Presentation delivered at the 2010 Illinois Computing Educators conference.

1. February 25, 2010
Using Technology to Foster
Exploration and Reflection in Science
Liz Lehman and Lucy Gray
Center for Elementary Mathematics and Science Education
University of Chicago
Annalise Gudonis and Rebecca Rahmel, Arlington Heights School District 25

2. Goals for Session
Share some of our past work
Discuss potentials and challenges
Present ideas for future work

3. About CEMSE
The 3 overlapping strands of our work:
Tool Development
Direct Services
Research and Development

4. Science Companion
A PreK through Grade 6 Inquiry-Based Science Curriculum

5. The “I Wonder Circle” :
A Tool for Inquiry Science

6. Our Working Premise
Children learn science
by engaging in the
work of scientists
(“inquiry”)

7. Both are important for elementary students.
Both should be developed with age-appropriate activities and
expectations. (SC Big Ideas encompass both disciplinary content and
process skills.)
They should be connected and reinforce one another. For example:
Children learn about the properties of rocks by doing careful observation;
AND
Children learn how to do careful observations by being given a meaningful
context and purpose for developing/practicing this skill (e.g., observing
rocks and recording properties)
Content and Process

8. Technology Enhancements for
Science Companion
Summer, 2009 – IL District 25 (Arlington Heights) “Summer U”
Tool Development - Incorporated technology into lessons from two
units:
Collecting and Examining Life (Grades K and 1)
Motion (Grades 2 through 4)
Direct Services – Supported teachers as they used the tech-enhanced
units
Research and Development – Collected data from teachers and
students about their experiences

9. A Science Companion Sample Lesson

10. Technology Tools
for Enhancing Inquiry
Tools for gathering scientific information, such as
databases and websites
Tools for data collection and analysis, such as probeware,
other real-time data collection tools, pictures, and graphs
Tools for modeling scientific phenomena, such as
simulations and mathematical models
Tools for communication, such as video and personalized
web pages
(adapted from the Association for Science Teacher Education)

11. Arlington Heights Pilot:
Adding Tech to Support Inquiry
Two main uses of technology:
Technologies focused on students’ interactions with
science content (e.g., motion sensors, digital
microscopes)
Technologies focused on promoting student
communication and reflection about their science
experiences (e.g., daily journal in class wiki and
VoiceThreads)

12. Arlington Heights Pilot:
Adding Tech to Support Inquiry
Two collaborative spaces
Private planning wiki for teachers and CEMSE
Public wiki for teachers, students, and families
Resources
Lesson-embedded technology suggestions
Google Book Search bibliography
Vetted, point-of-use “digital resources” (websites, United
Streaming, etc.)

13. Rebecca Rahmel

14. Rebecca Rahmel

15. Rebecca Rahmel

16. Annalise Gudonis

17. Annalise Gudonis

18. Next Steps
More Science Companion “technology-enhancements” for Arlington
Heights and others
An NSF DRK-12 proposal for Science and Technology Together, an
integrated science and technology curriculum with:
Integrated science and technology lessons (delivered and
accessed online)
An online environment designed to engage teachers and students
in expanding upon, personalizing and connecting with one
another about classroom and related experiences, including those
they initiate

19. Science and Technology
Together
Digital Media Workspace
Connections Workspace
Resources
Assessments

20. Going Forward
What are the potentials for using technology to support elementary
inquiry-science learning (and vice-versa)? How can technology
improve elementary science instruction?
How do we balance elementary students’ need for first-hand,
hands-on experiences in science with the capability that technology
offers to do things quickly, remotely, almost “magically” it
sometimes seems?
What technologies are most appropriate for elementary science
teaching and learning?
How do we best ensure that teachers and students have access to
these and know how to use them well?

21. Your Input
What would you like to see in an inquiry-based
elementary science curriculum?
Share your thoughts and ideas with us.
http://tinyurl.com/sciencecompanionice

22. Additional Readings
Harlen, W. (2001). Primary Science: Taking the Plunge. Portsmouth,
NH: Heinemann.
National Research Council. (2000). Inquiry and the National Science
Education Standards: A Guide for Teaching and Learning.
Washington, DC: National Academy Press.
National Research Council. (2005). National Science Education
Standards. Washington, DC: National Academy Press.
Watson, B., & Kopnicek, R. (1990). Teaching for Conceptual Change:
Confronting Children's Experience. Phi Delta Kappan, May, 680-684.

23. Contact Information
Liz Lehman emlehman@uchicago.edu
Lucy Gray lucyg@uchicago.edu
University of Chicago Center for Elementary Mathematics
and Science Education http://cemse.uchicago.edu
Science Companion http://sciencecompanion.com
Our survey: http://tinyurl.com/sciencecompanionice