Impacts of Using the Penn Instructional Model and Computer Technology on Attitude and Interest Level in the High School

1. Impacts of Using the Penn Instructional Model and Computer Technology on Attitude and Interest Level in the High School Science Classroom Jennifer Tareila Chemistry & Biology Penncrest High School Media, Pennsylvania

2. Hands-on Practical Applications/ Connections Integrated- “Big Picture” Student Centered Science at Penncrest High School

3. Project Goals • To increase interest • To develop a better attitude toward science

4. Why technology and the Penn Instructional Model? • To give variety to instructional practices • To address different learning styles • To incorporate computer skills needed for college and beyond • To foster a collaborative atmosphere • To allow students a chance to see peers as resources

5. Technology Available in the Science Classroom • Laptop cart • 6 Desktop computers with Pasco software • LCD projector

6. Laptop cart: 15 Dell Laptops IR link to network and accounts Printer

7. Courses Studied • Chemistry (2H) General/ Standard chemistry Biology II (2H) Anatomy and Physiology

8. PIM Activities Included • Lewis Dot structures and molecular models • Reviewing problems throughout the year (The Mole, Stoichiometry, Gas Laws) • Organs of the digestive system • STDs • Senses • Bottle Rockets

9. Technology • Excel • Microsoft Word • the internet • PowerPoint

10. Evaluation • Student surveys • Anecdotal evidence • Teacher observation

11. Student Responses to the Penn Instructional Model • “You get different ideas and opinions” • “it makes you feel stupid if you don’t know the answer” • “one person still ends up doing all the work the same as always”. • “I’m anti-group work” • “I hate working in groups because I hate relying on other people- but transparencies help because everyone gets the info”

12. Student Response to Using Technology • “Excel lets me put data into a table faster than I can write it” • “I am a visual learner and it helps me see things better” • “Mighty positive. It makes things easier to work on, so we can concentrate more on learning than we do on the actual work” • “It is a great way to have every question answered at the click of a mouse” • “You can restate the data and gives you a chance to practice and learn new techniques”

13. “What helps you remain interested in science class? What helps you learn?” • “the computer work helps a little but what really helps are group projects” • “the computers and everything keeps everyone interesting because we are sharing each other’s ideas” • “they keep me interested. Both help on a lower level than lab or lecture” • “I like using the computers but it is not helping us to learn any better” • “No impact, but it is a change”

14. Conclusions • Students has mixed emotions about the PIM (54% positive, 30% negative, 16 ambivalent, n=96); they needed to feel comfortable with each other and the material for it to be effective in helping overall attitude and interest in science

15. Students generally liked using the laptop computers (89% positive, n=96), but at times felt that technology took the focus off of the material to be learned; technical difficulties often interfered with learning a new concept. • Students prefer to use the internet as a research tool (as compared to books in the library)

16. Technology and the PIM are both time and energy intensive to set up and carry out • They can add variety to classes, which can help students remain interested in, and develop a positive attitude toward, science