Uncovering the Potential: The Role of Technologies on Science Learning of Middle School Students |
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| Authors: | Angelia Reid-Griffin Glenda Carter |
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| Institution: | (1) Watson School of Education, Instructional Technology, Foundation & Secondary Education Department, University of North Carolina at Wilmington, 601 S. College Road, Wilmington, NC 28403, USA;(2) Math, Science & Technology Education Department, North Carolina State University, P. O. Box 7801, Raleigh, NC 27695-7801, USA |
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| Abstract: | There is, no doubt, untapped potential in using technological tools to enhance the understanding of science concepts. This
study examines the potential by observing 7th and 8th grade middle school students’ (n = 23) use of portable data collection devices in a nine-week elective class, Exploring Technologies. Students’ use of the data collection devices and subsequent interactions were traced through audiocassette and videocassette
recordings, field notes, and student artifacts. The culminating activity for the course was a scientific investigation that
required students to use the technologies to answer student-selected research questions. To illustrate the use of technology
as a mediatory tool, an inquiry investigation of three student groups is described. In examining the three groups of middle
school students the researchers encountered specific evidence of technology maximizing students’ science learning. The students
were able to use the portable data collection devices in their investigations as they discussed scientific ideas related to
temperature and heat. The study’s findings indicated that the three student groups were able to use the tools to conduct scientific
inquiry and engage in scientific discourse. Further research on instructional approaches that allow students to develop expertise
by using technology as tools to construct knowledge about complex phenomena is encouraged. |
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| Keywords: | calculators conceptual thinking instructional model middle school probe ware scaffolding technology |
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