Hard to Teach Secondary Science Using ICT

Hard to Teach – Secondary Science using ICT

Producers notes for ‘Using ICT for Hard to Teach Science’

The three case studies and schools we feature in this programme are chosen from several that took part in a joint ASE/BECTA project exploring how the creative use of ICT in the classroom can support traditionally ‘hard to teach’ science topics. Teachers from a wide variety of schools across England and Wales took part in the project and produced several case studies which show in fascinating detail how ICT can transform teaching and learning, but without hiding the pitfalls and problems many encountered on the way. Write-ups of the three case studies featured in the programme can be found with the resources for this programme and on the BECTA site at: http://schools.becta.org.uk/index.php?section=cu&catcode=ss_cu_ac_sci_03 Write ups of all the ASE/BECTA ‘Hard to Teach’ science case studies are available on a CD-ROM from ASE by email mailto:[email protected]

The case studies featured in the programme are: 1. Using data logging to develop higher order thinking skills by Paul Preece, Camborne, Camborne Science and Community College We chose this case study because the data logging ICT is used to enhance and give new life to traditional classroom experiments. We see how data capture sensors allows pupils to witness real-time experimental data being displayed and to capture it for themselves, which frees up more time for discussion and debate. Paul demonstrates the classic combustion experiment with a candle in a sealed bell jar, but with CO2, O2 and humidity sensors attached, pupils can see for themselves in real time exactly what’s happening inside the jar. In the next lesson, we pupils use sound sensors attached to hand held PDAs to look at sound levels. Not shown in the programme, they went on to investigate the sound magnifying effects of different shaped paper cones, leading to a discussion about the most effective shape for ears. The third data-logging session at Camborne is the traditional trolley rolling experiment, but with pupils using a light gate to accurately capture the speed of the passing trolley at different positions on the slope. This done, they have more time to analyse their results and consider what they mean.

2. Curriculum resources on a school VLE by Chris Mason, Salendine Nook High School Many schools create bundles of science resources on their VLE to provide background information and computer simulations that students can access. What struck us about this project was that these resources were not used as a substitute for pupils doing actual practical experiments and investigations, but to help them interpret and analyse their findings. The group of GCSE students first investigate rates of reaction at different temperatures and then access the resource packages that the science staff have created. 3 Using ICT to teach and assess the understanding of a particle model with lower set pupils by Pete Hoskins, Westborough High School The attraction of this project is that the ICT being used is designed to help pupils with poor English skills describe and present information from their investigations in a visual way that doesn’t rely on their reading and writing skills. The visual simulations were not a substitute for the pupils doing a real experiment, but reinforced their understanding of the practical activity they carried out. Comic Life’ lets pupils make ‘comic strip’ stories, using their own pictures and simple speech bubbles. The software is available from http://plasq.com/. Scratch animation software is available as a free download from http://scratch.mit.edu supported by a range of video tutorials and instructional booklets.

Peter M Evans Producer/director Glasshead TV May 2009

Note to teachers This document was not created by Teachers TV but the author has allowed us to publish it here to be used for educational purposes