2. The Internet Chapter 12 The Internet: Learning Science with Online Resources

3. The Internet How to Read This Chapter We have organized the chapter around several themes: student experiences using the Internet—a collection of innovative pedagogies describing different ways the Internet can be used in the classroom; network science projects and student inquiry-Internet-based projects that involve students in authentic inquiry and social action. You can start your exploration at any one of these points. If you are interested in finding out how you can use the Web creatively, you might want to start with the student’s experiences section. On the other hand if you are interested in involving students in collaborative inquiry projects, look at the section on telecommunications. If you are interested in designing online learning experiences you might want to start with the last section of the chapter.

4. The Internet Invitations to Inquiry What is the nature of an online classroom? What kinds of student’s experiences using the Internet will lead to the active construction of science knowledge? How can the Internet be used to foster student inquiry, creative activity and problem solving? How can collaboration and research investigations lead to socially responsible actions at the local and the global levels? What principles from research should affect the use of the Internet and related technology resources in the science classroom? What design elements foster the integration of the Internet resources in classroom instruction? How would you design or select Internet-based science activities for the science classroom?

5. The Internet Chapter 12 Map

6. The Internet Emerging Pedagogical Practices Computer-Mediated Communication Computer-Supported Collaborative Learning Wireless Interactive Devices

7. The Internet Web-Based Innovations The following slides highlight some of web-based innovations

8. The Internet Outside Communication Outside communication innovations bring people together for sharing, asking questions, discussions and problem solving. Three structures or tools do this: Keypals & Global Classrooms Online Discussions and Chats Telementoring (Experts and Question-and-Answer Services The web enables students and teachers from around the world to establish global classrooms for interpersonal exchanges. Shown here are schools that participated in global project. Students used email (keypals) to communicate.

9. The Internet Keypals and Global Classrooms Students can send email to each other, to a bulletin board, or a list. What kinds of activities could this structure support?

10. The Internet Telmentoring-Experts and Question-and-Answer Services Bringing experts into the classroom can be facilitated by using an “ask-an-expert” site, such as the Pitsco site shown here. Design an activity for a middle school life science or high biology class that makes use of this site. Augment your research by contacting the Scientific American Ask the Experts site. Scientific American Ask the Experts site.

11. The Internet Student Collaborative Research Pooled Data Analysis (Network science)- students collaborating and generating information and knowledge Citizens in the Cleveland, Ohio area pooled data to learn about the quality of the air by monitoring ground-level ozone at the sites shown on the map.

12. The Internet Pooled Data Analysis Network Science This innovation involves students not only in science inquiry, but it also helps students get involved in social action projects. Students pool data with cooperating classrooms, and use the data to draw conclusions, and take action on a relevant issue, such as the quality of the air, watershed quality, soil properties, and so forth. Identify four to six topics that you would want to involve your students in with other schools.

13. The Internet Stages in Pooled Data Analysis Projects Identify phenomena Schedule observations Share Data Analyze results Publish conclusions Pooling data at the global level Pooling data at the local level

14. The Internet Network Science Projects Project Pigeon Watch BioKids

15. The Internet Virtual Field Trips Instead of actually taking students on a field trip, say, to a stream, virtual field trips take you on a trip via the Internet…to a museum, or along with a scientist and her team of researchers. Resources to explore: –Journey NorthJourney North –Jason ProjectJason Project –Virtual Field Trips WebsiteVirtual Field Trips Website

16. The Internet Product Creation The web can be used to help students become problem solvers. One way to do this through web publishing –Web-page development –Website creation such as the Czech High School site

17. The Internet Social Action Projects Endangered species Air, water and soil pollution Population growth Sustainable development Food and nutrition Poverty and hunger Visit the IEARN website to explore the wide range of social action projects designed by teachers around the world. A few are listed here.

18. The Internet Social Action Project Salt Flats Project –Created dynamic learning center –Geography, geology, visuals, learning activities –Israel/Jordon Boarder

19. The Internet Moscow/Tennessee River Project

20. The Internet The Hybrid Virtual Classroom The hybrid approach to a virtual classroom combines online and face-to-face activities. What elements of your course would you put online in a hybrid variety. Several online managements systems can support your work. We’ve included three in the text. How are they different? –BlackboardBlackboard –NicenetNicenet –WebCtWebCt Nicenet is a free online management service which allows you to organize elements of your course online. The next few slides show some of its potential.

21. The Internet Inquiry Activity 12.1: Exploring Internet-Based Pedagogies In this inquiry you will become familiar with 7 web-based innovations, anyone of which you can use to design a web- based science activity. Read through the innovations that are listed in Table 12.1. Identify an STS or science inquiry goal and design a web- based activity using one or more of the Web-based innovations

22. The Internet Key Principles: Network Science The Internet should be used to broaden the context of locally grounded inquiry. The classroom, not the online community, should be the primary learning environment. Teachers and students should have multiple entry points for using the technology and the curriculum. Students should be helped to find productive Internet resources. The data the project produces should be used to deepen student inquiries. American and Russian teachers at a conference to discuss how to improve the implementation of network science projects.

23. The Internet Inquiry Activity 12.2: Network Science-- -Exploring online projects In this inquiry you will investigate four network science projects: –BiokidsBiokids –GLOBEGLOBE –WiseWise –Journey NorthJourney North Use the jigsaw cooperative learning method and divide the work up in your class to research these projects. How do these projects contribute to the students public understanding of science? Two Russian students sitting on The bank of a stream in the state of Georgia monitoring the quality of the water and sharing it with others in their network project.

24. The Internet Web-based Projects Mission to the Blue PlanetMission to the Blue Planet Project Ozone: An Inquiry into Air QualityProject Ozone: An Inquiry into Air Quality Hurricane Katrina

25. The Internet Investigating Impact Craters

26. The Internet Mission to the Blue Planet: a hands on component Hands-on inquiry should be part of online activities. Here you see an aluminum cake pan filled with flour. Small objects (rocks, marbles) are dropped into the flour to simulate asteroids hitting the surface of a planet to study impact craters, one of the phenomena studied in the Mission to the Blue Planet.

27. The Internet Problems and Extension Prepare a Web-based lesson using one of the following Web-based tools: key pals, online discussions, chat, tele-mentoring, pooled data analysis, tale-field trip or social action project. Include the goals for the lesson, and how students would be active learners in the lesson. Discuss the implications of using the Web to make your teaching environment a “global classroom”. What do you think will be the outcomes and benefits for your students, and colleagues? Locate a science museum on the Web, and design a tele-field trip using the museum as the basis for your project. Design a pooled data analysis project for a group of middle or high school students in any content area of science. Visit some of the examples of pooled data analysis projects identified in the chapter. After studying these projects, outline a new project by working with a group of peers. Share the project by putting it on the Web, and presenting it to a group of peers.

28. The Internet Science Teachers Talk How do you use technology (including the Internet) in your science lessons? Why do you, and what do you see as the benefits for your students? Find out what the following teachers say about these questions. How does it compare with your thinking: –Rachel Zgonc (a first year teacher) –Ben Boza (Botswana) –Carol Myronuk (Canada) –Barry Plant (Australia) –Tom Brown –Michael O’Brien (a first year teacher) A web-based activity in action