Teaching Science in Digital Age
These days, one can say he or she has had a thorough science education only if technology is included in it—either as a tool to learn the scientific content, or as the lesson itself. Science education has evolved, from a mere body of knowledge to the inclusion of the processes and activities of scientific work.
The “hands-on” approach to teaching even improved with the rise of Information and Communication Technology or ICT.
How?
- Technology changed the way teachers interactwith students in the classroom.
- Curriculum is not the only thing that matters; there’s also the instructional approach.
- ICT has given more avenues for interaction and research.
Given the diverse options in the technology that can be used in teaching, here are some guidelines to prepare science teachers:
- Technology should be introduced to students in the context of a science lesson or topic.
- Technological features must be presented as a means to become better acquainted with scientific concepts. An example would be asking students to create a Powerpoint presentation on the behavior of animals, or an online scavenger hunt to solve the scientific problem on global warming.
- It has to address science topics with proper lessons and discussion.
- It is better to teach science so students can understand and grasp its concepts. Rote memorization is no longer effective. When students are active participants (they ask questions, observe, collect, interpret data and come up with conclusions), then they are doing science, aside form learning the facts.
- Instruction in science using technology must make use of technology’s many unique features.
- The capabilities of technology are so vast, giving students more opportunities to explore topics in depth or in more interactive ways. Virtual labs and demonstrations are but a starting point. Some teachers limit the use of technology to what they know only (for presentation, for email) that they do not encourage students to discover other avenues for learning as well.
- Scientific views have to be made more accessible using technology.
- Due to complex, abstract or contradicting scientific ideas, some students find science hard to understand. Teachers should also develop the skills to make scientific views, facts and discoveries more accessible. Knowing where to look, and directing students to credible sources of information seems like a good place to start.
- There should be a deeper understanding of how science and technology are related to each other after the lesson.
- Technology, being applied science, should have a reciprocal relationship with science, especially in the eyes of the students. Teachers can emphasize the appreciation for scientific advances driving technology, and vice versa, and pass it on to students.
To further this vein of thought, here are some scientific publications available on Amazon.com that can keep teachers updated on the world of science and teaching:
Orion - Ma –focuses on ecological awareness
Popular Science;)
-covers the latest development in cars, electronics, communications, tools, energy, aviation, science, space exploration, among others
Science News - an award-winning weekly newsmagazine on the latest, most important scientific discoveries
Scientific Mind – focuses on breakthroughs in neuroscience, psychology and related fields.
BBC Wildlife – a monthly magazine with informative writing and world-class photography.
Sources:
Flick, Larry and Bell, Randy. :Preparing Tomorrow's Science Teachers to Use Technology: Guidelines for Science Educators.” Retrieved November 1, 2009 from
http://www.citejournal.org/vol1/iss1/currentissues/science/article1.htm
“Teacher's Science Magazines.” Retrieved November 1, 2009 from
http://www.super-science-fair-projects.com/science-magazines.html
(Published 9 November 2009, Smart Communications Inc.)
