ICT Training for Teachers

Talent Guide

Conference Area

Glossary of terms

Resources to Download

Secondary Science - The Use of Subject Specific ICT Resources

Module 2	Contents
	Using Science ICT resources for data collection and handling Discussion The Internet Useful Mailing Lists Science Peripherals Evaluating Science ICT resources Task 2.1 Discussion Forward to Module 3 Back to Secondary Science Map Back to T@LENT Web Site Map

Using Science ICT resources for data collection and handling

An extremely important application of ICT resources in science teaching is in the collection and handling of experimental data. Most datalogging software is able to process the data as well as collect it, giving tables, calculations and charts. Sometimes it is better to process the data by exporting it to a spreadsheet package, especially if more complex calculations or statistical information are required. The National Curriculum 2000 positively encourages the use of datalogging and spreadsheets in Sc1, and requires them to be included in the programme of study.

See Laurence Rogers' comprehensive guide to dataloggers.

Common data logging systems include:

• Philip Harris: DL+ interface and sensors, Intelligent light gate, Datadisc Explorer software
• Data Harvest: Easysense advanced, and Ecolog interfaces and sensors, Sensing Science Laboratory Workroom software
• Griffin and George: Logit interface and sensors, Logitlab software
• Economatics Jeulin VTT Console remote data-logger and Control Centre software

Insight software will work with most datalogging interface systems.

You will find more information about resources for Science, in particular details about modelling programs, spreadsheet programs and datalogging, on the Science Resource pages of the VTC, and further ideas for using these resources on the Ideas for Integrating ICT pages. There is even more information to explore on the Science Curriculum pages.

Some further excellent ideas for implementing datalogging in your department can be found in Roger Frost's book "Datalogging in Practice".

When using any resource it is important to consider possible health and safety issues. As scientists, these issues are a normal part of our planning, but using ICT can bring new issues to bear, and you should give some thought to this matter. We have covered some aspects of Health and Safety with ICT equipment in Module 4 of the core.

Return to the top

 Discussion 

The T@LENT conference for secondary science includes threads that might be useful in this discussion. Professional judgement is very important in the successful adoption of ICT to support learning in science. As well as becoming excited about possibilities, we must be sure of their pedagogic value before full scale use and the investment of valuable resources, not least time. A healthy, critical but not prejudicial consideration is vital: What scientific skills will the use of dataloggers introduce and how will this compare to learning without ICT? What scientific skills will the use of dataloggers reinforce and how will this compare to learning without ICT? What scientific skills will the use of dataloggers ignore and how will this compare to learning without ICT?

The Internet

When people talk about using the Internet, they tend to think about the World Wide Web, but useful information can also be found in subject-specific newsgroups, discussion groups and mailing lists.

• Newsgroups - these fall into two groups; open and closed, with the latter requiring user name and password to gain access. They are basically for people with common interests to share information and ideas. This means they are usually more specific and technical than web pages. Since newsgroups can generate up to several hundred messages a day, it is best not to join them unless there is a particularly relevant group for your needs. However, the advantage for research is that newsgroups can be searched for messages relevant to your enquiry. Unfortunately many newsgroups have inappropriate content, so might be unsuitable for pupils.
  
  
• Discussion groups - these are similar to closed newsgroups but use different software and can be web based, like the T@LENT discussion group. These are normally set up for relatively small numbers of users and messages are not available to others outside the group. This is where you can ask your question and others in the group will reply with the answer, if they know it! Both the question and the answers are available to everyone in the group.
  
  
• Mailing Lists - these are an e-mail version of newsgroups and are used for smaller numbers of messages, typically not more than 30 a day and usually much less. Since they are not widely advertised they tend only to be populated by interested parties and provide a good way of asking help from like minded people and sharing your ideas. Normally you join a mailing list by sending a "subscribe" message to the administrating e-mail address. We give below two useful mailing lists about using the Internet in science education and teaching physics.

Useful Science Mailing Lists

• Students' work: Sci-Journal

A web site featuring reports on a huge range of science investigations, practical work and labs. In these reports you can read what other people have done, how they did it, what results they got, and what they think these results mean and join a discussion about the experiment!

• Science education

To join this list visit the science education website and look at past discussions. To subscribe you will need to send an email to this address: science-education@jiscmail.ac.uk

• Physics teaching

This is a mailing list set up by the Institute of Physics. To join send a message to PTNC-request@iop.org with no subject and in the body a message: subscribe PTNC <yourmailaddress> with no signature (i.e. make sure your mail program hasn't automatically added further details about you or your school; check with your co-ordinator if you are not clear about this).

Return to the top

Science peripherals (other than datalogging)

Microscopes - digital video camera technology is used very effectively to provide relatively low-cost microscopy. One example is the IntelPlay QX3+ Computer microscope. See the following for examples and information: Microscopy UK and Science, Optics and You.

Return to the top

Evaluating Science ICT resources

There is a wide variety of ICT resources to support learning and teaching in science (see our list of websites). Unfortunately the quality and usefulness is almost as varied. Evaluating potential resources is an important skill to acquire to ensure only the best resources are used in your lessons, which can be a personal preference. The two major types of resources are CD-ROMs and web sites. Many CD-ROMs now use web technology to navigate through the content and so the evaluation process for both is very similar. The following guidelines are adapted from BECTa's evaluation guidelines (click here for a Word Proforma):

1. Is it easy to access the website, or purchase the CD-ROM (including value for money)?
2. Is it easy to navigate around the website or CD-ROM?
3. Does the website require special software (plug-ins) to fully appreciate the contents [web sites only]?
4. Does the information contained within the site come from a reputable source [web sites only]?
5. Is the material contained on the site accurate? truthful? decent [web sites only]?
6. Is the material in the website/CD relevant/related to the UK National Curriculum?
7. Is the level of language used appropriate for the intended audience (teachers/students)?
8. Is the material directly useful as a teaching resource? a learning resource?
9. What skills/knowledge will teachers/students require prior to accessing the website/CD?
10. What skills/knowledge will teachers/students acquire as a result of using the website/CD?
11. If you were to use information from the website/CD as a teaching/learning resource what adaptations would you have to make to the material?

Return to the top

Activity

Task 2.1 List the datalogging resources in your department. Write a brief account of any management and safety issues involved in using these resources in one of your lessons and how you would overcome them. Write a brief evaluation of a web site or CD-ROM that you have used, based on the points above (use the Word Proforma). Send a copy of your evaluation to the secondary science conference site.

 Discussion 

The T@LENT conference for secondary science includes threads that might be useful in this discussion. As above, professional judgement is very important in the successful adoption of ICT in science. We must be sure of the pedagogic value. A healthy, critical but not prejudicial consideration is vital: What scientific skills will the use of CD-ROM resources introduce and how will this compare to learning without ICT? What scientific skills will the use of CD-ROM resources reinforce and how will this compare to learning without ICT? What scientific skills will the use of CD-ROM resources ignore and how will this compare to learning without ICT?

Next Module

T@LENT Web Site Map

Return to the top