Increasing Technology in Elementary Education with the ProScope Microscope
Articles of interest:
Discovering Flowers in a New Light
McNall, Rebecca L.; Bell, Randy L.
Science and Children, v. 41 n. 4, pp. 36-39, Jan. 2004
Children love observing seeds change as they germinate and grow into tall healthy plants, but how can teachers make investigating plants an exciting and immediate event? Microscopy might just be the answer. Although most students have seen flowers, not many have looked closely at their various structures or seen their colorful designs only apparent when magnified. In the author's elementary science methods course, they used digital microscopes for such a study and were pleased with the results. They developed the language-arts-and technology-integrated inquiry lesson described in this article, to model how to effectively incorporate technology into a fourth-grade science lesson on flowers.
*Available in Briggs Library (non-circulating)
Using Digital Images to Engage Young Learners
Van Scoter, Judy
Learning and Leading with Technology, v. 31 n. 8, pp. 34, 35, 37, May 2004
Take a look into an active classroom where students use a variety of resources for learning. Some students are finishing pattern block constructions. After marking the line of symmetry with yarn, they record the accomplishment with a digital camera. A group of students gathers around a digital microscope investigating a pine cone, predicting what they will see in the magnified images. Another group plans a slide show they will make to welcome next year's class. They are making a list of people in the school they need to photograph and introduce. Students are using a mix of new and traditional tools in meaningful ways to explore, create, and develop skills.
Digital Images in the Science Classroom. In the Curriculum—Science
Bell, Randy L.; Park, John C.; Toti, Doug
Learning and Leading with Technology, v. 31 n. 8, pp. 26-28, May 2004
In many ways, the role of visualization in science is distinct from other disciplines. Many natural processes--and even some objects--are too small, too fast, too slow, or too far away to view without highly specialized equipment. Of course, students at every grade level can understand a phenomenon better when they can see it. That is why textbooks attempt to illustrate scientific concepts with photographs and diagrams, and science teachers stock their classrooms with microscopes. Teachers have also taken advantage of videotapes and laserdiscs to present a wider variety of visual images to students. The World Wide Web opened access to even more up-to-the-minute, state-of-the-art scientific images. In all these examples, however, the control of the content remains solely with the teacher. The new generation of imaging sensors (such as charge coupled displays, or CCDs) have made digital cameras and other technologies possible that can put the control of image making in the hands of students. This article discusses the following functionality of imaging sensors for students: acquiring; analyzing; creating; and communicating. The article concludes that digital images offer a means of extending and building upon traditional methods of inquiry in science class. The role of the student can shift from passive observer to engaged participant. Benefits include the ability to capture events that would not otherwise be observable, and to share conclusions about such events through images incorporated into science journals and Web sites.
Science. [SITE 2002 Section].
Roach, Linda Easley, Ed.
This document contains the following papers on science from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "Color & Light: Design and Evaluation of a Multimedia-Case for Elementary Teacher-Education" (Peter Blijleven and Ellen van den Berg); (2) "Standards-Based Design of Technology-Integrated Science Courses" (Melissa S. Dieckmann and others); (3) "On-Line Microscopes & Inquiry-Based Science Instruction: Improving Technology in Teacher Education" (Thomas Frizelle and Constance Hargrave); (4) "Teaching Science to Elementary Teachers: Exploring 'Our Physical World' through Science and Technology" (C. Richard Hartshorne and F. Eugene Dunnam); (5) "Relationships between the Use of Web Resources and Student Interests in Science: Support for Technology Integration Decision-Making" (Tiffany A. Koszalka); (6) "The Regents Scholars Program--Creating a Statewide Collaboration To Enhance Mathematics and Science Education" (Marietta Langlois and Sheryl Hansen); (7) "Negotiative Concept Mapping" (Gregory R. MacKinnon); (8) "Using the Spreadsheets To Enhance the Learning of Science at Foundation Year Chemistry" (Stimela Simon Mathabatha); (9) "Anchoring Instruction in a Web-Based Adventure Game: How Does It Work?" (Leslie M. Miller and others); (10) "Math and Science Education Using Spreadsheets and Modeling" (Simon Mochon); (11) "Science and Mathematics Teachers Perceptions' of Graphing Calculators and Change" (Scott W. Slough and Gregory E. Chamblee); (12) "Integrating Remote Scientific Instrumentation in the Curriculum To Support Inquiry: Case Studies in K-12 and Teacher Education" (Umesh Thakkar and others); and (13) "Measuring and Identifying Trees with the Help of Technology" (Marvin N. Tolman and others). Several brief summaries of conference presentations are also included. Most papers contain references. (MES)
Girls’ Engagement with/in Science: Teacher Perspectives
Lowery, Patricia A.; Brickhouse, Nancy
This study is an extension of an on-going longitudinal study, the Girls Engagement With/In Science (GEIS) Project. The GEIS Project was designed to understand how girls who are poor, minority or both, engage in science. The two teachers who form the focus for this study are these girls' 7th and 8th grade teachers. Data for this interpretive inquiry were gathered as field notes, and in structured interviews. The two teachers, taken together, illustrate responsive teaching for minority girls. Although the two teachers are very different in their approach to teaching science, both take every opportunity to provide their students with what they perceive students need in order to be successful. The teaching of one teacher exemplifies the use of subject matter rich content in making science interesting and relevant to the girls. The second teacher in this study provides an illustration of a highly personal teaching style that is effective in establishing the kind of teacher-student relationships that appear to help these girls think of themselves as girls who are good at science.
“Hoeked” on Science
Cook, Helen M.; Hildreth, David P.
Science and Children, v. 41 n.8, pp. 42-47, May 2004
Throughout the study described in this article, the author aims to foster in students an attitude shift--not just an ability to memorize or label a picture of a microscope but an understanding of what scientists do and how scientists build on previous discoveries. Great scientists were ordinary people--like themselves--who did extraordinary things. Hopefully students realize they, too, have the potential to build on scientific discoveries--indeed a valuable lesson to learn.
*Available in Briggs Library (non-circulating)
Carol's page will be updated as her project progresses.