Science


 * Abstract**

This chapter explores the interaction of the teaching of science and the natural connection with technology. As in all of the subject areas, solid pedagogical knowledge is necessary to determine when and how to use technology effectively. McCrory breaks the use of technology down into two main arenas: technology that affords necessary experiences, and technology that makes teaching easier and more effective. Giving specific ideas about pedagogical uses, specific examples of available technology, and advice about how to teach the technology itself, McCrory affords the reader a platform on which to lay the foundation for TPCK in science.


 * Synthesis**

I'm going to flatter Jennah by taking her approach of quoting each of us. Thanks Jennah!

Common threads of the article and of many reflections are: the belief that technology should assist the teaching; and time should be used efficiently. I've tried to link each concern to a relevant source, that can be accessed when you reflect on technology.


 * Pre-K.** - "Children learn best from the world around them and interacting with [|tangible objects] . . It is my job to [|open up the minds] of children at this age. (Jen France)"


 * Elementary** - ". . . there is a need for becoming [|knowledgeable] about variety of science topics. . . What I will consider carefully is to really think more about how technology can accomplish learning goals that are otherwise difficult in science lessons. . . " (Peggy Beach).

"'Using something new means risking failure.' . . I must be willing to keep [|searching for new ideas] and programs that best meet the needs of my students and the content I'm teaching - forever. " (Myrna).


 * Middle school** - "I have found whenever I use technology in my classroom I always plan for an extra day. . ." [|(Abby)]

"The students should to take what is to be taught based on their [|prior experience], not with the teacher was told to teach about the subject." (Tara Pelletier)

". . . TPCK science should be **//either//**

[|local and specific]. . . in response to specific students and context." (Lindsay)


 * High School** – "Much like the 21st Century Skills, teachers are going to have to teach students to streamline thinking, processing, and applying knowledge to fit any situation." (Zach)

" . . . affords them necessary experiences . . . learning how to [|use technology effectively] is the key . . ." (Jen Baker)

"I want the usage to be [|meaningful] and assist with the lesson." (Heather)

"Again, if teachers were given more time, I believe we could we teach these [|misconceptions] and fix many problems in today's education." Megan

"Experiences resulting in solving [|authentic problems] provide you with the confidence to seek solutions." (Linnea)

"I was pretty interested in [|exploring] ways that technology can be utilized and implications it has on teaching science." (Jennah)

Technology is so deeply embedded in science (page 196) that I sometimes fail to notice it. For example, I don't even think of the microscope as "technology". Nor do I think of various tools of data collection in that manner. All are just a better way to do what's been done in another way. Scientists are always looking for better way. This brings me to another point. Science is more a culture of process than a subject area. It is a way to perceive and explain the natural world. The cultural characteristics are so unique, that it was possible to identify the author of Chapter 9 as a nonscientist, without even checking her biography. The following hyperlinks should provide a sense of those characteristics.

//(This synthesis of their classmate's reactions to Chapter 9 is by Myrna and Linnea, EDU 583, Spring 2010)//

__All Levels__ [|National Science Digital Library] [|NSDL Science Literacy Maps]

__Pre-K__ [|Digital Library for Earth Science Education] [|Habits of Mind]

__Elementary__ [|National Science Digital Library Pathways] [|Kids Count]

__Middle School__ [|Bad Science] [|Vital Signs]

__High School__ [|NSDL Highlights] [|Biological Sciences Pathway (BEN)]