Enhancing Education Through Technology
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| Submitted by | Doug Perkins |
| Grade Level | Grade 7 |
| Subject | Science |
| Email Address | Perkinsdn@mansfieldct.org |
| School / District | Mansfield Middle School, Mansfield, Connecticut |
| RESC/Contact | Jane Cook, EASTCONN, jcook@eastconn.org |
Mansfield Middle School (MMS)
was a recipient of a Blue Chip School grant from the Connecticut State
Department of Education entitled “Exploring Ubiquitous Technology
in the Classroom Environment”. As a part of that grant project,
Doug Perkins, MMS Grade 7 Science and Math Teacher, has been using Palm
handheld computers on a regular basis to engage his students in Science
and Math. Last fall, Doug’s students learned how genes determine
traits by using the Massachusetts Institute of Technology (M.I.T.) Genetics
participatory simulation for the Palm handheld computer.
Genetics is an interactive handheld computer simulation developed by M.I.T. The object of this participatory simulation is to earn as high a score as possible by living as long as possible and reproducing. Students then analyze their data to discover the traits that were determined by each gene. This simulation uses the beaming capability of the Palm handheld computer to actively engage students in learning this complex subject matter.
This unit began with a teacher-made pre-test to assess student understanding of genetics as well as an M. I. T. pre-survey to assess student interest, experience in using technology to enhance learning and knowledge of genetics. The Genetics simulation took approximately 2 weeks. Students did not use the M. I. T. simulation every day. However, each time they used the simulation, they improved on their understanding of genetics. They continued to challenge themselves with more genetic traits, which involved higher levels of analysis.
The
unit ended with a teacher-made post-test to assess how much students
had learned about genetics as a result of participating in this unique
learning activity. Students also took an M. I. T. post-survey
which measured their change in attitude and knowledge level as a result
of having participated in the Genetics interactive simulation.
Subject: Science
Standard 1: The Nature of Science
Students will experience an inquiry-based learning environment in which
they are free to ask questions, seek information and validate explanations
in thoughtful and creative ways. Students also will understand that
the processes, ways of knowing and conceptual foundations of science
are interdependent and inextricably bound.
Grade Range : 5-8
Performance Indicator: conduct scientific investigations which generally
involve the collection of relevant evidence, the use of logical reasoning
and creativity in devising hypotheses and explanations to make sense
of the evidence
Performance Indicator: use appropriate technology as a tool in problem
solving
Performance Indicator: evaluate the strengths and weaknesses of claims,
arguments or data
Standard
6: Cycles of Life
Students will recognize patterns and products of genetics and evolution.
Grade Range : 5-8
Performance
Indicator: understand that each organism carries a set of instructions
(genes) for specifying the components and functions of the organism
Performance Indicator: explain that differences between parents and offspring
can accumulate in successive generations so that descendants are very
different from their ancestors
Performance Indicator: recognize that individual organisms with certain
traits are more likely than others to survive and have offspring
Approximately 50 students participated in this unit - two classes of Grade 7 Science students with about 23 students in each class. The unit began with a teacher-made pre-test to assess students' prior knowledge about genetics and an M.I.T pre-survey to assess student attitude, experience with technology and knowledge about genetics. See attached pre-tests.
Teacher-made Pre Test (Word file)
M.I.T. Pre Survey (Word file)
The unit ended with a teacher-made post-test to assess how much knowledge about genetics students had gained during the course of the unit and an M.I.T pre-survey to assess student attitude, experience with technology and knowledge about genetics. See attached post-tests.
Teacher-made Post Test (Word file)
M.I.T. Post Survey (Word file)
These were formative assessments
that were used to compare students' prior knowledge to their learning
after participating in the Genetics simulation. There was a huge
difference in their knowledge about genetics after they completed this
unit. They learned and they learned in a more engaging way than
ever before.
Not applicable
I have
taught genetics in the past and it can be a very dry subject.
For the most part, my genetics lessons have been relatively passive,
teacher-directed learning in which the students filled in Punnett Squares
to try to understand the concept of crosses and how genetic traits are
passed from one generation to another. The M. I. T. Genetics simulation
for the handheld computer changed the students from passive learners
to active learners.
This
activity was a very dynamic way of learning about genetics. The
students actively participated by collaborating, designing and running
their own experiments. They wanted to understand how genetics
works. Students generated their own questions rather than waiting
to respond to teacher questions. It felt much more authentic,
a true participatory simulation. I could hear students saying
such things as: "I know I'm going to die in 12 seconds unless
I find the right mate - I need a male who is heterozygous with Trait
3". Then someone who had the right characteristics would
"mate" with them by beaming from one handheld computer to
another, saving their life. I really had the sense that the students
cared about the learning.
My classes
are heterogeneously grouped and this simulation worked with the wide
range of students in my classes who are at a variety of different levels.
When they first started, for some it looked like it might be a daunting
task, but all of the students picked up the concepts quickly and ran
with it. They definitely learned the concepts quickly and ended
up having fun in the process. They were behaving like real scientists,
running their own genetics experiments. Even though they had never
done this before, they were able to do it successfully. They could
not only do a cross but they could figure out what the cross was and
what trait it represented. They took this simulation to its highest
level - a more difficult level than even M. I. T. graduate students
use.
This activity made me see the true power of the handheld computer. You couldn't do anything that even remotely resembles this activity with a paper and pencil or even in a computer lab with desktop computers. The simulation requires students to beam to each other in order to reproduce and start collecting data about their genetic traits. It took advantage of the unique qualities of the handheld, requiring the whole class to work collaboratively and solve problems. This activity turned my 7th graders into students who think and act like scientists. What more can a Science teacher ask?
For the first lesson, additional adult hands, consisting of three University of Connecticut graduate interns and an EASTCONN Educational Technology Specialist, were valuable to get the students started with the simulation. After that first lesson, students were able to take responsibility for their learning with very little teacher direction and no additional adult hands in the classroom. The teacher can create a data table for students to collect their data. However, it is probably more helpful to the students if they create their own data table that matches their own individual style of collecting and analyzing data. I developed the attached Genetics Review sheet to help students review their learning and prepare for the post-test:
Genetics
Review Sheet (Word
file)
Technology Resources and Web Links: