1. The Scratch project that I created last semester led students through a displacement experiment to find the volume of a rock. It would be considered a demonstration by Reigeluth (1999) as it showed how to perform a procedure, included visual explanations and was followed by questions. It specifically addressed displacement, though the concept is usually introduced along with volume and buoyancy in science. According to Kali and Linn (2008) technology-enhanced visualizations can support science learning in the elementary grades. They can help the kids see complex concepts and processes. The chart below describes how the Scratch activity could be used to address the nine kinds of learning.
Concept | Procedure | Principle | |
Apply | Students can explain why displacement cannot be used to find the volume of buoyant objects. | Students can conduct the experiment alone to find the volume of a new object. | Students predict the volume of an object that is twice the size of an object with a known volume. |
Understand | Students can describe displacement in their own words. | Students can describe each step of the displacement experiment. | Students can explain the relationship between displacement, volume and buoyancy. |
Memorize | Student can define displacement. | Students can repeat the Scratch activity experiment. | Students can explain how measuring displacement allows us to find the volume of solid objects. |
References
Kali, Y., & Linn, M. C. (2008). Designing effective visualizations for elementary school science. Elementary School Journal, 109(2), 181-198.
Reigeluth, C. M. (1999). Instructional-design theories and models. Vol. II. A new paradigm of instructional theory. Lawrence Erlbaum Associates, Inc. Retrieved from EBSCOhost
2. I appreciated the immediate feedback of the self-test. I enjoyed being able to go back to the text and figure out the correct answer and why my first choice was incorrect. I did find that I often tried to look for Blooms verbs when trying to distinguish between memorization, application and understanding. The self-test also helped me to make adjustments when applying the 9 kinds of learning to my Scratch activity from last semester.
The table you provided is awesome which provided the procedure of how your Scratch project fit into those 9 levels. Way to go, Pamela!
ReplyDeleteI love the chart you made! I made one for myself to organize how my multimedia project fit in the categories to help me hit each one that I could.
ReplyDeleteScratch is great for allowing all types of learners to work at any level. It seems daunting to me to imagine putting my middle school classes on computers to try out Scratch for a reading assignment. I still feel it is better suited for an elective or advanced extra-curricular program. Kids that are intimidated by the programming can start with baby steps and get their feet wet designing their sprites and backgrounds. Computer science, as a college major, has seen an estimated 70% drop since 2000 (Society for the Advancement of Education, 2008). Programs like this can spark students' interest in their future, while helping build their education in the present.
Society for the Advancement of Education. (2008). Alice in computer science wonderland. USA Today Magazine, 137(2760), 8. Retrieved from EBSCOhost.
I agree with you about a classroom being teacher being hesitant to ask the kids to use Scratch in the classroom. Does you school have a campus tech spec or technology applications teacher? Maybe they could help the kids complete an integrated project where they used Scratch to make a product that focused on a reading skill or piece of literature. They could teach the kids the program during lab time so that if the kids used it during reading class they could focus on the content.
ReplyDeleteI was hesitate to use web 2.0 applications in my classes. The students are less familiar with computers than the average student. Even web quest activities are very difficult to them. However, one I did break down the steps, the students finally felt a little comfortable. I actually wish that there was a co-teacher in most classroom to help with technology needs. I tend to teach more about the technology than the content.
ReplyDeleteStephanie, hopefully as more web 2.0 technologies are developed with education in mind they will be easier for students to use. I tried webquests with kids and my fourth grades were not very successful either. I find that its easier for me to let them use technology to make a product rather than use technology to facilitate their learning. I think that part of it may just be my resistance to let go of some of the control.
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