WP6k: Interactive Computer Animations M. Fatih Taşar Betül Timur Hasan Özcan Gazi Üniversitesi...

WP6kWP6k::Interactive Interactive Computer Computer

AnimationsAnimationsM. Fatih TaşarBetül Timur

Hasan ÖzcanGazi Üniversitesi

S-TEAM, GU, Glasgow, 13-15 October 2010

RATIONALE & PURPOSE

The Gazi University team is producing a teacher development module on the use of interactive computer animations/simulations (ICA/S) for promoting Inquiry Based Science Teaching/Education (IBST/E).

Rationale & Purpose

The function of these simulations/animations is to clarify underlying mechanisms of natural phenomena. The module will be available online as well as in hardcopy-workbook format and can also be used as the basis of teacher professional development workshops. It will enable teachers to improve their content knowledge as well as pedagogical approaches and tools for teaching natural phenomena.

What we have done so farWhat we have done so far … …

Development of the TPD Module

Our main aim is to identify Turkish science teachers’ current

needs, views and classroom practices about using

interactive computer animations to promote IBST/E.

For this purpose a teacher professional development (TPD)

module is being produced and will be implemented to meet

teachers’ identified needs on an exemplary topic.

The topic is also identified to be causing the most

teaching/learning difficulties among the curriculum subjects.

The development of the TPD module is based on the

following data sources:

a) a teacher survey to determine a science subject which is

most difficult to teach and learn at the level of grades 6-8;

b) a teacher survey about teachers’ classroom practices

and perceptions of technology rich environments (TRE);

c) semi-structured interviews with in-service science

teachers about TRE and IBST/E;

d) semi-structured interviews with pre-service science

teachers about TRE and IBST/E.

The findings clearly show that the “Force and Motion” unit in all three grades is the most difficult one as expressed by teachers depending on their teaching experiences.

The science subjects that are difficult to teach and learn and can be improved by utilizing

technology tools

The Turkish curriculum adopted a spiral approach in which the same science subjects are taught at different levels in different grades. As the figure below shows the content knowledge is included in 4 subject areas. The force and motion unit belongs to the Physical Processes subject area and taught in grades 4-8.

A note on Turkish Science & Technology Curriculum for grades 4-8

Hence, we decided to focus on the “Force and Motion” unit to develop the Interactive Computer Animations (ICA) to improve Inquiry-Based Science Teaching/Education (IBST/E) and to be included in our TPD module. In the light of the collected data we are now focusing on the force and motion units in grades 6-8 and determining the specific concepts to be taught in an IBST/E approach linked to and supported by ICA’s. This will be the main focus of our TPD module and will help determine its structure. In this way we can direct our attention on areas that will provide the highest gain in terms of student learning via TPD.

Big IdeaBig Idea: Utilization of technology tools can enhance teaching and learning of “difficult” science subjects

Current main stream teaching practices of in-service science teachers about TRE

The Survey of Teachers’ Classroom Practices revealed that in-

service science teachers need TPDs for learning to use

computers in science classes and that there is a need for

fostering in-service science teachers’ technological pedagogical

content knowledge (TPCK) confidence in order to create

optimally functioning technology enhanced classrooms.

Hence, it is imperative to identify teachers’ needs first and then

to design a TPD module that will meet the needs of teachers.

This study is aimed to just do that.

Pre-service and in-service science teachers’ views and needs related to TRE

We conducted interviews with pre-service and in-service science teachers. Interview findings indicated that they need to develop TPCK for effectively teaching various science concepts and principles, and also need to learn how to create a TRE. Using technology in science classes requires teacher competences in educational technology. Thus, teachers need to have a coherent knowledge about pedagogy and technology.

In the light of the findings we can assert that pre-service and in-service science teachers do not know how to use inquiry-based science in their instruction. One of the most important reason for this can be the current science and technology curriculum that came into effect just recently in 2005. It promotes student-centered approaches. But the current teacher base is not used to teaching in such ways mostly preferring traditional lecture type instruction.

Results of Interviews with in-service and pre-service science teachers views and

needs related to IBST/E

Ministry of National Education (MNE) maintains the position that teaching activities should be enriched by guided student inquiry, problem solving and cooperating with others. Therefore, there is a need for TPDs for developing in-service teachers’ competencies in inquiry-based teaching methods.

Results of Interviews with in-service and pre-service science teachers views and

needs related to IBST/E

An inquiry-based TRE provides opportunities for still another form of teaching science. Barab, Hay, Squire, Barnett, Schmidt, Karrigan, Yamagata-Lynch and Johnson (2000) indicate the central features of technology rich inquiry-based, participatory leaning environments as;

a. central component of these environments is that they are technology-rich, integrating technology as a tool for facilitating inquiry and/or other forms of authentic practice.b. These environments must provide an opportunity for students to inquire into the phenomena they are learning, and not simply receive information about the phenomena.c. Rather than telling students about practices, technology rich environments are designed to support students in participating in domain related practices.d. These environments are intentionally designed to support the process of learning.

Theoretical Framework TPD I

It is important to allocate time and effort, in TPD programs, to exploring the cognitive, transformative, and pedagogical aspects of adopting educational technology into teaching and not merely presenting the hardware and software to be used (Sturdivant, Dunham & Jardine, 2009). In order to prepare an effective TPD program there are several key features to be noted (Sturdivant et al., 2009, pp. 163-164) :

•Focus on one course at a time or just-in-time needs.•Provide concrete examples and classroom-ready materials.•Use interesting problems to introduce functionalities/syntax in context.•Involve participants with hands-on activities.•Show technology in a variety of roles.•Show examples of good and bad uses of technology.•Provide resources to support implementation.•Suggest ways to monitor student progress and manage group work.•Engage participants in dialogue about classroom practice and research.•Promote gradual change.

Theoretical Framework TPD II

Theoretical orientation of the study Inquiry-Based Science

Teaching/Education Computer Assisted

Teaching/Education

Teachers’ Professional Development

Training module

Science Teaching Pedagogical Content Knowledge (PCK) Technological Pedagogical Content Knowledge (TPACK)

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The impact of the PD program on Teachers’ science teaching, Teachers’ attitudes toward using

ICT in education, Teachers’ computer self-efficacy, Teachers’ technological

pedagogical content knowledge (TPACK),

Students’ attitudes, motivation, and self-efficacy towards science,

Students’ achievement in science

Framing our TPD

• Focus area: teachers’ technological competences

• School level: primary school• Content area: physical processes - force and

motion• Duration/extension (take 1):

approximately 2-3 hrs to complete in the online and hardcopy versions and we will also

provide a 30 hours extended workshop.

OUTLINE OF MEETINGS, ACTIVITIES & LIST OF MATERIALSSession

#Duration Topic Materials to be used (powerpoint

presentations, videos, activity sheets, etc.)

1 3 hrs

Information Communication Technologies in Science Education and Computer Assisted Science Teaching

2 power points (ppt)4 assessment tools (before PDP)

2 3 hrsInquiry-based interactive computer animations enhanced science lessons

2 ppt

3 4 hrs

6th grade “Force and Motion” Unit and teaching it with inquiry-based interactive computer animations (IBICA)

2 animations1 lesson plan1 sample ppt (force and motion content knowledge)

4 3 hrs



5 4 hrs


4animations1 lesson plan1 sample ppt (force and motion content knowledge)

6 3 hrs



7 4 hrs



8 3 hrs


3 animations1 lesson plan

9 2 hrsAssessing the PDP and feedbacks

6 assessment tools (after PDP)

OUTLINE OF MEETINGS, ACTIVITIES & LIST OF MATERIALSSession

#Duration Topic Materials to be used (powerpoint

presentations, videos, activity sheets, etc.)

1 3 hrsInformation Communication Technologies in Science Education and Computer Assisted Science Teaching

2 power points (ppt)4 assessment tools (before PDP)

2 3 hrsInquiry-based interactive computer animations enhanced science lessons

2 ppt

3 4 hrs



4 3 hrs



5 4 hrs



6 3 hrs



7 4 hrs



8 3 hrs


3 animations1 lesson plan

9 2 hrs Assessing the PDP and feedbacks 6 assessment tools (after PDP)

A comprehensive list of all accompanied TPD materials

Description Number

1. Advertising the TPDPs in local contexts 1

1. Animations 19

2. Powerpoint slides/presentations 8

3. Reflection prompts, activity sheets etc 6

4. Assessment/evaluation documents 5

Web site of TPDhttp://w3.gazi.edu.tr/web/mftasar/s-team/

http://w3.gazi.edu.tr/web/mftasar/s-team/

http://w3.gazi.edu.tr/web/mftasar/s-team/

Planning ahead …

• Implement the TPD between 31st Jan and 1 April• Evaluate the impacts of the TPD program on; teachers’ science teaching, teachers’ attitudes toward using ICT in education, teachers’ computer self-efficacy, teachers’ Technological Pedagogical Content Knowledge (TPACK), students’ attitudes, motivation, and self-efficacy towards science, students’ achievement in science.• the iterative refinements of the content of the module and how these related to the procedures and outcomes of the evaluation process. • writing the book chapter

Ideas for the book chapterIdeas for the book chapter

The place and importance of interactive computer animations and simulations in teaching primary science.

Best practices of TPDs on ICT in science.

Evidence for improvement: What we have learned, what our teachers have learned, and (if possible) what the students have learned

WP6k: Interactive Computer Animations M. Fatih Taşar Betül Timur Hasan Özcan Gazi Üniversitesi...

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