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Some thoughts arising from: Thinking frameworks for planning ICT in science lessons

Explore the use of ICT tools in science lessons to enhance learning potential and engage students. Discover the properties and benefits of various ICT tools, such as spreadsheets, information systems, and modeling tools. Develop operational and application skills while exploring ideas and presenting findings. Improve engagement with science concepts and processes through well-chosen activities.

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Some thoughts arising from: Thinking frameworks for planning ICT in science lessons

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  1. Some thoughts arising from:Thinking frameworks for planning ICT in science lessons Based on the article by Leonard Newton and Laurence Rogers (2003) School Science Review, 84 (309): 113-120. Summarised by Allyson Macdonald, 14 January 2006

  2. Learner’s role Receiver Receiver Explorer Creator Reviser Purpose of activity Obtaining knowledge Collating and recording Exploring ideas Presenting and reporting Practice and revision Learning modes and teaching/learning activities

  3. Adding value with learning materials • Properties • What does this situation/set of materials/technology allow us to do? • Benefit • What are the potential learning benefits of using it?

  4. Skills needed in learning • Operational skills • Field work • Practical investigations • ICT • Writing • Calculating • Application skills • Using procedural understanding • Problem-solving strategies • Fair tests • Reporting

  5. Using ICT Properties Potential benefits ICT tool Operational skills Application skills Design tasks to exploit the properties and achieve the benefits

  6. Properties Numerous and rapid calculations Versatile definition of calculations Hierarchical sorting of data Potential benefits Time saved Reduced errors helping clearer thinking Wide range of applications Opportunities for exploring ideas Structured guidance prompting understanding Spreadsheets – properties and benefits

  7. Spreadsheets – properties and benefits • Application skills – the learner as explorer • Time bonus • Designing repeat tasks • Reflecting on the task • Task levels • Exploring existing data • Adding new columns • Adding data to an empty template • Designing a spreadsheet

  8. Application skills • Information systems (databases, CD-ROM, Internet) • Assessing reliability, remodelling information, database queries • Publishing tools • Purpose, audience, redrafting • Visual aids • Modelling tools and simulations • Graphing tools • Datalogging

  9. Conclusions • Science teaching should lead to better engagement with concepts and processes • Skills are often not dependent on ICT but are skills that we are trying to encourage in science • Better to have a few well-chosen activities with a clear purpose

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