By Michael Hilkemeijer

Science in the Early Years of Education

 

What is science in early childhood education?

To understand the benefits of technology in early science education it is best to first understand ‘what is science in early childhood education’.

 

In the early learning of a young child’s education, it is important that they raise questions and search for answers, collect and measure things, make observations of a qualitative nature, organise these collections and observations, and discuss their findings.

 

These are what researchers (Saracho & Spodek, 2008) identified as the benchmark for young children in science.

 

It was highlighted that a young child’s early science experiences should focus on the beliefs in the unity of nature and its consistency.

 

 

What are the components of science in early childhood education?

Given this, what are the components of science in early childhood education? In 1993, the American Associations for the Advancement of Science wrote the Benchmark for science literacy and stated that young children need to about Scientific World View, Scientific Inquiry and Scientific Enterprise.

 

Scientific World View refers to a person’s work and belief in science and for a young child a belief consists of such things like how can they work together to discover how the world works. It also about the understanding that the universe is a unified system and the results obtained from one section can be generalised to other sections. Finally, it is about having the belief that knowledge can be consistent but change.

 

By the end of Year 2, a young child is expected to know the following:

• When a science investigation is done the way it was done before, we expect to get a very similar result.
• Science investigations generally work the same way in different places.

(Saracho & Spodek, 2008, p.5)

 

Science Inquiry is concerned with complex concepts. Young children need to explore phenomena both in and out of class that is of interest to them. Additionally, it is important that they enjoy and are excited about their investigations. Sharing their experiences with others is significant and they need to be given opportunities  to discuss their observations.

 

In terms of educational expectations, they should have learnt by the end of Year 2:

• People can often learn about things around them by just observing those things carefully, but sometimes they can learn more by doing something to the things and noting what happens.
• Tools such as thermometers, magnifiers, rulers, or balances often given more information about things than can be obtained by just observing things  without their help.
• Describing things as accurately as possible in important in science because it enables people to compare their observations with those of others.
• When people give different descriptions of the same thing, it is usually a good idea to make some fresh observations instead of just arguing about who is right.

(Saracho & Spodek, 2008, p. 5)

 

Finally, Science Enterprise is about social structure, discipline and institutional identification, ethics, and scientists’ role in public affairs.

 

By the end of Year 2, young children are expected to know:

• Everybody can do science and invent things and ideas.
• In doing science, it is often helpful to work with a team and share findings with others.
• A lot can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them in the classroom.

(Saracho & Spodek, 2008, p. 5)

 

 

Importance of Science in ECE

Let me put this another – why teach science to preschooler? There are a number of reasons why science is important in early childhood education.

 

Young children are naturally curious about life – they are full of questions about the world around them and the drive to investigate how things work. The importance of science in early childhood includes:

1. The opportunity to foster a lifelong love of science in young children.
2. Instil key science concepts and thinking in young children.
3. Support the development of other skills and attributes.

 

Furthermore, it:

• Feeds natural curiosity in young children.
• Engages young children in learning.
• Teaches Literacy and Numeracy Skills Authentically.

 

Other benefits of teaching science in early childhood education include:

• Giving children an understanding of their world.
• Helps children to see themselves as learners.
• Fosters a growth mindset.
• Promotes higher order thinking skills.

 

 

As early childhood educators, how can we promote science in early childhood education? In the section, I will discuss the role of STEM in early childhood education has.

 

 

 

STEM in ECE

STEM in early childhood is a significant part of a child’s education in the 21^st century classroom. It is skill-based, it is relevant and it is hands-on. Yet, in the past, such activities in the early years have only focused on the science and maths part of things leaving big gaps in the technological and engineering aspects of it.

This is significant as technology and science are intertwined together. They are like how a hand fits into a glove. Science in the 21^st century simply cannot thrive without technology.

The use of technology permeates throughout the entire STEM in early childhood curriculum as it supports not only science but maths and engineering. It is kind of like the silent partner to all of them enabling effective support and learning in the subjects whilst all along offering you the opportunity to develop ICT capability and ICT literacy.

This, after all, is the ultimate aim of using technology in the classroom, to remain transparent in the background supporting subject learning and giving children the opportunity to advance in their learning progression in ICT capability without them even thinking about it.

 

Benefits of STEM in early childhood education

The benefits of STEM in early childhood education are becoming well-known amongst practitioners. In Australia, STEM skills are encouraged and starts in the Early Years Learning Framework where it helps children to:

• Develop diverse skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating.
• Transfer and adapt what they have learned from one context to another
• Find meaning in their own learning through connecting with people, place, technologies and natural and processed materials
• Express ideas and make meaning using a range of media
• Begin to understand how symbols and pattern systems work
• Use information and communication technologies to access information, investigate ideas and represent their thinking.

Education – South Australian Government

 

In this section, I will discuss what these benefits are.

 

Why is stem important in early childhood education?

STEM education must start in early childhood because young children are natural scientists and love to explore the world around the world around them, test their ideas and share discoveries through a sense of wonder and play.

 

To answer the question ‘why is STEM important in early childhood education’ is to acknowledge that you are not introducing a new STEM curriculum but integrating STEM approaches in existing programs. In other words, a more hands-on approach to learning, exploratory play-based learning activities and science and technology lessons that tap into children's problem-solving skills, even at the early age.

 

Early STEM education enables young children to become confident and involved learners beyond primary school education. They develop good observation skills, critical thinking skills and problem-solving skills that all form part of their inquiry-based learning activities. Such skills are also important to all other areas of the curriculum that focus on applying knowledge rather than remembering them.

 

Other concepts at the heart of STEM include curiosity, creativity and collaboration are also fostered and are in demand. They also happen to be innate in young children.

 

These metacognitive skills help build and foster positive dispositions the future of young children. The hands-on activities cultivate responsibility, independence, self-confidence and resilience – all skills that are vital to their successful and enjoyable transitions into primary education schooling and beyond.

 

Teaching STEM in the preschool classroom

When teaching STEM in the early years it is important to use the correct methods of teaching science in early childhood education.

According to the Department of Education in NSW, Australia it is best to take the following Planning steps:

• Include a STEM element in your planning template.
• Facilitate provision learning through rich experiences and environments.
• Add small changes to your program and build from there.
• Allocate some planning time to the thinking and incorporation of STEM ideas.

 

The Implementation of STEM technology activities for preschoolers can be applied by:

• Purposefully include dedicated time to STEM learning.
• Weave STEM into everyday situations in the indoor and outdoor environment.
• Use the relevant language throughout investigations to match the vocabulary to the appropriate concepts.
• Expand an inquiry into a short-term or long-term project.
• Practice sustained shared thinking, where educators co-construct learning by sharing knowledge and understanding to support and extend learning, rather than just transmitting information.

 

Observation, analysis and reflection is also very important and the Department of Education (NSW) lists the following steps:

• Observe children’s learning and interests to plan from.
• Capitalise on children’s natural curiosity and inquiry for planning – the learning is meaningful, relevant and strengthened through intrinsic motivation.
• Be guided by questions or issues when planning STEM experiences.
• Tap into children’s families and neighbourhoods – they can be rich sources for investigations.

 

STEM technology activities for preschoolers

Our technology integration professional development membership program – ICT in Education Teacher Academy – will equip you with STEM activities for preschoolers that will ensure that you planning will save you time and pain.

 

If you are a practitioner in early childhood education that is looking to save time in your planning then we can provide you with a done-for-you science and technology lesson plan with early learning goals.

 

However, the Academy membership also offers STEM training for preschool teachers with resources and workshops to do with the integration of digital technology in mathematics and science.

 

Some STEM activities for preschoolers that you might across in the membership include:

• Stop-Motion Animation video – this is a very creative STEM learning experience and with my expertise and experience in this field I can guide you with just a few objects, a smartphone or tablet computer, and a stop-motion app. The children will learn about the technology behind movie-making and create a unique video that is connected to their interests.

• Coding a LEGO maze – enable young children to begin the basics of coding. Adapted from ResearchParent, we craft a science and technology lesson plan for you that is developmentally appropriate for young children.

• Digital scavenger hunt – what a great way to increase children's awareness and engagement and this is great for a less tech-heavy early learning environment.

 

These are just some of the activities that you will find as part of your membership in the ICT in Education Teacher Academy. Start enhancing digital technology in early childhood education today.

 

 

 

Science and Technology

Earlier, I discussed and highlighted the role and importance of science in early learning experiences. In this section, I will be highlighting how the successful integration of digital technology in early childhood education can help early childhood practitioners to facilitate teaching science through technology.

Both science and technology have been perceived as the indispensable foundation for economic advancement. Researchers within the science education community perceive technology as an entrance to children’s understanding of scientific concepts. They relate them through studies that include pedagogical approaches that enhance both scientific and technological literacy in young children.

It has been suggested that young children need to understand the technological world as the objects are developed with sophistication. Additionally, the changes in society mean that education needs to change in the areas of science and technology.

 

 

Connecting Science and Technology in ECE

Science and technology in early childhood education are natural, long-standing partners and as education reflects changes in society this becomes increasingly important.

 

As you will find out in our online ECE workshop, teaching science through technology is about knowing where technology could solve a pedagogical problem that you might face. This instinctively addresses the importance of technology in early childhood education.

 

Understanding your own ICT capabilities is very important in this instance as it is to do not just acquiring ICT skills, but also developing understanding and judgement about how to use those ICT skills appropriately.

 

In the end, you will need to make a decision as to why the technology would be better than other teaching strategies.

 

Additionally, when asking the question about the importance of science and technology in education as an educator you need to understand science teaches the basics of how certain devices work. Children learn from this and begin to develop their own ideas and may start to possibly invent new technologies in the future. Not to mention gaining the basic knowledge of technology to assist fixing minor problems at home.

 

 

Why ICT is important in ECE?

It is important to further understand the importance of technology in early childhood education. Technology in ECE is a tool to facilitate learning. It enhances and supports key learning areas but it also:

• Supports the development of fine motor skills.
• Strengthens coordination and reaction time.
• Improves social and emotional development.
• Promotes collaboration and relationships.
• Builds cultural awareness.
• Helps language and communication development.
• And offers opportunities for information processing.

 

In relation to science in early childhood education, ICT can:

• Facilitate links with other places, subjects, and other people.
• Facilitate the asking of questions and forming or modification of opinions
• Provide access to secondary sources of information with more breadth and depth.
• Support communication, thereby raising issues of audience and viewpoint
• Enable the gathering, storage, and manipulation of data and other information
• Enable more effective analysis of data and information
• Enable simplification, simulation, and modelling of scientific ideas
• Enable more effective communication of understanding of experimental results
• Support the asking of ‘What if…?’ questions through experimentation and testing
• Support teachers’ professional development alongside students’ learning.

(Williams and Easingwood, 2003, p7)

 

 

The Role of ICT in Early Science

It is important to acknowledge that science and ICT have an important role to play in different aspects of children’s development.

 

There are many special ICT tools that can be used when teaching science through technology. When ICT applications in science are used appropriately they should support you as the educator in challenging children to ‘engage their brain’ by drawing upon personal scientific knowledge and understanding as well as everyday experiences and skills (Feasy and Still as cited in Hayes & Whitebread, 2006).

 

Research has shown that it is important that you ensure that you encourage young children to participate in making a range of decisions such as what, when and how to use it.

 

Another important role of technology in science education is to support the development of positive dispositions in this areas of the early learning curriculum. This means that as an early childhood teacher when you are involved in supporting early years science you need to be creative, enthusiastic and open-minded in the teaching and learning in your teaching approaches.

 

What this highlights is the significance of the positive use of ICT to support science learning as it is crucial to the development of not only scientific concepts but also the whole child.

 

What technology to use?

As part of your TPACK that you will acquire as a participant in this online ECE workshop you will become knowledgeable about what technology is available and deciding what digital technology in early childhood education to use.

 

The embedded lesson plans to do with science teaching include a range of hardware such as handheld devices, laptops, calculators, and probes for example.

 

You will find that they fall within three categories:

• Technology that is unrelated to science but is used in the service of science – examples include word processing, spreadsheets, or graphics software.
• Technology that is designed to for teaching and learning science – Model-IT, Virtual Frog, Cooties and BIOKids.
• And technology designed and used to do science – microscopes and scientific calculators.

 

You as the early childhood practitioner have reasons to use each of these categories of digital technology in early childhood education.

 

If you want to develop your TPACK further and learn about how to teach science in preschool with technology in ECE, access this resource here for just $10 per month or become a member of the ICT in Education Teacher Academy for just $20 per month.

 

 

 

Using Technology Appropriately in Preschool

When using technology in preschool activities it is important remember key strategies to ensure that children learn to use technology appropriately in their lives. It involves fostering the notion of ICT as a tool for learning. A major strategy to always keep in mind when using technology appropriately in the preschool classroom is to provide tech that children to have full control over it.

This helps to facilitate the development of ICT capability in preschool activities.

 

Here are some other strategies in which you can support the use of technology in preschool.

ICT Teaching Strategies in Preschool

Model safe and appropriate use of technology – young children are very observant and learn a lot in this younger age by watching you use technology yourself. So model the best ways to keep them safe from harm and demonstrate what they need to know about appropriate use of technology in their lives.

 

Choose child-friendly hardware - new technological innovations are continuing to emerge that make it easier for young children to use technology in preschool activities. So choose devices that make it easier for their physical capabilities.

 

Select appropriate programs – software that gives them full control is a start. Ensure that you emphasise interactive, open-ended learning and avoid drill and practice programs. It is best to introduce a program to a few children at a time.

 

Locate the technology in the preschool classroom for social exchange – allow spaces for children and teachers to collaborate with technology.

 

Encourage children to verbalise their thinking and solve technology problems – you can help children reflect on their solutions. Ensure that you are nearby so that they don’t get frustrated or discouraged.

 

Using technology appropriately in the preschool classroom is about ensuring that children understand ICT is a tool designed for learning. 

 

 

 

How you can use Technology in Science Inquiry-based Learning in ECE today?

If ICT is to make an impact on student science learning, then you as a teacher need to scaffold science ICT activities so that students can participate in the inquiry process.

So what is inquiry based learning in early childhood and how does it help young children? Well, it emphasises the role of the child in learning and engages them in the process in an active way. It helps children make meaning of what they are learning about and provides them with authentic learning experiences such as what they experience in the real world.

 

Applying Technology to the Learning Experience

As a teacher, you want to provide your children with the most authentic learning experience and by applying technology to inquiry based learning in early childhood education, like for example in the science inquiry process, you can achieve this. That is what education in the digital age is all about.

For this to occur, there has to be an adjustment in your mindset and shift away from looking at technology as a means to an end and towards technology as a medium for all kinds of learning. 

When technology is meaningfully integrated into the science inquiry-based lesson, the students benefit from the positive transformative effects of it such as:

• Shifting the emphasis from content to skills;
• Allowing constant engagement;
• Democratising learning;
• Connecting to the world and;
• Simplifying the back-end work.

(Pahomov, 2014, pp. 15-20)

 

Therefore, it is recommended that the early learning years framework that you use needs to include these five core values:

• Inquiry;
• Research;
• Collaboration;
• Presentation and;
• Reflection.

 

Here is how technology is involved. 

In each of these five steps, there are key characteristics such as choice, personalisation, relevance, and empowerment in the inquiry. There is a strong digital connection to each of these. 

Take for example choice, students are swamped for choice not only for the range of technologies available to them but for the choice of information, communication, and features that technology brings. 

Technology can really transform students’ work in the early learning environment making it very personalized. Early Childhood teachers can assist children in looking up information on the Internet related to the child’s interest which directly links it back to child development. 

 

The use of technology or ICT in inquiry based learning in early childhood plays a significant role in a young child's learning. It is essential that you practice the strategies to ensure that is potential is realised by yourself and the impact on child learning great.

 

What is IBL?

To put it simply, inquiry based learning in the classroom is about providing authentic learning experiences for children so that they can learn something new.

Through authentic learning, you will be able to trigger inquiries by the children as they seek to find the answers that interest them. For this to occur, you will need to model the inquiry process for them and generate enthusiasm so that they can also generate enthusiasm for learning something new.

 

Moving forward to Primary Education

STEM Primary Science

Science and technology in education are true partners in the learning and development of science concepts, practices and principles. STEM education in primary schools should effectively build upon that what young children had learnt in early childhood education.

 

In this section, I will focus on the importance of teaching science in primary schools with ICT and will discuss:

• Importance of teaching science in primary schools;
• Ways of introducing STEM in primary schools.
• What are ICT tools for teaching science?
• How to structure a science and technology lesson plan?
• And using technology to teach science.

 

 

Why Teach Science in Primary Schools?

According to the Department of Education (Australia), the importance of teaching science in primary schools lies within the following areas:

• Students are developing self-belief in their ability as a STEM learner. It is important to foster confidence and self-belief early.
• Most students start forming their life aspirations in primary school. Research shows that students are likely to make decisions about career aspirations before they are 14.
• It’s the best time to reduce achievement gaps among different student groups.
• Positive early STEM experiences and exposure are important for later engagement and achievement.

 

In a world that is increasingly shaped by science and technology, primary schools play a pivotal role in promoting and fostering the next generation of innovators. Teaching science in primary schools helps children to understand their world and gain a deep understanding of natural phenomena, human impact and responsibility the process of discovering.

 

It also fosters the development of essential skills such as problem solving, critical thinking, and communication and collaboration skills. Additionally, teaching science in primary schools cultivates scientific attitudes such as curiosity, persistence and open-mindedness.

 

Scientific literacy needs to therefore begin to form and build upon what was learned in early childhood education to help young children make informed choices, separate fact from opinion, and to promote innovation.

 

Here lies the importance of teaching science in primary schools!

 

How to start teaching STEM Primary Science?

Reports from the UK say that it is best when introducing STEM in primary schools to take the science topic for that term and then to link it to a practical hands-on project. This will result in the children directly seeing how the science they are currently learning can be applied to authentic situations.

 

Teaching STEM in Primary Education

Before we delve into learning how to teach primary science with ICT lets for explore the basics of how to teach science to primary students. The following highlights the different steps that you take today:

• Keep it practical - hands-on learning is more memorable for children no matter how old they are. This will foster independence and enable them to learn their own enquiries.
• Send it home – activities should help build a link home and school thus facilitating authentic experiences with simple, fun science investigations. This will help children to understand that science can happen anywhere.
• Appoint a student technician – if you believe that there is a student who is capable of assisting with equipment then why not appoint that person to help around the classroom.
• Access Free CPD – our STEM professional development all comes as part of your membership in the ICT in Education Teacher Academy. You’ll find short, online CPD workshops for primary teachers and guest presentations related to integrating ICT in science teaching in addition to mathematics. And if you want to just find some science and technology lesson plans there are plenty of them to choose from our archive. All FREE as a member today.
• Promote scientific thinking – there are online free resources of engaging, creative science activities designed to spark children’s curiosity, discussion and debate.
• Celebrate child-led enquiries – have you thought about joining the Great Science Share? This is a national campaign which works to raise awareness of primary science and engineering.
• Assess the plan – it will be important to maximise key learning outcomes and opportunities by building on your planning around the assessment information your children give you through formative assessment. You can find the best practices for formative assessment here.
• Moderate – moderation can be used to promote professional dialogue around standards, inspire new ideas and develop quality assurance.
• Outdoor science activities – much of the science curriculum can be conducted outside of the classroom through outdoor contexts and with mobile technologies this is even more possible to integrate ICT in science education.

(Source: The HeadTeacher.com)

 

Other ways of teaching science in primary schools include:

• Engaging students by asking questions.
• Utilising developing maths and problem solving skills and knowledge.
• Building confidence through participation.
• Moving from concrete to abstract concepts.
• Alleviating boredom through activities.
• Encouraging skills through a science notebook.
• Encouraging independent investigations.
• Developing the mind further through scientific vocabulary.
• Telling students that they are scientists!

(Source: Home Science Tools.com)

 

 

Integrating ICT in Primary Science

As I discussed earlier on this blog, science and technology go hand in hand and there is a wide range of digital tools and resources that, when integrated into primary science education, can significantly enhance teaching and learning experiences.

 

This section will explore the question of what knowledge teachers need in order to integrate technology in the science classroom. By understanding the following points and principles you will be able to build upon your pedagogical content knowledge in primary science education thereby improving your TPACK in science education.

 

We’ll begin by stating that it is important to recognise that technology should be used to do things that would otherwise be difficult or impossible to do, not to replicate the same things ordinarily done; and that technology has a place in science classrooms when it is integral to the science being taught or when it solves a particular pedagogical problem.

 

 

 

Technology Tools for Primary Science Education

If your school has moved from just science lessons to STEM lessons then teaching science through technology has become a norm for you. However, did you know that there are three categories of ICT within the science field?

 

The first type of ICT in science education is the one that is used in science education but is not related to it. Another category of ICT in science education is the one that is used for the learning of science topics and the last category of ICT tools for teaching science are the ones that are used for doing science.

 

So what are the technology tools for teaching science?

 

Unrelated ICT tools

If your aim as a teacher is to focus on integrating ICT in science teaching, then this type of technology is the one that you need to focus on.

 

Why?

 

It is because when integrating ICT in science teaching and learning it is about ensuring that the technology is ‘transparent’ in its use and that children have full control of the technology. Technology integration in education is about allowing this to occur and making sure that there is a high level of decision-making by the children.

 

What are these technology tools for teaching science?

 

Spreadsheets

Spreadsheets are mainly used in primary science for data entry, tabulation and graph production. They are very useful and form an important element in determining fair testing results and seeking patterns.

Primary students are expected to use spreadsheets but are not expected to create them as this would detract their concentration from the science objectives.

When it comes time to explaining the equals sign in the spreadsheet formula you will need to ensure that the children know it doesn’t balance the equation showing that one side is equal to the other, but provides a function, effectively instructing the software to perform the calculations that follow it.

 

Databases

The use of databases in primary science teaching can reduce the demands on students in the manipulation of data. To ensure effective use, it is significant that you ensure that value is placed on interpretation and understanding rather than on the presentation of the graphics.

As always you will need to remember that just exposure to databases will not ensure successful teaching and learning. This will depend on appropriate task-setting, differentiation, and intervention.

In selecting appropriate databases you and the students will need to make informed decisions about the most appropriate ICT tool for a particular purpose.

 

Word Processor

Throughout the entire primary curriculum from Foundation to Year 6 students can use word processors such as MS Word to assist with sequencing and sorting information in primary science. As children develop the degree of structuring and preparation may vary.

Students in the early years can begin to use this ICT tool as an onscreen word bank that features images with text labels. An example might be to sort the materials into hard and soft.

Word processors are very useful for helping students to seek information from databases. They can make their own notes about what they have found and then supplement them with images or text copied from electronic sources.

 

Graphics software

Science work in all year levels requires illustration to aid communication and graphics programs such as painting and drawing software can enable this to occur. Images can be created, imported and modified by the students with considerable easy these days given the various levels of software sophistication available for primary students.

Students can also use these programs to create labels to aid in the identification and explanation of images. An idea would be to have the students create a poster that is designed to illustrate scientific understanding.

Other ideas would be to use painting software to produce images that illustrate the effects of light sources such as street light at night time.

 

Data Logging

Graphing programs offer a range of opportunities to record and represent experimental data. Programs these days allow text to entered and displayed alongside graphs and these can typically be copied and pasted into other applications such as word processors.

Activities at times may involve the collection, entry, and representation of data while others are to do with prepared data for students to look for patterns.

Data-logging can be used by students to facilitate the development of scientific experimental techniques such as enabling the realistic repetition of experiments to achieve consistency in results and enabling the testing of variables over a greater range of values.

 

Digital Camera

Digital cameras in primary science are primarily used as a recording device. There are many varieties as we know to choose from. Your school may have a range of stand-alone digital cameras or alternatively, may have a set of tablet computers such as iPads which all come equipped with digital cameras. For some teachers, this may seem like the better option as more of these are handed out to classrooms in schools and the fact that they are easy to transfer images to applications.

Observations and recording is an important part of primary science lessons. By using digital cameras, students can provide quick and accurate records.A lot of scientific experiments can exploit the power and immediacy of digital still images. As a teacher, you need to consider how images taken are stored and managed once on the computer.

A single image can be used an innumerable number of times, in a great variety of ways. This allows young children even to take responsibility for the process from start to finish. Students can decide what they wish to photograph, capture the image and decide if they wish to use it, but if not then delete it.

Some ideas or units of work which may benefit from the use of digital cameras include:

• Growing plants;
• Plants and animals in the local environment;
• Variation;
• Helping plants grow;
• Characteristics of materials;
• Habitats;
• Interdependence and adaption.

 

Presentation Programs

Presentation tools such as MS PowerPoint and Prezi combined with Interactive Whiteboards can provide fantastic opportunities for students to consolidate knowledge, assume responsibility for, and ownership of their learning. PowerPoint presentations can engage them in higher-order thinking skills and be able to support them in communicating their learning to their peers.

The slide and bullet point structure can aid students’ identification, development, and sequencing of points to be made. This is not only valuable for teachers who find that this creates a coherent lesson, but also for students as it helps them present their ideas. It helps them present to the class and also to turn their ideas into a written report and forms an important tool for reflection.

When it comes to ICT skills, concepts, and attitudes, such a tool has enormous potential for enhancing students’ learning in primary science. By preparing presentations, they could be involved in communicating all aspects of planning and carrying out experiments, rehearsing hypotheses, describing methods, and discussing their recording procedures.

This might also lead to data interpretation, inference, and drawing conclusions which would mean that they would have to ‘tell the story’ of their work to their peers. By effectively encouraging presentations in primary science, you will be able to help promote key attitudes such as cooperation, perseverance, originality, responsibility, independence of thinking, self-criticism, and open-mindedness.

 

 

Internet

The Internet in primary science can be used either as a reference source or as a means of communication. It can provide a wealth of resources for learning and teaching.

Browsing the Internet and searching online means finding science information. However, a single word is likely to generate a large number of suggestions. Therefore, it is important that students are educated in information literacy and being able to evaluate sources of information on the Internet and narrow their search results using more sophisticated criteria.

There are many websites for primary science that provides activities that aid students’ concept development in specific content areas and have the potential to arouse curiosity.

 

ICT tools for learning about science

The use of ICT in science teaching also as I said extends to that which helps children to learn about science and science-related concepts. Here is a list of them that you might want to check out today:

• KideScience
• National Geographic Kids
• Lawrence Hall of Science:24/7 Science
• Mystery Science
• Makers Empire
• TinybopSchools
• Gizmos & Gadgets
• Climate kids
• Mosa Mack Science
• Nova

 

Others may include:

• TED-ED videos
• BBC News – Science and Environment
• ABC News – Science and Technology education
• MIT OpenCourseWare
• MIT Blossoms

 

Apps include:

K-5 Science for Kids – Tappity

 

 

ICT tools for doing Science

Teaching science through technology can also be achieved through the use of technology like digital microscopes and thermometers.

 

These are all the various different types of science technology tools for the classroom today.

 

 

Where to use technology?

Now that you know what technology to use which forms part of your technological PCK in science it is time to understand just where to use it.

 

In deciding to use ICT in primary science teaching it is fundamental to decide where it can help students learn or help you as a teacher. You first need to consider:

• If you have identified parts of the curriculum that are hard to teach where technology might help overcome pedagogical or cognitive difficulties.
• Additionally, have you identified the topics in the curriculum for which technology is an essential element of the science being taught.

 

These considerations are important to remember and will help you to define the two types of technology use: pedagogical and scientific.

 

According to McCory (2008) pedagogical uses of technology in science education include:

• Speeding up time via simulations of natural events.
• Saving time through data collection devices.
• Seeing things that otherwise could not be seen.
• Recording data.
• Organising data.
• Communication with experts or other stakeholders.
• Having access to real time data and current information.

 

Your ICT capability would involve knowledge of where technology could solve a pedagogical problem.

 

Technology tools for teaching science or scientific discoveries include a microscope and a probe in a laboratory.

 

 

How to Teach with Technology?

No matter where you see yourself on our Success Path we facilitate the learning of teaching science through technology. As a member of the ICT in Education Teacher Academy we provide all the pedagogical support that you will need to complete your TPACK.

 

Understanding how to teach science in primary schools with ICT is the final piece of your TPACK and it is about all the different ways to integrate technology in the classroom.

 

Through the content and resources that we provide you will be able to mine your own internal resources – your knowledge of science, of students, and of pedagogy – anticipate and prepare for what will likely happen when the technology is used.

 

For example, graphing calculators to simulate time and distance problems with SimCalc, what might you consider before your first use?

 

As you embark on learning about teaching science through technology  as a member of the ICT in Education Teacher Academy, and reflect on what may happen when the class is over, you will develop knowledge that you can use the next time you use ICT in primary science.

 

 

Primary Teacher Resources

Integrating technology in the science classroom is not straightforward. The science resources for primary schools that are embedded within our workshops such as our done-for-you science and technology lesson plans will enable you to practice successful teaching models and approaches such as the 5Es instructional model, the Generative Learning model, the Learners’ Questions model, and the Science in School model.

 

 

 

Integrating Mobile Phones into Primary STEM education

Mobile technology is helping to represent abstract ideas in science. It has the potential to make significant contributions to the teaching of science including helping students understand scientific phenomena, assist in recording, exploring relationships and finding and researching information. 

 

When organising mobile technology in the Science classroom consider the following:

• The current level of ICT capability in students;
• The management of the resources;
• How to evaluate the use of technology in the classroom and;
• Technical support. 

 

Mobile Technology in STEM Education

Here are six teacher-tested ideas and strategies on mobile phone lessons in the Science context:

1. Get students to text the correct answer on their mobile phone to a question. The first student to do so would be the winner – Andrew Douch;
2. Ask students to take photos on a field trip and then to use them in a report – Rebekah Randall;
3. Text message images of minerals or elements – Lynne Sullivan;
4. Research a science topic that generates controversy such as global warming – Judy Pederson;
5. Use mobile phones to take pictures of everyday activities related to the study of chemical elements. Students could then use these images in their chemistry studies – Rebekah Randall;
6. Create a mobile-friendly website regarding nutrition and fitness – unknown teacher;
7. Take photos of objects in their natural settings – unknown teacher;
8. Document and take photos of different types of insects then send them to a class map on the Internet – unknown teacher;
9. Use the phone calculator app to make calculations.

 

 

 

Science Teaching Strategies in STEM

STEM education in Australia is really starting to take off these days. The integration of technology in the classroom can go a long way in enhancing the learning of science in STEM science lessons. ICT in STEM lessons, however, opens up a lot more avenues for primary teachers in relation to developing progression in student ICT capability throughout the Learning Continuum.

 

 

ICT can help children in their science lessons work:

• To access, select and interpret information;
• To recognise patterns, relationships, and behaviours;
• To model, predict and hypothesise;
• To test reliability and accuracy;
• To review and modify their work to improve quality;
• To communicate with others and present information;
• To evaluate their work;
• To improve their efficiency;
• To be creative and take risks;
• To gain confidence and independence.

(Ager, 2003)

 

 

In this section, you will learn about teaching strategies in science such as:

• Planning the use of ICT/technology in the classroom
• The role of the teacher when using ICT in science lessons.
• Selecting the appropriate ICT tools

 

These are what I consider to be the best primary science connection to technology as they will provide you with a strong foundation to effortlessly support the use of digital technologies in science learning.

 

 

 

Planning the use of ICT in Primary Science Lessons

 

When planning to integrate ICT into primary science lessons, you will need to take into account children’s ICT capability in order to pursue opportunities to exploit and extend it. It is part of a set of factors that will make up a good lesson plan.

 

For example, the year 3 Science Inquiry Skills in the Australian Curriculum provides opportunities for students to Manage and Operate ICT along with Investigate with ICT which involves selecting and using hardware and software in addition to locating, generating and accessing data and information.

 

Look at the context of the features of ICT which make it a learning tool and decide whether it is appropriate to the learning outcome for which you are currently planning.

 

You also need to take into account, at the same time, other factors otherwise planning will be ineffective and even counterproductive.

 

 

Like in any other subject, the use of ICT must support and enhance the learning of science. You need to be mindful that some activities may develop scientific knowledge, skills, and understanding of children and this is fine if this is your intention.

 

However, they do not necessarily generate further ICT skill development. It is important that science lessons is interactive as active learning is a crucial part of any lesson, but especially for ICT in science. Students must interact with the computer in that they should not be passive recipients of the data or information on the screen.

 

A vital factor in developing ICT capability is that students must always be in control of the ICT tool whether it be a computer program or an iPad app.

 

Above this, you as the teacher must interact with the students and the computer as it is through monitoring ICT activities that you learn to intervene at the right moments. It is at this time that you begin asking key questions to ensure that children think critically and carefully about the concepts being taught.

 

Open-ended questions are ideal so that you avoid simple yes and no answers from them.

 

Examples include:

• What would happen if the variables in this spreadsheet were changed?
• Why do you think that the crosses on the scattergram are clustered together? What is this telling you?
• How might the variables in the spreadsheet be changed?

 

Remember it is your ability to provide detail subject and pedagogical knowledge in addition to asking the right questions at the right time that makes ICT a powerful tool for the teaching and learning in science lessons

 

These questions will also help you in when assessing students through formative assessment strategies as it provides opportunities to assess student progress. Additionally, it can also be useful as assessing ICT is a particular difficult area. You will need to know what exactly is being assessed and why. Your goal as a primary school teacher should be to not only assess the subject knowledge, but also the use of technology and the technology itself. This is because ICT capability is being developed and assessed in primary education. Planning should ensure that ICT capability is enhanced as well as learning in the other subjects, even where there is only the potential for lower levels of ICT skills.

 

 

The Role of the Teacher

 

The key to successful teaching and learning with ICT lies in how the technology is used and employed, not in teaching of the technology itself. It is this that makes your role as the teacher crucial.

 

As a primary science teacher, you will need to:

• Help students to raise questions and suggest hypotheses;
• Encourage students to predict and say what they think will happen and;
• Encourage closer and more careful observation.

 

Additionally, this may also involve you helping children to see ways in which their tests are not fair and ways to make them fairer which will ultimately encourage students to measure.

 

Above all, it is important that you:

• Encourage children to think about their experiences;
• Talk together and;
• Describe and explain their findings and thoughts to others.

 

Technology teaching strategies in science such as the above can play a key role in STEM education in primary school. It is often how well you plan and understand your role as the teacher that make the difference between how well mobile technology in the classroom will help students achieve the learning outcomes and the development of ICT capability in science lessons.

 

 

Science and Technology Lesson Plans

Integrating technology is never straight forward. In fact, it becomes more complex when planning and as we know planning lessons for teachers is essential to ensure that all students benefit from the curriculum. For those of you who teach STEM, lesson plan structure needs to be in such a way that you effectively integrate technology in the classroom.

 

Structuring your Lesson

In this article, therefore, I will highlight how to make a lesson plan for primary science when ICT is being planned to enhance to learning and to develop student ICT capability.

When it comes to planning for primary science with ICT it is about identifying the sorts of activities where ICT can enhance and support the learning of science. Some activities can develop scientific knowledge, skills and understanding of young children but do not support the development of ICT capability.

To understand what ICT capability in primary education is to understand what true technology integration. The one factor that both ICT capability and technology integration have in common is that they require the use of technology to be ‘transparent’ in its integration in learning areas.

So they are both the same and achieve the same goals.

It is advised (NSW Education), that a lesson plan is important as it enables decisions to be made about:

1. What the students will learn?
2. How will you know that learning has taken place?
3. How you intend students to learn it?

 

The following lesson plan structure we recommend for when integrating ICT in primary science aligns with what is advised by NSW Education:

• Clarify the lesson purpose and identify the learning goal/ intention for the lesson:
• What do you want the students to learn?
• Why does this learning matter?
• Consider assessment:
• How will you know the learning goal has been achieved?
• What will the students do/ produce?
• Structure the lesson as a series of episodes:
• How will the lesson flow to ensure the learning goal/ intention is achieved?
• Decide what will occur within each episode:
• Which learning experiences and resources best support achievement of the learning goal/ intention?

 

 

Lesson Overview

Include the Science element and the ICT element. For example, “To study the behaviour of woodlice in their habitat and in classroom using CD-ROM and images from the Internet”.

Learning Objectives

In this section, the key objectives for your lesson or sequence of lessons will be derived from any medium or long term plans in which you have prepared subject to requirements of the national curriculum. This determines what should actually be taught and at times will come from a scheme of work. It will also indicate what needs to be taught and the way it could be taught. For example: To understand what kind of animal it is; To understand something about its natural environment.

Prior Learning

This ensures continuity and progression in learning.

Development of lesson and Teaching Points

This should always be taught together as the former directly informs the latter. Some examples of ICT teaching points in science lessons include: Computers at home – Awareness of the role of ICT in society. Parts of a plant – Use of basic art package tools; Incorporating text; Simple introduction to desktop publishing. Insulation – Setting up and using sensing software; Interpretation of graphical representation of data.

Differentiation

It is important to think about differentiation at the planning stage. You need to consider not only the science but also the ICT content. It may be entirely possible to have students who are high achievers in science but low achievers in ICT. It is best to differentiate on the science rather than the ICT – if the science is the key focus of the lesson. On the hand, if the child is strongest in ICT rather than in science then the power of the computer can be harnessed to develop the scientific knowledge, skills and understanding.

Assessment opportunities

If you are to differentiate effectively, you will need to ensure that you have an ongoing strategy as it enables you to prepare for individual students that is appropriate to their ability. This is vital as it assessment needs to be linked to your planning stage and lesson objectives. This will determine how successful the lesson has been. When assessing children’s work when integrating technology in primary science lessons it can take several forms – formative, summative or testing. As ICT capability is largely practical, formative assessment is encouraged here in order to accurately plot a path for ICT learning. This is linked directly to planning and will involve observation, open-ended questioning and perhaps self-assessment.

Resources

Science and ICT combined brings a far-reached and detailed. Your lesson needs to be resourced and this should be made explicit in the lesson plan. For the science component, resources could involve the use of scientific apparatus, investigative equipment, and research and references sources. And for the ICT component it might include digital cameras, data logging sensors or computer microscopes.

Cross-Curricular links

Here you will need to identify cross-curricular links at your planning stage.

 

Other areas might include the following (Allen, Potter, Sharpe, & Turvey, 2012, pp. 35-37):

Key questions -

What are the key questions which you will ask the children during the lesson which draw out the teaching and learning objectives? How will you maintain the dialogue with children who are experiencing difficulties? Record a few possible prompts which you could use.

 

Lesson format –

Depending on your resource setting (whether you are in a classroom with one computer, in a computer suite or a hub in a corridor), how long will the different phases of your lesson last? The three-part lesson may not always be the best model but it is certainly a common one. If your time with the children is going to be organised in this way, give timings for:

• An introduction outlining the learning objectives;
• Development of the lesson through focused activities and integrated tasks;
• A plenary, where all the strands are drawn together and children have an opportunity to share successes and problems.

 

Evaluating the Lesson (Operational issues & learning outcomes) –

Good planning includes a space in which to reflect on how the lesson actually proceeded. It only needs to be a few lines, written at the time or soon after, which can give you a perspective on things you needed to change to make the lesson work (and which could, in turn, inform your planning later). Did you need, for example, to alter the timings of the introduction to ensure understanding of what was required for all the children? Did you find that you talked too much and the children needed more time and more independence in their working?

 

How far did the lesson achieve the intended learning objectives? Make a judgement based on your identified assessment opportunities. If it is part of a sequence of activities, how much is there still left to do? Comment on how the lesson went for the children experiencing difficulty and for those children of high ability. How well were you able to meet the needs of those with English as an additional language? Did children with special educational needs have full access to the activity and were they able to succeed?

 

National Curriculum context –

What aspects of the programmes of study are you teaching? Consider the ICT and any links to other subjects.  List the main cross-curricular focus. If you are working in an Early Years setting, what elements of the curriculum are you hoping to work with during the activity?

 

 

Science Inquiry-based Lessons with Technology

If ICT is to make an impact on student science learning, then you as a teacher need to scaffold science ICT activities so that students can participate in the inquiry process.

So what is inquiry based learning in early childhood and how does it help young children? Well, it emphasises the role of the child in learning and engages them in the process in an active way. It helps children make meaning of what they are learning about and provides them with authentic learning experiences such as what they experience in the real world.

 

Applying Technology to the Learning Experience

As a teacher, you want to provide your children with the most authentic learning experience and by applying technology to inquiry based learning in early childhood education, like for example in the science inquiry process, you can achieve this. That is what education in the digital age is all about.

For this to occur, there has to be an adjustment in your mindset and shift away from looking at technology as a means to an end and towards technology as a medium for all kinds of learning. 

When technology is meaningfully integrated into the science inquiry-based lesson, the students benefit from the positive transformative effects of it such as:

• Shifting the emphasis from content to skills;
• Allowing constant engagement;
• Democratising learning;
• Connecting to the world and;
• Simplifying the back-end work.

(Pahomov, 2014, pp. 15-20)

 

Therefore, it is recommended that the early learning years framework that you use needs to include these five core values:

• Inquiry;
• Research;
• Collaboration;
• Presentation and;
• Reflection.

 

Here is how technology is involved. 

In each of these five steps, there are key characteristics such as choice, personalisation, relevance, and empowerment in the inquiry. There is a strong digital connection to each of these. 

Take for example choice, students are swamped for choice not only for the range of technologies available to them but for the choice of information, communication, and features that technology brings. 

Technology can really transform students’ work in the early learning environment making it very personalized. Early Childhood teachers can assist children in looking up information on the Internet related to the child’s interest which directly links it back to child development. 

 

The use of technology or ICT in inquiry based learning in early childhood plays a significant role in a young child's learning. It is essential that you practice the strategies to ensure that is potential is realised by yourself and the impact on child learning great.

 

 

What is IBL?

To put it simply, inquiry based learning in the classroom is about providing authentic learning experiences for children so that they can learn something new.

Through authentic learning, you will be able to trigger inquiries by the children as they seek to find the answers that interest them. For this to occur, you will need to model the inquiry process for them and generate enthusiasm so that they can also generate enthusiasm for learning something new.

To learn more about inquiry based learning, click here.

 

 

 

Integrating ICT in Science Teaching with Ease

Science is a core subject in primary education and since the introduction of STEM education in elementary schools its significance has ramped up tremendously.

The importance of STEM education in elementary schools lies in the fact that young children will go on to play an integral role in a nation’s global competitiveness and economic stability.

As a teacher, you will need to “foster critical thinking through problem-solving in elementary STEM education and provide students with an academic edge over the competition” (University of Florida, 2021).

In this article, we are going to look at the integration of technology in science education. However, it is important to first understand this question:

Why is science and technology important in education?

 

 

The Importance of Science and Technology in education

In the 21^st century, we all live in a world surround by science and technology. As young children grow up in a technologically dominated society they need to also be scientifically literate to succeed.

 

Teaching children how to think scientifically is about enabling them to think, learn, solve problems and make informed decisions. All these are integrated into a young child’s education and life.

 

 

The Importance of Technology in Science Education

The importance of technology in science education lies in the fact technological developments provide many tools for scientific study and experimentation.

Information and Communication Technology (ICT) can enhance the teaching and learning of primary science and science can provide a meaningful context in which to develop ICT capability and technological literacy.

 

For example, ICT can:

• Facilitate links with other places, subjects and other people;
• Facilitate the asking of questions and forming modifications of opinions;
• Provide access to secondary sources of information with more breadth and depth;
• Support communication, thereby raising issues of audience and viewpoint;
• Enable the gathering, storage and manipulation of data and other information;
• Enable more effective analysis of data and information;
• Enable the simplification, simulation and modelling of scientific ideas;
• Enable more effective communication of understanding or experimental results;
• Support the asking of “What if…?” questions through experimentation and testing;
• Support teacher professional development alongside students’ learning.

 

All this falls into two broad areas of which are: Communicating and Data handling. Classroom activities that are a part of this include:

• Researching;
• Searching for information;
• Analysing data;
• Simulations/demonstrations;
• Modelling and;
• Drawing diagrams, writing up and presenting findings.

 

ICT and primary science are inextricably linked. They are mutually depended in that ICT assists scientific development and vice versa and I hope that by the end of this article that you will come to same conclusion.

 

The use of ICT in science education is also beneficial in that it can be used to adjust the needs of the children. For example, the learning outcome of a science activity could be to label a picture of a plant.

• Children with little experience of ICT can drag and drop the labels from one part of the screen to another;
• Children with more experience could extract labels from a word bank;
• Children who are more confident could type the name of the label into the picture;
• Children with advanced skills could locate a suitable image from the Internet or use a graphics program to draw one themselves.

 

Technology Integration in Education Vs ICT Capability

When integrating ICT in science teaching it is significant to understand that you are in effect integrating ICT in the classroom. This point was raised in the introduction where I mentioned that the use of ICT in primary science can in fact develop student ICT capability.

 

The reason why this is important is that ICT capability can only be developed in meaningful subject-related learning activities. There is also a direct link between what defines technology integration in the classroom and ICT capability.

 

To elaborate on this further, the two elements that bind them together are the fact that they both require the transparency of technology in learning activities. Therefore, you could say that technology integration is ICT capability.

 

And it is in this respect. However, ICT capability is more than just this. Many consider the integration of technology in the classroom as just the teaching of ICT skills, but this is not the case.

 

 

Planning for Science with ICT

 

When it comes to planning for primary science with ICT it is about identifying the sorts of activities where ICT can enhance and support the learning of science. Some activities can develop scientific knowledge, skills and understanding of young children but do not support the development of ICT capability.

 

What do you need to consider?

• Curriculum opportunities;
• Building on home use of ICT;
• Planning the incorporation of ICT in science;
• Analysing the situation that leads to good planning;
• Planning effective lessons;
• Planning for learning progression.

 

 

How to Teach Science in Primary School

Teaching ICT in primary Science is about understanding what underpins the effective integration of technology. In essence, what it requires is ensuring that technology is used transparently in learning activities and thereby developing student ICT capability. 

 

What do you need to consider?

• Understand what underpins effective science teaching;
• Differentiate instruction with technology;
• Use of strategies to maximise the use of ICT in primary science;
• Select the appropriate technology;
• Employ technology solutions.

 

Learn more about integrating Technology in Science in Early Childhood Education!