detrimental. This paper seeks to explore both the positive and negative attributes of use of technology in early childhood education.
Somekh, B (2007) Pedagogy and Learning with ICT: Researching the Art of Innovation. London: Routledge.
By incorporating NOS in science textbooks, not only we will be addressing the problem suggested by Sutton (1998), but, also, as teachers, we will be reinforcing scientific expertise needed in to develop active citizens while attaining two roles in scientific understandings that are “knowing how” science was established and “knowing that” which is constituted of facts and scientific knowledge (Bellous &Siegel, 1991). Finally, Sutton’s chapter provides a concise framework for teachers and research scholars to view science teaching and scientific knowledge from a different perspective. Such that the science content and teaching should be viewed from the scientists’ perspective to the extent that collaboration between scientific community is needed to reach such
Inquiry-based learning is supported when educators are co-learners with children as they develop, supporting and extending on a child’s own attempts at understanding. This knowledge can be broadened by ensuring that children have the time, space and resources to become deeply involved in their investigations and there are opportunities for reflections during and after activities (Touhill, 2012a). Furthermore, it is imperative that the physical environment contains spaces as well as materials that encourage a child’s curiosity and investigation (Touhill, 2012a). By providing interesting and engaging materials educators are able to provide stimulus for children’s investigation and
On my journey to become a science teacher, the development of my personal philosophy of teaching has provided me with the foundation that structures my teaching vision and values. I am committed to create a learning environment that models democratic values and embraces diversity to educate students to become responsible, productive and lifelong learners in a multicultural society. Furthermore, I am dedicated to develop my students’ language, literacy and numeracy using a wide range of teaching strategies and resources across all phases of learning, but, particularly, in the context of the science and technology. My teaching principles include my life time
I have ensured that I meet my students’ science needs by assuring that the material needed to be cover in the class was covered. Furthermost, the students are able to learn from exploring, which is different from teaching the students how to and giving them the information needed. The students were still able to learn the material needed to be covered by discovering the content.
Drenoyianni, Helen, and Ian D. Selwood. "Conception or Misconceptions? Primary Teachers' Perceptions and Use of Computers in the Classroom." Education and Information Technologies 3.2 (1998): 87-99. Web. 15 Feb. 2014.
...o listen carefully to ensure that kids are discussing scientific ideas, not socializing. The teacher's role is to ensure that students achieve their primary goal: meaningful understanding of scientific concepts. The practices described in this article help bring this about in several ways. When instruction centers on students and focuses on hands-on experience with scientific phenomena, science class becomes an exciting place. When instruction concentrates on the investigation of current problems and issues through scientific inquiry, science class becomes a relevant and meaningful place. When instruction emphasizes the development of communication skills, science class becomes an invaluable place for preparing children to tackle the challenges of adulthood. And the education community owes it to its students to assess their academic progress fairly and accurately.
ICT's vital role cannot be ignored in increasing attainment to education as well as preparing better quality education (Gutterman et al, 2009). Education has not been untouched by the pervasive impact of information and communication technology. No doubt that ICT has influenced the quantity and quality of teaching, learning, and research. ICT, in concrete terms can improve teaching and learning via its engaging and interactive content; and it can prepare real opportunities for individualized teaching. ICT has the potential to speed up, enhance, and deepen skills. It motivates and engages students in learning. It also helps to connect school experiences to practices and to develop economic viability for future
UniServe Science. (2004). Alternative strategies for science teaching and assessment. Retrieved March 7, 2004 from http://science.uniserve.edu.au/school/support/strategy.html