WP6k : Interactive Computer Animations

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

2. WP6k: Interactive computer animations in IBST/E • GaziÜniversitesi: GU will produce a teacher development module on the use of interactive  computer  simulations/animations in IBST/E. • 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 develop content knowledge as well as pedagogical approaches and tools for teaching natural phenomena. • It will take approximately 2-3 hrs to  complete in the online and hardcopy versions • and we will also provide a 3 days extended workshop.

3. Inquiry learning(de Jong, 2006) • Inquiry learning isdefined as “an approachto learning thatinvolves a process ofexploring the naturalor material world, andthat leads to askingquestions, making discoveries,and rigorously testingthose discoveries in the search fornew understanding”. • Thismeans that students adopt a scientificapproach and make their owndiscoveries; they generate knowledgeby activating and restructuringknowledge schemata. • Inquiry learning environments alsoask students to take initiative in thelearning process and can be offeredin a naturally collaborative settingwith realistic material.

4. Developments in information and communication technologies – ICT (e.g. computer simulations and animations) offer a great potential for more effective inquiry learning. • By manipulating variables in a virtual environment students can observe various aspects of the natural phenomena. • Such experiences in the virtual space can enable students to discover the scientific ideas underlying these phenomena.

5. It is more desirable to have students go through authentic experiences. • When this is not possible, practical, or affordable then inquiry learning in a virtual environment can play an important role and provide a real-like simulated learning environment.

6. Science Process Skills: Procedural Knowledge • Inquiry learning will give the necessary means and basis to learn the skills required to be learned by science curricula.

7. de Jong (2006): • “Sound curricula combine different formsof tuition, both inquiry learning and directinstruction. Inquiry learning may be moreeffective in acquiring intuitive, deep, conceptualknowledge; direct instruction and practicecan be used for more factual and proceduralknowledge. Ultimately, we want studentsto gain a well-organized knowledgebase that allows them to reason and solveproblems in the workplace and in academicsettings. Finding the right balance betweeninquiry learning and direct instruction, therefore,is a major challenge.”

8. What we have done in the past 9 months • We reviewed the literature • to understand the situation in Turkey • and • the state of the art of inquiry teaching supported by ICTs. • Also, we focused on teachers since they are the ones who will ultimately teach the subjects in classrooms.

9. The seven learning areas of Turkish Primary Science & Technology Curriculum for grades 4-8: Four content areas supported by three supporting interwoven areas.

10. Therefore, we focused on TEACHER PEDAGOGICAL CONTENT KNOWLEDGE – TPCAK. • Developing an effective teacher professional development program will also require an understanding of teachers’ needs and how to interact with them during and after a PD program.

11. To conclude: • We are planning to collaborate with a private company which is developing web based interactive content. • This company, SEBIT, Inc., is owned by Turkish Telekom and they have donated the e-learning platform to Ministry of National Education. • We think that they will be helpful for reaching more teachers for disseminating the PD program that we are developing. • They will also be able to benefit from our knowledge base.

12. Merging IBST/E & ICT • We will develop sample simulations and animations and will also use existing ones and in delivering the PD we will adapt a “targeted approach” for teachers’ needs. • We will first apply our program on preservice teachers and try to refine during spring 2010. • This will give us an opportunity to disseminate our WP to preservice teachers as well.