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Science.[SITE 2001 Section] DOCUMENT RESUME ED 457 837 IR 020 907 AUTHOR Roach, Linda E., Ed. TITLE Science. [SITE 2001 Section]. PUB DATE 2001-03-00 NOTE 91p.; In: Proceedings of Society for Information Technology & Teacher Education International Conference (12th, Orlando, Florida, March 5-10, 2001); see IR 020 890. Figures may contain very small and illegible font. PUB TYPE Collected Works General (020) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Computer Uses in Education; *Educational Technology; Elementary Secondary Education; Higher Education; *Science Instruction; Teacher Education; *Technology Integration; World Wide Web IDENTIFIERS *Technology Utilization; Web Based Instruction ABSTRACT This document contains the following papers on science from the SITE (Society for Information Technology & Teacher Education) 2001 conference: (1) "Using a Computer Simulation before Dissection To Help Students Learn Anatomy" (Joseph Paul Akpan and Thomas Andre); (2) "EARTH2CLASS: A Unique Workshop/On-Line/Distance-Learning Teacher Training Project" (Cristiana Assumpcao and others); (3) "Using Technology To Help Strike a Blow for Education and the Environment--A Case Study in 'Real World' Preservice Teacher Education" (Candy Beal) ; (4) "Teacher's Stages of Development in Using Visualization Tools for Inquiry-Based Science: The Case of Project VISM" (Michael T. Charles and Robert A. Kolvoord); (5) "Teacher Created Virtual Field Trips" (Kenneth F. Clark and others); (6) "The Quest for Scientific Inquiry: A Document Analysis of Quest Projects" (Gregory A. Coverdale); (7) "Science Investigations: Onsite--Online--On the Mark!" (Marianne K. Dove and Joyce A. Zikovich); (8) "Problem-Solving-Based Model of WBI" (Tianguang Gao); (9) "Sustainable Environmental Education for Brasilian Teachers" (Lenise Aparecida Martins Garcia and Doris Santos de Faria);(10) "Helping Teachers and Students Use Advanced Technology in Teaching High School Science: A Preliminary Feasibility Study of the Use of a WWW-Controlled Atomic Force Microscope in High School Science" (Thomas Andre and others); (11) "The Internet Science Education Environment (ROL)" (Zdena Lustigova and Stanislav Zelenda);(12) "Meeting the Need for Technology Integration: Math, Science and Technology Integration for Pre-Service Teachers" (Skip Marshall and others);(13) "Aiming a Better Understanding in Science Courses through Mathematical Reasoning" (Simon Mochon);(14) "Revolution in Hand: Handheld Computers in the Science Classroom" (Beverly Ray and others);(15) "Mining for Problem-Solving Styles in a Virtual World" (Brian M. Slator and others);(16) "Integrating Mathematics, Science, and Technology Goals: An Interdisciplinary Approach" (Scott W. Slough and others); (17) "The Design of Instructional Technology To Help Students Connect Phenomena to Scientific Principles" (Jerry P. Suits); and (18)"Life and Death of the Lymphocytes: A Didactic-Pedagogic Game for Teaching Immunogenetics" (Gerlinde Agate Platais Brasil Teixeira). Most papers contain references. (MES) Reproductions supplied by EDRS are the best that can be made from the original document. C I E Section Editor: Linda E. Roach, Northwestern State Universityof Louisiana of topics re 2001 SITE Annual Meeting Sciencesection offers 21 presentations that encompass a wide range Telated to use of instructional technology in a variety ofclassroom settings, from the elementary school classroom through the university setting. Authors provide informationabout both preservice and professional development projects, specific project and program reviews, and research abouthow students and teachers learn. Inquiry in teaching, integrating the science disciplines, is a common theme across thearticles. Roach has a Ph.D. in science education. She teaches science methods courses and curriculum courses atNorthwestern State University of Louisiana. Her e-mail address is [email protected]. Project and Program Reviews over 450 students who participated remotely through asynchronous inquiry-based science. High school students Assumpcao, Passow, Corder, Baggio, and Ortiz provided technology training and assistance for the describe a unique, on-line, distance learning teacher elementary teachers and students. Information about training project called Earth2Class. This series of work- student learning about science and technology are pre- shops focuses on integrating technology into an Earth sented as well as "lessons learned" by the researchers in Science curriculum. Presented by scientists, teacher- undertaking this innovative learning experience. participants gain content background about earth science Gao reviews a technique for embedding problem- concepts through videoconferences and work through based-models into a class web site as a supplement to classroom-ready instructional materials at a supporting The model includes problems to be website. Other resources on the Earth2Class web pages traditional instruction. solved, review, tutoring, hints, self-tests, and solutions. provide links to scientific, education, and government Hochman, Marshall, and Oyenarte demonstrate how sites. technology can make outdoor education more authentic. Beal explains an innovative project in which preservice At Camp Crystal Lake, 2' grade and 5th grade students teachers work with middle school students to preserve a collect data in each of three ecosystem environments. North Carolina inner city wetlands area. After completing Prior to their field experiences, students participate in on- real-world, action research the participants compiled data line activities which coincide with the types of activities and presented their research to the North Carolina State they will be doing in the field. This presentation provides University Spell of the Land Symposium. Beal describes an overview of the camp experiences,including data the process of building a meaningful service learning collection techniques and the connectedness of the on-line program. Coverdale presents results of research on the value of a and field experiences. Lustigova and Mena review an Internet-based package technology-rich interdisciplinary curriculum, Quests (i.e. called Remote and Open Laboratory based at Charles AfricaQuest, AsiaQuest, AmericaQuest). It analyzes the University in Prague, Czech Republic. Geared toward projects with respect to students' abilities to conduct both initial teacher training and inservice professional investigations, and understand both science concepts and development, participants use modern tools and techniques the nature of science, after completing the curricular units. for data acquisition and processing. Large databases of Preservice teachers' reflections on their own participation experiments and computer models provide teachers with a in Quests are also reported. wealth of information and allow them to compare the Dove and Zitkovich report on a collaborative project, results of their own experiments to those of others. Users Boardman Local Schools Our Lake Online, in which can download experiments and models and adaptthem to elementary students take a digital expedition to the Lake their own classroom conditions and needs. Erie shoreline. Results of one set of 33 students' onsite observations and experiments were digitally transmitted to U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) PERMISSION TO REPRODUCE AND o This document has been reproduced as DISSEMINATE THIS MATERIAL HAS received from the person or organization BEEN GRANTED BY BEST COPY AVAILABLE originating it. O Minor changes have been made to G ma-tkg improve reproduction quality. 2 Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC) 1 Technological Field Trips At The University Clark, Hosticka, Schriver, and Bedell report on use of Garcia and Faria present an integrated, Environmental technology to create virtual field trips. They provide Science based inservice studies via an online course. advantages and limitations of such and undertaking and Teachers develop integrated learning activities for use in review types of technology commonly found in public their own classrooms. schools which can be utilized in such efforts. Kiser, Bell, Flory, Miller, and Pushnik work to enliance Slater, Saini-Eidukat, and Schwert take us into a virtual the basic core university science curriculum with an world where learners become geologists, planning an integrated course based on the topic of Global Warming. expedition, and dealing with the virtual environment to Using computer modeling, traditional laboratory experi- report their findings. As goals are satisfied, learners move mentation, web-based research, and problem-based to progressively higher levels of expertise as they learn to learning in an integrated format, the emphasis is on the think and act like real geologists. In addition to a descrip- processes of doing science. tion of the field trips, a report of research into student Marshall, Pringle, Dawson, and Hochman, at the learning and accomplishments is presented. University of Florida offer an integrated math, science, and technology block to undergraduate education majors. Technology in the Classroom They offer information about the course, program plan- Akpan outlines the use of computer simulations to ning, and preliminary research results. prepare students for dissection activities. Teixeira describes
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