Download Multimedia Tools Help Students Think Like a Scientist

Multimedia Tools Help
Students Think Like a
Scientist
Re-published with permission from
American Institutes for Research
Multimedia Tools Help Students Think Like a Scientist
By: National Center for Technology Innovation (NCTI) and
Center for Implementing Technology in Education (CITEd)
(2008)
If you were to compare the way that many of us learned science in school with the
way scientists actually do science, you would likely find few similarities. Often, students
in science class are given a set of instructions to follow when setting up an experiment.
If they follow the directions precisely, then their experiment will be done 'correctly' and
they can fill in their worksheets with the proper answers (Lajoie, Lavigne, Guerrera, &
Musie, 2001). However, the process of scientific exploration is often not solely about
'right answers'. Scientists learn to ask themselves questions — what just happened?
Why didn't this work? What can I try differently? And then they continue testing until
they learn more.
Scientists may use a variety of sources of information as they formulate and test
hypotheses; they may ask peers for advice and collaborate with other researchers
halfway around the world; they will likely use computer programs, diagrams, videos,
sound files, pictures and models to understand anything from chemical phenomena
to fish propulsion methods to the migratory patterns of sea turtles. Yet, as teachers we
may ask students to visualize our solar system using a two dimensional diagram or to
make inferences about a chemical process that is invisible to the naked eye.
While the ability to visualize is an important part of thinking like a scientist, these
methods can be challenging for students, particularly in the early elementary and
middle school years. Research has demonstrated that children up to age 14 may rely
almost exclusively on sensory information — what they can see, hear, smell, taste and
touch — when making observations about matter. For example, students may think
that liquid that has evaporated has simply 'disappeared' or that substances like dough
or grains of sand are not 'solids' in the same way that a tabletop or a block of wood is
a solid (Kind, 2000).
Clearly, children do not begin life thinking like scientists. They hold many
misconceptions about science that can be difficult to dislodge. As teachers, we may
tell a student that a liquid that has evaporated has not 'disappeared', but for students
relying on what they can see, this would seem to be impossible. When the invisible is
made visible, students can 'see' that their previously held understanding is incorrect
and can replace it with a more expert understanding.
Hands-on activities, simulations, interactions with peers and scientists, experimentation
and inquiry-based science are all excellent ways to create cognitive dissonance and
encourage students to use logical reasoning as opposed to sensory reasoning when
examining scientific phenomena. As students conduct experiments, manipulate
variables, view representations and models of phenomena and construct hypotheses,
they are exposed to opportunities to see how things work and compare what they've
observed with what they 'know' from their own experiences. When students are
engaged in "actively constructing knowledge from a combination of experience,
interpretation and structured interactions with peers and teachers" they are more likely
to gain an expert understanding of science concepts (Roschelle, Pea, Hoadley,
Gordin, & Means, 2000, p. 79).
One way to expose children to this type of learning is through the use of multimedia
tools in the classroom. Working with these tools, teachers can serve as a facilitator of
learning rather than the director. When the teacher facilitates student exploration,
students become responsible for their own learning and are encouraged to try new
things and take risks (Lajoie et al., 2001). Using multimedia in your classroom can assist
learners in a variety of ways, by providing:
 Multiple modalities for representing real-world problems;
 Adequate information, advice and feedback when and where needed;
 Opportunities to solve and reason about problems while applying scientific
knowledge, and
 Online resources that reduce memory load and increase time for in-depth
thinking. (Lajoie et al., 2001, p. 157)
Multimedia tools can help students make the transition from novice to expert thinking
by mimicking the way that scientists think and behave. Moreover, for students with LD,
active and visual modes of learning are often a better fit. Many students with LD find
visualizing and creating models a more effective way to learn concepts as well as to
express their understanding. For more information, see PowerUp WHAT WORKS.
Scientists use multiple representations and models
Research on the daily practice of chemists demonstrated the differences between the
way science is taught and the way scientists do science. Looking at the work of
professional chemists, the researchers found that scientists relied "heavily on the use of
various representations to shape and understand the products of chemical
investigations" (Kozma & Russell, 2005, p. 410). In the course of a typical day, the
chemists used a variety of structural diagrams, chemical equations, instrument
printouts and graphs to verify their understanding of a specific process and to help
them explain their thinking to their peers.
Similarly, meteorologists rely on a variety of "verbal, numerical and pictorial
representations" to inform their daily work and make decisions (Lowe, 2005, p. 430).
Practicing meteorologists gathered data from a variety of sources and looked at the
same data in multiple forms in the process of making their meteorological analysis
(Lowe, 2005). Engineers may use animated diagrams to demonstrate mechanical
processes and to model how these systems might work in reality in addition to more
static diagrams and blueprints (Hegarty, 2005).
The ways that scientists use multiple media and multiple representations can teach us
a great deal about how we might use these methods in the classroom. When using
multiple representations, learners are presented with numerous examples which can
help them grasp new pieces of information and discern patterns (Rose & Meyer, 2002).
If we view science learning as a process of inquiry, investigation and exploration, then
it makes sense to make use of representations in much the same way that scientists in
the field would — as a tool for exploration and inquiry (Kozma & Russell, 2005).
Digital multimedia can be a great addition to any teacher's toolkit; students can
access multiple representations quickly and easily and can self-select those
representations that are most relevant to them. Both teacher and student can
manipulate and edit digital media to create their own representations, resulting in
examples that are meaningful and connected to students' prior knowledge (Rose &
Meyer, 2002; Lajoie et al., 2001).
In addition to allowing students to mirror the processes that scientists themselves
engage in, these representations enable students to explore and discuss phenomena
and objects that may otherwise be invisible. Research has shown that teaching using
multiple representations "not only increases access for students with difficulties but also
improves learning generally among all students" (Rose & Meyer, 2002). All students can
benefit from visualization tools, but they may be particularly helpful for students with
learning disabilities, who may have difficulty with manipulating objects mentally or with
connecting ideas (Dalton, Morocco, Tivnan, & Rawson Mead, 1997).
Scientists collaborate with peers and mentors
One of the hallmarks of scientific inquiry and exploration is the process of peer review.
Whether these discussions occur as part of the formal process of submitting research
for publication or more informally through collaboration, scientists engage in discourse
with each other and receive feedback on their work. While students in science class
engage in many of these same behaviors, frequently feedback and discussion focus
on procedure (steps towards completing an assignment) rather than on the process of
developing new ideas and hypotheses.
Students working together on a laboratory experiment will frequently give each other
feedback related solely to the steps and apparatus involved in conducting the
experiment. In one study observing student pairs as they synthesized a chemical
compound, researchers noted that unlike chemists, the discussions of the chemistry
students "were focused exclusively on the physical aspects of their experiments. The
primary interaction among student lab partners was focused on setting up equipment,
troubleshooting procedural problems, and interacting with the physical properties of
the reagents they were using" (Kozma & Russell, 2005, p. 410).
Making the transition from 'novice' to 'expert' requires practice, but students using a
variety of multimedia tools as part of a rich science curriculum can start to make that
transition. Software can be used to prompt students to use scientific language when
they record their observations — programs may ask students to choose a 'sentence
starter' to begin their written record, such as:
 I hypothesize that…
 I observed that…
 My research shows that…
 My hypothesis is based on…
 I will test my hypothesis by…
 My theory doesn't explain why…

A better theory might be…
(Tan, Yeo, & Lim, 2005)
With this scaffolding, students can use these phrases to provide feedback to their
peers and to develop new theories. Using collaborative software, students can post
their own videos or animations of their work, suggest a theory and ask for feedback
from a classmate or even a researcher at a local university. Providing students with
these phrases gives them the scientific language they need to give and receive
relevant feedback on their work and engage in the same types of discussions scientists
have every day. Other multimedia tools may make use of an animated agent or
online digital coach that comments on student efforts, provides feedback, answers
student questions, or models proper procedure — giving students ready access to an
expert as they navigate through an experiment.
While such multimedia tools differ from those that scientists use in the field, they do
guide students in developing appropriate language needed to engage in scientific
discourse with their peers. These activities serve the dual purpose of teaching students
to think like scientists and increasing student comprehension of difficult concepts.
Studies have shown that "having students articulate their understanding in their own
words leads to the most marked gains in comprehension" (Scholastic, 2006).
Scientists use simulations and virtual laboratories
Many processes in science require scientists to use simulations or virtual laboratories.
Some phenomena are simulated because they happen so quickly (protein folding),
others are simulated because of ethical concerns (testing new medicines on animals
or humans), or because of financial considerations (simulations of fish swimming), while
others are simulated because they are impossible to witness (the formation of the solar
system). Using simulations or virtual laboratories enables scientists to explore
phenomena and test out theories in an environment that they control; students can
use these tools in much the same way.
For example, researchers at the American Diabetes Association recently teamed up
with a software company to design a virtual mouse in order to study possible
treatments for Type 1 diabetes. The mouse simulation allows researchers to "test the
effects of new drugs on the virtual animal's cells, tissues, organs and physiological
processes" (Gartner, 2005). While these models were not able to replace all phases of
animal testing, they did enable scientists to complete much of their research virtually
and do fewer tests on live animals.
Students in science classes can use simulations and virtual labs for many of the same
reasons as professional scientists. Using virtual laboratories, students can conduct
experiments using materials that would be cost prohibitive for a school to purchase.
Students can engage in simulations of animal population models to observe at what
point the number of animals becomes too high for the ecosystem to support. In
addition, simulations and virtual laboratories can provide access to students with
special needs. A student with a visual impairment or physical disability may be unable
dissect a frog with the rest of the class, because of difficulties making precise cuts with
a scalpel. That same student may be able to easily complete the dissection when
using a virtual tool. While many technology tools provide access, simulations and
virtual laboratories perhaps provide more access than any other multimedia tool in
science. They provide access for all students in allowing them to participate in
activities they would not otherwise have access to (DNA testing, diagnosing heart
defects) and they provide access to students with disabilities by offering them another
avenue to participation in lab work.
Multimedia tools encourage scientific thinking
"There have been increasing efforts among science educators to move students
away from learning about science towards learning to be scientists."
(Tan et al., 2005, p. 367)
As science education begins to shift away from merely learning about science to
doing science and being scientists, educators need tools at their disposal that can
help students make that shift. Students enter the classroom with a number of
misconceptions about science that can be difficult to dislodge. Multimedia tools can
help students visualize and experience these phenomena to gain a deeper
understanding of complex processes. They can also be extremely helpful for students
with disabilities who may learn better visually. Additionally, multimedia science tools
allow students to mimic the behavior of professional scientists: exploring theories,
testing hypotheses, collaborating with peers, viewing multiple representations and
creating models. Multimedia programs can be a valuable tool in encouraging
students to develop scientific thinking.
Resources
Below are a few examples of multimedia software that can encourage students to
'think like scientists' (see more resources online in the CITEd article, Using Multimedia to
Help Students Learn Science).
Games and simulations

BBC Science Simulations (K-6)
BBC Science Simulations provide students with the opportunity to manipulate
variables and explore virtual science experiments on a variety of topics from
plant growth to electricity, to forces and friction and food chains.

Science Court and Science Court Explorations (4-6; 2-4)
Animated science trials (and experiment toolkits) let students put scientific
theories on trial and determine validity.
Virtual labs

Virtual Labs at the Howard Hughes Medical Institute (9-12)
Allows students to take on the role of scientist, technician, doctor, immunologist
and others as they participate in labs on topics such as cardiology, immunology,
and bacterial identification. Free.

Operation Frog Deluxe (4-10)
Software guides students through the virtual dissection of a frog, including prelab instructions, lab simulations, and post-lab reinforcements.
Collaborative tools

Knowledge Forum (K-12)
Knowledge Forum is an electronic group workspace designed to support the
process of knowledge building. Students can share information, launch
collaborative investigations, and build networks of new ideas with any number
of peers, from small groups to an entire school or grade.
References
Barnett M., Yamagata-Lynch L., Keating T., Barab S. A, & Hay K. E. (2005). Using virtual
reality computer models to support student understanding of astronomical concepts.
Journal of Computers in Mathematics and Science Teaching, 24(4), 333-56.
Dalton, B., Morocco C. C., Tivnan T., & Rawson Mead, P. L. (1997). Supported inquiry
science: teaching for conceptual change in urban and suburban science classrooms.
Journal of Learning Disabilities, 30(6), 670-684.
Gartner J. (2005, May 20). Virtual vermin saves lab rats. Wired Magazine.
Hegarty M. (2005). Multimedia learning about physical systems. In RE Mayer (Ed.) The
Cambridge Handbook of Multimedia Learning (pp. 447-466). New York: Cambridge
University Press.
Kind V. (2000). Beyond appearances: students' misconceptions about basic chemical
ideas. London.
Kozma, R., & Russell, J. (2005). Multimedia learning of chemistry. In R. Mayer, The
Cambridge Handbook of Multimedia Learning (pp. 409-428). New York: Cambridge
University Press.
Lajoie, S. P., Lavigne, N. C., Guerrera, C., & Munsie, S. D. (2001). Constructing
knowledge in the context of BioWorld. Instructional Science, 155-186.
Lowe R. K. (2005). Multimedia learning of meteorology. In R. Mayer, The Cambridge
Handbook of Multimedia Learning. New York: Cambridge University Press.
Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B. M. (2000).
Changing how and what children learn in school with computer-based technologies.
The Future of Children, 10(2), 76-101.
Rose, D. H., & Meyer A. (2002). Teaching Every Student in the Digital Age. Alexandria,
VA: Association for Curriculum Development.
Scholastic. (2006). Teaching science for understanding: the research behind Science
Court. Retrieved from: http://www.tomsnyder.com/reports/SC_Booklet.pdf
Tan, S. C., Yeo, A. C. J., & Lim, W. Y. (2005). Changing epistemology of science learning
through inquiry with computer-supported collaborative learning. Journal of Computers
in Mathematics and Science Teaching, 24(4), 367-86.