McCrory (2008)1 described 7 pedagogical uses of technology that educators should follow when designing science lessons. She said that teachers should use technology in their science lessons to:
  • 1.) speeding up time via simulations of natural events
  • 2.) saving time through data collection
  • 3.) seeing things that could not otherwise be seen
    • a.) through multiple linked representations
    • b.) through dynamic representations
    • c.) through models and simulations
    • d.) recording data that would otherwise be hard to gather
  • 4.) organizing data that would otherwise be hard to organize
  • 5.) sharing information in new ways across time and/or space
  • 6.) communicating with experts or others remotely located
  • 7.) having access to real-time data and current information (p. 195)

McCrory (2008) also wrote, teachers should consider using technology in their science lessons when the
  1. "... parts of the curriculum are hard to teach..." and when
  2. "...technology might help overcome pedagogical or cognitive difficulties" (p. 195).

On this wikipage, you will participate in a science lesson designed for Kindergarten students. You will learn pedagogical, content & technological knowledge.
Figure 1 - Click to see a larger image

1.) Develop Pedagogical Content Knowledge

  • a.) Content Knowledge - see Figure 1
    • (i.) Pushes and pulls can have different strengths and directions
    • (ii.) Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.
    • (iii.) When objects touch or collide, they push on one another and can change motion
    • (iv.) A bigger push or pull makes things speed up or slow down more quickly

  • b.) Pedagogical Knowledge - see Figure 2
Figure 2 - Click to see a larger image
In this task:
  1. You will develop knowledge about techniques or methods to be used in the classroom to teach states of matter
    1. Evaluation Strategy:
      1. Action of Student
    2. Technique to encourage interaction
      1. Provided you with a place to post your thoughts using a discussion board
    3. Technique to encourage formative assessment
      1. Provided you with a rubric to guide your learning actions
  2. Technique to help students construct knowledge
    1. Provided you with a set of directions to scaffold your interaction with the science simulation

c.) Pedagogical Content Knowledge

In this task, you are going to use a science simulation, an interactive multimodal learning environment, for two pedagogical reasons:
1.) to speed up time using a simulation so that all students in a classroom can see the changes to water in a quick manner;
2.) to enable students to see water molecules using a dynamic representation of them because they are too hard to see without a high-powered microscope

These pedagogical reasons will provide you with knowledge of a teaching strategy that incorporates appropriate conceptual representations in order to foster meaningful understanding and address learner difficulties and misconceptions

2.) Method

  • 1.) Use a science simulation to learn about the States of Matter and how they are formed. To run the simulation to the right, click on the simulation; this will cause the simulation to download to your computer and will cover these directions, so you are going to have to be creative with your windows or copy and paste these directions into NotePad (Windows) or Text Editor (Mac) so that you can read them while using the simulation. - click here to see how I arranged my windows on my mac using a Firefox Addon called Quicknote -

  • 2.) Use Water Molecules to create the three states of water (solid, liquid and gas) [you might want to copy the directions 2.1 - 2.6d into notepad or text editor while you run the simulation]
    • 1.) Locate the menu at the top of the window and click on the word Teacher and switch the temperature measurement to Celsius

    • 2.) Start with the Solid, Liquid and Gas tab

    • 3.) In the Atoms and Molecules section, choose Water

    • 4.) Locate the gray bucket below the States of Matter Chamber and slide the blue circle slider on the bucket to add heat and cold to the chamber and observe the affect on the molecules

    • 5.) Locate the thermometer at the top of the chamber and make sure that the temperature reading is in Celsius and not Kelvin

    • 6.) Science Inquiry Tasks
      • a.) At what temperature, do you get the least amount of movement from the water molecules? What state of matter is shown? TAKE A SCREEN SHOT OF YOUR INVESTIGATION

      • b.) At what temperature, do you get the greatest amount of movement from the water molecules? What state of matter is shown?TAKE A SCREEN SHOT OF YOUR INVESTIGATION

      • c.) At what temperature will the water molecules form a liquid? How are the actions of the molecules different from the actions when the water molecules form a solid? or a gas?TAKE A SCREEN SHOT OF YOUR INVESTIGATION and answer the questions on the discussion post labeled Heating and Cooling affects.

      • d.) I wonder why heating and cooling affects the molecules the way that they do? Why do you think this is the case? Answer the questions on the discussion post labeled Heating and Cooling affects

  • 3.) Place all screen shot file(s) in your Dropbox folder

  • 5.) Respond to the writing prompt in the discussion board below to comment on the Pacing Principle (Moreno & Mayer, 2007, p. 319) and this simulation.

  • 6.) Use this rubric to guide your work and make sure you share this rubric with me by putting it in your Dropbox folder.

  • 7.) When you are done with these tasks, close this new tab in your web browser and return to Step #3, Types of Interactivity in Multimodal Leaning Environments
States of Matter: Basics
Click to Run

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1 - McCrory, R. (2008). Science, technology and teaching: The topic-specific challenges of TPCK in science. Handbook of technological pedagogical content knowledge (TPCK) for educators, 193–206.

2 - Olson, S., & Loucks-Horsley, S. (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, DC: National Research Council.