Literature+Review

Joy Renfro MEDT 8484 Research Proposal

Literature Review
  Science education in elementary school is a widely debated topic. While some educators argue that mathematics and literacy instruction must take precedence in the early grades, others insist that helping students establish a connection between science, technology, and society must begin as early as possible (Saracho & Spodek 2008) . Due to increased emphasis on mathematics and literacy in light of standardized testing and requirements for schools to meet certain criteria, the time devoted to science education in elementary schools is dwindling (Conderman & Woods 2008). No one can tell what the effects of this curriculum shift may be. In addition to this debate, educators must also consider many different methods of teaching science . Should it be primarily content based so that students learn what scientists before them have discovered? Perhaps the most effective means of teaching science involves a  traditional method, complete with lecture and note taking. Or , <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: 200%;"> maybe techniques that incorporate hands-on activities, <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;">scientific inquiry, discovery, and modern technology <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;">are <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: 200%;"> more beneficial. Educators must constantly seek the most sound and research driven methods. <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;"> At the mention of “science,” visions of lab coated technicians, beakers, and bubbling chemicals spring to mind. To many, these things seem out of place in elementary schools and misconceptions of science abound, even among educators. Science is often viewed as being messy, expensive, time consuming, and sometimes dangerous (Saracho & Spodek 2008). For these reasons and more, science is too frequently taught from a textbook with the occasional video to supplement understanding. The result is that students are expected to memorize facts and accept scientific knowledge at face value. According to Conderman and Woods (2008), however, “science is a process-oriented, discovery- or inquiry-based approach to answering questions or solving problems” (p. 76). It can take place anywhere and can involve anyone. True science requires active learner participation, not the mindless memorization of information. Science is a process of finding answers, and students must be encouraged to ask questions and seek solutions (Conderman & Woods 2008). <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;"> The importance of elementary science education cannot be overlooked. Pine and Aschbacher (2006) stress that “good elementary science education can do much to provide a sound foundation for later learning, as well as helping students become comfortable with using science and scientific thinking skills in their daily lives” (p. 308). This foundation can be valuable to students both in and outside of the classroom. Primary emphasis on preparing students to pass the next high-stakes standardized test is shortsighted and puts students at a future disadvantage (Conderman & Woods 2008). To address this issue, teachers should examine their science instruction and question the value that is placed upon it, monitor where and when science is taught, evaluate their approach to teaching science, and consciously plan to increase attention given to science instruction (Conderman & Woods 2008). <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;"> Subject integration is one method that can be used to ensure that adequate attention is paid to all subject areas, while simultaneously preparing students for real-world situations. Joseph and Brooks (2008) found that “while engaging the students in inquiry based science lessons, the children themselves would bring all the other subjects into the lessons” (p. 60). This type of authentic learning helps students build problem solving skills while making connections between subject areas. The rationale for finding ways to integrate science, mathematics, and technology in elementary school relies heavily on common procedures and concepts within the subjects as well as the way they interact in the world outside school (Sharkawy, Barlex, Welch, McDuff, & Craig 2009). As discovered by Joseph and Brooks (2008), “the children’s own thinking and interaction brought them to use and develop their expressive language, mathematical reasoning, and technological skills into the problem-solving task in which they were engaged” (p. 60). Evidence such as this validates the practice of integrating multiple subjects through the usage of technology. <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;"> As technology becomes an increasingly integral part of modern society, it is also manifesting itself in the classroom. Educational technology is widely researched and highly sought after by educators and parents (Wood 2008). Although its value is difficult to substantiate through formal testing and assessment, it “is widely considered important because it makes learning more lively and more participatory” (Wood, 2008, p. 63). Wood further states that “if a learner becomes engaged in the tasks, it is assumed that there is a higher likelihood that the experience will be productive” (p. 63). It is only logical that when students are engaged in what they are doing, they will internalize the experience and learning will be enhanced. Technology provides teachers with multiple tools that, when implemented correctly, can greatly impact student learning (Sharkawy et al 2009). <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;"> Successfully using technology in the classroom requires knowledge and preparation from the teacher. As stated by Joseph and Brooks (2008), “teachers need web-based teaching tools, not teaching replacements” (p. 63). Stand-alone websites should not be used to take the place of quality instruction, nor should videos streamed from the Internet be considered as integrated technology. Rather, educational technology should “require involvement and interactions [such as] observing, collecting, displaying, and interpreting data; making decisions that have learning consequences; and using instruments normally beyond typical educational experiences” (Wood, 2008, p. 77). Carefully integrated educational technology is not “on display” for being technology itself, but provides students with valuable learning experiences that they might not otherwise have access to. Web 2.0 tools such as blogs and wikis enable students to discuss learning and ideas with students within their own classroom or in another country. Wood (2008) advices educators that “using real scientific instruments to collect real data transforms learning into an activity with a purpose” and continues to describe a variety of these tools (p. 78). Macintosh laptops, for example, can be transformed into portable seismometers with free downloadable software, and numerous websites provide access to satellite images that can be used for a variety of purposes including tracking weather, detecting ocean temperatures and currents, and monitoring changes on the Earth’s surface (Wood 2008). In // The Better Boat Challenge // (Schomburg 2008) and // Breezy Power: from Wind to Energy // (Claymier 2009), the development of problem solving skills and scientific inquiry were the dominant focus. Technology was simply used as a means to help students maximize their learning and relate that learning to real-world situations. <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 200%;"> With the right resources and thoughtful planning, teachers can use educational technology to revolutionize learning. “With the big picture in mind, teaching and learning [are], by default, integrated and multi-disciplinary” (Joseph & Brooks, 2008, p. 60), making subject integration a natural process. Teaching methods must be evaluated and adjusted to meet the needs of a technology-driven generation. Careful attention must be paid to creating learning experiences that are authentic, interactive, and allow students to question their thinking and discover new knowledge. Student engagement will certainly follow, making it logical to grant students with opportunities to build knowledge from the real-world experiences that technology provides.