ETEC 533 - Module C
The Objectives for this Module:
- To analyze visual representations of mathematical and scientific knowledge and assess their cognitive and social affordances for learning math and science.
- To investigate the social construction and diffusion of knowledge with digital technologies that enhance communication.
- To explore the implications of learning of math and science just in time and how learning can be enhanced with access to digital resources and specialized tools.
- To theorize how embodied learning may be facilitated by mobile or virtual reality technologies.
- To continue to develop a critical awareness of the implications technology has for students, and for teaching practice, curriculum development, and educational contexts, through analyses and discussions of technology-enhanced learning experiences.
- To contribute resources of your choice to our Resource Share Forum.
Role-Play in Math and Science - Why Not?
According to Resnick and Wilensky(1998), while role-playing activities have been commonly used in social studies classrooms, they have been infrequently used in science and mathematics classrooms. Speculate on why role playing activities may not be promoted in math and science and elaborate on your opinion on whether activities such as role playing should be promoted. Draw upon direct quotations from embodied learning theories and research in your response.
It is true that role-playing activities lend themselves to, not only a fun and engaging activity in Social Studies, but help students better understand the era they are portraying because of costume and props. I have seen many Grade 7 students participate in role-playing of Ancient Greece and Egypt with great success. The students I have witnessed have a demonstrate a level of understanding by dressing the parts, writing the script based on historical information and build backgrounds or props that enhance the visual performance. Most students are excited about such productions and it shows by the amount of work they put into them.
Why not Science or Math? Resnick and Wilensky (1998) say its because science and math discourages activities to be taught in a way that goes against the "process of detached observation and analysis of phenomenon", and not being active within. The authors agree that role-playing can be used in science and math and it helps students to do two things: dive-in and understand the complexity of many different systems. The example that Resnick and Wilensky (1998) use to explain students being able to dive-in to a topic, come from using the Logo program and students actually pretending to play the turtle by inputing commands to understand patterns. To understand complex systems, having students act out the movement of the planets in the solar system might be appropriate.
I can see why the initial thought by most educators that role-playing in a math or science class will not work. Science and math are notorious to be about numbers or concepts that don't "act" well on a stage. In elementary classes, it would be easy to role play the concept of multiplication and grouping; a pure visual of what three groups of four would look like. In science, having students space themselves out in relation to the distance the planets are away from each other so they can understand the perspective of the solar system. We talk about how technology can motivate students to learn and understand new concepts, but by giving teachers more tools/examples using role-playing activities could achieve the same results.
It is true that role-playing activities lend themselves to, not only a fun and engaging activity in Social Studies, but help students better understand the era they are portraying because of costume and props. I have seen many Grade 7 students participate in role-playing of Ancient Greece and Egypt with great success. The students I have witnessed have a demonstrate a level of understanding by dressing the parts, writing the script based on historical information and build backgrounds or props that enhance the visual performance. Most students are excited about such productions and it shows by the amount of work they put into them.
Why not Science or Math? Resnick and Wilensky (1998) say its because science and math discourages activities to be taught in a way that goes against the "process of detached observation and analysis of phenomenon", and not being active within. The authors agree that role-playing can be used in science and math and it helps students to do two things: dive-in and understand the complexity of many different systems. The example that Resnick and Wilensky (1998) use to explain students being able to dive-in to a topic, come from using the Logo program and students actually pretending to play the turtle by inputing commands to understand patterns. To understand complex systems, having students act out the movement of the planets in the solar system might be appropriate.
I can see why the initial thought by most educators that role-playing in a math or science class will not work. Science and math are notorious to be about numbers or concepts that don't "act" well on a stage. In elementary classes, it would be easy to role play the concept of multiplication and grouping; a pure visual of what three groups of four would look like. In science, having students space themselves out in relation to the distance the planets are away from each other so they can understand the perspective of the solar system. We talk about how technology can motivate students to learn and understand new concepts, but by giving teachers more tools/examples using role-playing activities could achieve the same results.
Resource ShareiLearn Solar System
This was the app I chose to share as I have used this with a group of Grade 3 students who were studying the Solar System. See below for the full list of apps contributed by the group placed on Glogster.com. |
Knowledge Diffusion for STEMHow is knowledge relevant to math and science possibly generated in these networked communities?
I acknowledge this is three weeks late, but will still post to fulfill my rquirements for the course. I will reference the Falk and Storksdieck (2010) study because of it’s similar study on adult visits to a science centre with their child. My son had just turned 4 and I decided to pull him out early from daycare to go to our Science World here in Vancouver. He was showing an interest in all things science for the past few years, so I thought he was old enough to experience some of the things in the centre. I had been many times on school field trips, so I knew what to expect. One might say if it wasn’t for me taking my son for the first time, I wouldn’t have been fully invested. I would classify myself on this trip, and most trips to either science centres or museums, as an Explorer - curiosity-driven with a generic interest in the science centre. Like the survey results of Sara and Bill, I was genuinely interested and curious as to what new Science World exhibits might be showing and discovering some of the existing ones at the level my son was at. I felt like I had the chance to look at the science in a whole new light, as a 4-year old. My son and I were enthusiastic about the visit and I think it continued his love of science. The reference to Falk and Storksdieck’s (2010) study and the question of how is knowledge relevant to math and science possibly generated in these networked communities is when my son attended a Science camp at UBC last summer. I was excited for him because I knew the content and activities would be a full hands on experience. He would love it! I found after each day he not only told me all the things he did, but wanted to go online to show me the Youtube clips of the experiments he was doing or watching. So we did. After watching the clips and even searching for more, I was learning with and from him. Couldn’t have been any more of a leisure setting than our living room watching Rube Goldberg machines. Falk, J. & Storksdieck, M. (2010). Science learning in a leisure setting. Journal of Research in Science Teaching, 47(2), 194-212.http://ezproxy.library.ubc.ca/login?url=http://onlinelibrary.wiley.com/doi/10.1002/tea.20319/abstract |
Info-VIS for STEM
I have chosen to use the Geometer's Sketchpad for this activity.
In looking at all of these online tools, I find I challenge myself to find ways Primary students (Gr's K-3) can somehow utilize them in their classrooms. It is obvious that many if not all, are extremely relevant to the upper grades and can extremely motivating in teaching a particular topic. So what about the younger ones? Are they left to only work on the simplest of online tools such as Cool Mathfacts or StarFall? Not all that hard for most and be quite boring over time.
I realize trying to make the simulation like Sketchpad or others work for the students, but it's worth a try. Unfortunately I don't see as much of an opportunity to be Constructivist with these tools at this age group because of the need for slightly more of a demonstration, but for many once may be enough to let the challenge begin.
As you will read my attachment, I went an activity that took forever to fully understand how it would work. It was a challenge in itself to get a handle of the program. I can see the older students getting a clear set of instructions and then going forth with the activity. Younger ones, if I had full access to Sketchpad, would have some preset pages already made and the students could just bring them up. Save the time for the actual activity and not getting it ready (much like a K teacher has everything cut out already).
In looking at all of these online tools, I find I challenge myself to find ways Primary students (Gr's K-3) can somehow utilize them in their classrooms. It is obvious that many if not all, are extremely relevant to the upper grades and can extremely motivating in teaching a particular topic. So what about the younger ones? Are they left to only work on the simplest of online tools such as Cool Mathfacts or StarFall? Not all that hard for most and be quite boring over time.
I realize trying to make the simulation like Sketchpad or others work for the students, but it's worth a try. Unfortunately I don't see as much of an opportunity to be Constructivist with these tools at this age group because of the need for slightly more of a demonstration, but for many once may be enough to let the challenge begin.
As you will read my attachment, I went an activity that took forever to fully understand how it would work. It was a challenge in itself to get a handle of the program. I can see the older students getting a clear set of instructions and then going forth with the activity. Younger ones, if I had full access to Sketchpad, would have some preset pages already made and the students could just bring them up. Save the time for the actual activity and not getting it ready (much like a K teacher has everything cut out already).