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The gradual integration of ICT into the teaching of science
Svava Pétursdóttir and Allyson Macdonald
University of Iceland, School of Education
NERA, Gothenburg, March 2015
Learning science
What kind of curriculum?
What kind of science
education?
What kind of learning theory?
What kind of technology
developments?
What kind of pupils?
Support
Extend
Transform
(Twining 2002)
Frameworks
Newton and Rogers 2003
The 1999 curriculum
• 1999 whole chapter on ICT and expectation of use in subject teaching
• Detailed aims and objectives in both the science and ICT curriculum
• Use of ICT encouraged
• Mynd af http://www.pasco.com/
ICT in Icelandic classrooms 1999→
• NámUST Research- 2002-2005
– mainly support
• Installment of computer rooms
• In-service training at an all time low
• A notable area of ICT use in teaching Icelandic as a second language
• Five science teachers study
– mainly support
ICT in science teaching 2009
“Often”
• internet searches
• word processing
• presentation software
• watch videos
• take photos “Close to never”
• simulations
• data loggers
• data bases
“Seldom”
• spread sheets
• educational software
• photo editing
(Petursdottir, 2012)
Current curriculum 2013
• Competence based
• ICT distributed across the curriculum
• Provide less detailed ICT aims in subjects
– the task of the teacher is different
– challenge or opportunities
• Multi-disciplinary approach in science
• Science curriculum requires ICT
1
1,5
2
2,5
3
3,5
4
4,5
5Very often
Very seldom
How often or seldom do you use the following learning resources?
(From unpublished survey 2014)
1
1,5
2
2,5
3
3,5
4
4,5
5Very often
Very seldom
How often or seldom do you use the following?
(From unpublished survey 2014)
Method
2009
• Part of a larger survey
• Sent to all 170 schools
• 73 descriptions with ICT
2015
• On social media
• Sent to all 170 schools
• 48 descriptions with ICT
Please describe a recent lesson or a series of lesson where ICT was used
-One question in eight parts
0%
10%
20%
30%
40%
50%
60%
70%
80%
Equipment and software used
2009
2015
Other software
• Survey software• Showbie• Webpage editor• Drawing software• Mindmapping• Google drive• Web browsers- when reading/showing specific websites• Device sharing software• Poplet-app• Quizlet- study games-flashcards• Book creator
0%
10%
20%
30%
40%
50%
60%
Biology Earthsciences
Pupilschoose
Chemistry Physics Scientists Softwareand ways
ofworking
Topic of lesson
2009
2015
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Positive Neutral Negative
Teacher reported effects on learning
2009
2015
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Positive Neutral Negative
Teacher reported effects on engagement
2009
2015
0%
10%
20%
30%
40%
50%
60%
70%
80%
What were pupils doing?
2009
2015
ICT in science teaching 2015
“Often”
• internet searches
• presentation software
• watch videos
• take photos
• quiz-tests “Close to never”
•spread sheets
•data loggers
• data bases
“Seldom”
• simulations
•educational software
•photo editing
•word processing
•making videos
Newton and Rogers, 2003
Learning modes and teaching/learning activities using ICT
Purpose of ICT activity Learner´s role Change
Obtaining knowledge Receiver More
Practice and revision Reviser New
Exploring ideas Explorer More
Collating and recording Receiver Same
Presenting and reporting Creator More
Project work – Extend or transform?
• Different aims– Pupil autonomy- topic/presentation
– Give chance to delve deep into a narrow topic
– A way to cover wide topic areas “animals” “birds”
– Teach information processing skills
– Teach presentation skills
• Conflict of roles– Information literacy
– Technology literacy
– Language skills
Topics and competences in the science curriculum
Competence criteria for procedural knowledge are divided into:
• Action competence.
• Innovation and practical use of knowledge.
• Value and role of science and technology.
• Methods and skills in natural sciences.
• Enhancing responsibility for the environment.
Competence criteria for topics are grouped into themes:
• Living on Earth.
• Living conditions for mankind.
• Icelandic nature.
• A healthy environment.
• The interplay of science, technology and development in society.
p. 169Integrated and thematic work
What kind of science education?
20th century
• Physics e.g. light, heat, sound, kinetics, waves, quantum theory
• Chemistry e.g. physical chemistry, organic chemistry
• Biology e.g. ecology, microbiology, anatomy, physiology, genetics
• Physical sciences, biochemistry, general science
21st century
• Mathematical world
• Intentional biology
• Transdisciplinarity
• The extended self
• Science In place
From trends in Science Education, UK Office of Science and Technology and the US DoD 2009
Disciplinary TransdisciplinaryMultidisciplinar Interdisciplinary
What kind of learning theories?
20th century
• Behaviourism
• Cognitive psychology
• Constructivism
• Social learning theory
• Socio-constructivism
• Experiential learning
• Multiple intelligences
21st century
• Socio-constructivism
• Experiential learning
• Multiple intelligences
• Situated learning theory and community of practice
• 21st century learning and skills
• Connectivism
What characterises the curriculum?
20th Century
• Implicit assumptions and world view
• Fragmented
• Meeting the needs of society
• Replication of the past
• Learning knowledge & training in skills
21st Century
• Explicit assumptions and world views
• Interconnected
• Meeting the needs of the whole person
• Co-creation of preferred futures
• Meaningful learning & creative expression
The key competences are defined as:
• Expression and communication
• Creative and critical thinking
• Independence and cooperation
• Using media and information
• Responsibility and evaluation of one‘s own education
A few conclusions
• Traditional science
– Minus two descriptions Transformation of topic
• More topics not from textbooks
• Shorter more focused exploration of concepts
• Use seems to be tailored around available equipment
Integration?
• Changes in pedagogy
– pupil autonomy – choice (or chaos) (or illusion)
• Changes in mode?
– mobile devices make learning activities:
• faster – doable – easier – more fun SUPPORT
• Teacher CPD
– faster flow of information with new sources
• social media, educamps
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