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Wednesday, July 6, 2016

ICT in Science eduLab Community

Updated: http://ictconnection.moe.edu.sg/professional-learning/edulab-1/communities/ict-in-science

ICT in Science

The ICT in Science eduLab Community explores the implementation of computer-supported guided inquiry(Kirschner, Sweller, & Clark, 2006) activities for learning science. Research-based evidences (Aloysius Goh, Wee, Yip, Jeffrey Toh, & Lye, 2013; Wee & Ning, 2014; Wee, Tan, Leong, & Tan, 2015) have suggested that computer supported inquiry-based learning environments facilitate the development of mastery learning and becoming like scientists(Wee & Leong, 2015) in pupils. 

  1. Ask Questions
  2. Use Models that aids 2Visualisation
  3. Plan Investigation such as through the 1Guided-inquiry approach
  4. Analyse Data
  5. Use Mathematical and computational thinking (Wee, 2014, 2016) such as 3Progressive modeling approach
  6. Construct Explanation such as 4Collaborative discussion platforms
  7. Argument from evidence such as 4Collaborative discussion platforms
  8. Communicate information
adapted by Loo Kang WEE Lawrence from K-12 science framework (A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, 2012) eight essential elements of science practices and essential features of science inquiry (Olson & Loucks-Horsley, 2000)

2012-2015 Principles/Approach
Guided-inquiry approach
Through this community, we partner Singapore schools to:
  • Deepen ICT integration in Curriculum, Assessment and Pedagogy are innovative ways to engage students
  • Sustain Professional Learning through community-led sharing of lesson resources/practices
  • Translate Research, Innovation and Scale-up pedagogical practices leveraging ICT
  • Connect with school's ICT Learning Ecosystem 

As an eduLab community, we aim to engage and collaborate with the teachers to adopt and adapt our practices. By building on the diverse expertise and professional knowledge of the community, we hope to create opportunities for the meaningful and authentic learning of Science in various contexts.

Join the eduLab community: Collaborative Science Inquiry LC OPAL Page. 

For more information, contact:
Reference:
  1. Aloysius Goh, Khoon Song, Wee, Loo Kang, Yip, Kim Wah, Jeffrey Toh, Ping Yong, & Lye, Sze Yee. (2013).Addressing learning difficulties in Newtons 1st and 3rd Laws through problem based inquiry using Easy Java Simulation. Paper presented at the 5th Redesign Pedagogy, Singapore.http://arxiv.org/ftp/arxiv/papers/1303/1303.0081.pdf
  2. Helen, Quinn, Heidi, Schweingruber, & Thomas, Keller. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press.
  3. Kirschner, Paul A., Sweller, John, & Clark, Richard E. (2006). Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86.
  4. Wee, Loo Kang. (2014). Open Educational Resources from Performance Task using Video Analysis and Modeling-Tracker and K12 science education framework. Paper presented at the 8th Joint Meeting of Chinese Physicists Worldwide (OCPA8)  Nanyang Technological University, Singapore. http://arxiv-web3.library.cornell.edu/pdf/1408.5992v1
  5. Wee, Loo Kang. (2016). Creating Electronic Books-Chapters for Computers and Tablets Using Easy Java/JavaScript Simulations, EjsS Modeling Tool. Paper presented at the 20th International Conference on Multimedia in Physics Teaching and Learning, Munich, Germany.
  6. Wee, Loo Kang, & Leong, Tze Kwang. (2015). Video Analysis and Modeling Performance Task to Promote Becoming Like Scientists in Classrooms. American Journal of Educational Research, 3(2), 197-207.
  7. Wee, Loo Kang, & Ning, Hwee Tiang. (2014). Vernier caliper and micrometer computer models using Easy Java Simulation and its pedagogical design features—ideas for augmenting learning with real instruments.Physics Education, 49(5), 493.
  8. Wee, Loo Kang, Tan, Kim Kia, Leong, Tze Kwang, & Tan, Ching. (2015). Using Tracker to understand ‘toss up’ and free fall motion: a case study. Physics Education, 50(4), 436.

older version

The ICT in Science eduLab Community explores the implementation of computer-supported inquiry activities for learning science. Research-based evidence has established that computer supported inquiry-based learning environments facilitate the development of cognitive and metacognitive strategies in pupils. 

Pedagogical principles for model-based inquiry learning have been translated into the design of CSI system:
  • Guided-inquiry approach is used to guide students carry out inquiry learning in more directive way;
  • Visualisation in the form of appropriate applets, simulations or videos are integrated to excite and engage students in learning;
  • Progressive modeling approach is used to scaffold students’ learning of process skills and scientific conceptual knowledge;
  • Collaborative discussion platforms are designed for promoting students’ deep learning and reflective thinking.
Through this community, we partner Singapore schools to:
  • Discover innovative ways to engage students
  • Design innovative ICT-enriched practices
  • Deepen and strengthen pedagogical practices leveraging ICT
  • Share lesson resources

As an eduLab community, we aim to engage and collaborate with the teachers to adopt and adapt our practices. By building on the diverse expertise and professional knowledge of the community, we hope to create opportunities for the meaningful and authentic learning of Science in various contexts.

Join the eduLab community: Collaborative Science Inquiry LC OPAL Page. 

For more information, contact:
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