21st century learners’ profile has changed. They are now digital natives that have leaned towards the visual and enigmatic satisfaction from the virtual world. Once, they are described as “marching through our schools, carrying a transformational change in their pockets in the form of powerful multimedia handheld devices” (Chen, 2010). With this, teaching in a classroom setting should also progress, from a traditional lecture-based learning only to a technology enhanced learning (TEL).
However, with the considerable advent of technology in today’s learners’ lives, students find science and technology more difficult than other subjects (Fensham, 2008). This was evident on the National Achievement Test (NAT) results where students of Lanton
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Many emerging countries produce educational materials that are products of educational research supported by government finance which becomes a growing trend for such materials to be freely available on the internet. This makes those educational materials to be reliable and effective since they already have been tried and tested and it is left to the teacher to adapt them to their context. This adaptation provides challenges for science teacher education, which must prepare teachers to make such changes (ICASE, …show more content…
However, Physics is one subject that they usually find difficult because of misconceptions like in the concepts of one-dimensional motion (Trowbridge & McDermott, 1980), Newton’s Law (Halloun & Hestenes, 1985), thermodynamics (Gönen & Kocakaya, 2010; Alwan, 2011), electricity (Stetetzer et al., 2013) etc. On the other hand, physics has a hierarchy of set of knowledge that according to the theory of constructivism, understanding a prior knowledge is necessary to comprehend new concepts (Sutopo &Wisodo, 2017). Thus, for students to fully understand the new concepts in physics in their next educational years, they must fully comprehend impulse and momentum, with the help of interactive educational materials that this study aims to develop. The emergence of today’s modern devices as an addition to learning aids available for teachers is one perspective the researcher wants to explore. The researcher wishes to develop and ask for validation of a self-made video as a learning tool in teaching Science to Grade-9 students using a problem-based learning model. It is a process that uses identified issues within a scenario to increase knowledge and understanding (Wood, 2003). The video aims to help and guide the students learning by introducing and discussing various scientific scenarios related to force, and
Should we teach the flat-earth theory in public high schools? Of course not, right? But shouldn’t schools give students both sides of this debate and teach the controversy? Well no, because there is no controversy, except in the heads of the flat-earthers. A similar feud is currently going on over whether intelligent design, another psuedoscientific “theory” should be taught in public school.
They Say, I Say: Chapter Thirteen Exercise 1: • Conventional wisdom claims that internet use is harmful for the brain, and that Americans, mostly millennials, spend too much time on social media and other forms of the Web. In Chapter Thirteen of “They Say\I Say”: IMHO, Gerald Graff and Cathy Birkenstein explains the debate of social media and its effect on students’ ability to read, write, and communicate, also explain that conversations that occur on the Web are not real conversations. Technology is a tool; it should not overwhelm the user. The internet not a dynamic entity with malign or benign intent. The proper utilization of it, however, has improved educations and it should be viewed as a accomplishment of the human mind for improving the human mind. Technology, and most often the Internet, is construed as a malign unit, whose purpose is to corrupt and stultify thought.
In the article "Virtual Students, Digital Classroom,” by Neil Postman he presents his thoughts about technology in class. Postman comes to the conclusion that high-technology in the classroom won’t solve any of the schools’ issues and will also take over his and other teachers teaching jobs. Computers in the classroom will not help children learn any more than they already know in school, if teachers were replaced computers, students will lose the face to face interaction that can only be with another human, and teachers go to school to learn to teach a specific subject and how to teach that subject to the students. Postman portrays himself to be an intelligence, descriptive and opinionated man. Postman knows a lot when it comes to the subject of technology use in classrooms and he proves it in his in his words.
Take gadgets such as the cell phone for example; cell phones are one of the most commonly used devices in our society. There is no argument that such a small piece of metal and wires has “changed the way our society approaches learning and even life itself” (NCES). Some college professors and even elementary school teachers have formatted assignments to be technologically savvy. Learning in the classroom not only involves a paper and pen, but has evolved to using cell phones to take pictures of slides, write down homework assignments, or even to quickly research the topic being discussed in a
This diversity can be a challenge; covering the breadth of knowledge necessary within the given time constraints (Stephen P Day, Scottish Education). This can lead to a propensity for lecture like lesson plans which emphasise content rather than process. This fails to convey the kind of hypothesis based enquiry which is so key to every aspect of science as a whole, and ultimately diminishes learning outcomes (Armbruster et al 2009). “By placing students at the centre of instruction, this approach shifts the focus from teaching to learning and promotes a learning environment more amenable to the metacognitive development necessary for the students to become independent and cr Therefore in order to help children develop their ideas and conceptual understandings it is essential to provide opportunities to make links between their own ideas and other alternatives (Russell & Watt, 1992).
Mark Bauerlein, author of ‘The Dumbest Generation’, argues that today’s youth has had a decline in academics due to new technology in today’s economy. In retrospect, we’re growing up in a different time than the generation before us; the world and it’s products are different as to be expected, and with them we must learn new materials than they did. Today’s generation isn’t ‘dumb’, instead we’re adjusting to the times and retaining different knowledge than the generations before us. Many older generations always thinks that the generation after theirs is ‘dumber’, and think themselves to be the superior one.
In today’s modern society technology plays a huge role in everyday life. Technology has a big position in education. Today students use laptops for school on an everyday basis to take notes, work on assignments, and research. Many people agree that, when it comes to education, technology can either be very harmful or very helpful. Timothy D. Snyder, a history professor at the University of Yale has written five award-winning books.
With decades of research, it came to a conclusion that not all students learn the same way. Jeremy Roschelle is co-director of the Center for Technology in Learning at SRI International. In his research, he examines the classroom use of innovations that enhance learning difficult ideas in mathematics and science. Chad Lane has a Ph.D. and M.S. in computer science and wants to create educational technology that will compelling and engaging.
When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant (www.learning-theories.com/constructivism).”
A way to encourage scientific enquiry in the classroom is through the use of practical investigations. In the context of thinking and working scientifically, investigations are activities where children can use their conceptual understanding and knowledge of science to find solutions to problems and questions (Skamp, 2012). Supported by Ward et al. (2006) who say that the term investigation is used for activities requiring children to make choices about what to change and measure. Instances where science lessons are practical and focus on the development skills linked with scientific enquiry and where emphasis was placed on the children carrying out investigations independently, were the most beneficial (Ofsted 2010).
(Henriques 2002). One of the reasons for misconception is from informal play during early years where later can cause misconceptions when the children learn about physics (Allen 2014). Also, when several misconceptions gather within a child’s head that link with one another and makes sense to the child this results in the child thinking that it is the correct answer because each misconception supports the other. (Allen, 2014) Constructivism is where information is not just processed but instead an individual will look for existing constructions and look at where the new
The growth of technology is constantly increasing everyday as people always find a way to either improve upon it or make something new out of it. Technology has been incorporated into almost everyone’s lives; whether it is from work, school, and even for their own entertainment. Almost anyone cannot go a day without seeing some sort of glowing screen; especially children. In 1999, 60% of children had access to a computer at home (Subrahmanyam et al p.124), which was only 18 years ago. Technology had advanced a whole lot in the past decade.
Critical Review 1. Teaching with Technology Simon Hooper and Lloyd P. Rieber We all know that technology refers to advancements in the methods and tools we use to learn.
This is the new age. The age of technology. Some students find the introduction of technology beneficial to their lives, and others find it detrimental. Nevertheless technology should still be welcomed into the school system, but should
In the Montessori Media centre (2009) they speak of how “Montessori education is driven by an ambitious aim: To aid the child’s development into a complete adult human being, comfortable with himself, with his society and with humanity as a whole. Whereas the traditional approach to education, remains focused on the transmission of prescribed blocks of knowledge, the Montessori approach is focused on giving support to the natural development of the child.” Maria Montessori spoke about how the development of the child between the age of 6 and 12 is a notable time in their life. She highlighted how it is a period of holistic development, which brings out the child’s need for wider horizons, the movement from the concrete to thinking abstractly and the development of the morale. The child is also very interested in socialising with peers.