Interactive whiteboards (IWB) allow science teachers to teach multi-sensory lessons, seamlessly jumping from one type of media to another. Interactive science lessons can easily integrate text, sound, video, and graphics based on the tactile nature of the IWB. When these are combined with a teacher's pedagogical skills, students become engaged in the learning process.
An IWB permits content used within a science lesson to come from a variety of different types of Web 2.0 and other technological tools. Interactive websites challenge critical thinking, social media offers the possibility of collaboration beyond the classroom’s walls, real-time data websites provide opportunities for whole class collaboration, and Wikis support problem-based learning solving and presentation of findings.
Strategies and Techniques for Integrating IWBs in Science
The following six strategies and techniques are designed to take advantage of IWBs for engaging students in science.
1. Brainstorming. The advantage of using an IWB for brainstorming sessions or discovering prior knowledge and experiences (PKE) students have regarding specific science concepts. The information written on the IWB is then saved. Files containing brainstorming sessions are uploaded to a class Wiki for teacher and student use. This allows students to focus on brainstorming sessions instead of concentrating on recording the information in notes.
2. Mind Mapping. Similar to brainstorming, science teachers can lead their students through a class discussion on a specific science concept and develop a mind map of information on an IWB. The mind map can then be saved for uploading to the class Wiki. Students remain engaged in the lesson because taking notes or leaving enough time at the end of class for students to record the mind map in their notebooks is not required.
3. Interactive Lessons. Science teachers can simultaneously access a number of real-time data and supporting websites for display on the IWB. This smoothes transition to groups working in web-based learning centers for data collection or problem solving. One example is a meteorology lesson on interpreting weather maps. Students access real-time data from cities around the country or world to make predictions and then use web-cam images to determine if their predictions are correct.
4. Problem-Based Learning. Students can complete a problem-based learning activity and save their work in their section of the class Wiki or in Google Docs for presentation to the class. One example is forensic science activity where students role play detectives as they attempt to solve a crime. Fingerprints of suspects are displayed on the IWB and a fingerprint from the crime scene is made 50 percent transparent for overlay suspect finger prints. Students must determine which suspect's fingerprint matches the fingerprint collected from the crime scene.
5. Observing Animal Behavior. Web-cams are used to observe animal behavior in the wild. The behaviors can be recorded and played back for annotation and editing as part of class or group projects in comparing behaviors of several animals. One example is observing the real-time behavior of eaglets in their nests as they compete and interact with each other. Students then compare web-cam observations of birds at the National Zoo in Washington, DC.
6. Discussing Science Issues. Interactive websites, real-time data websites, and other web-based resources can be used as a class for comparing and contrasting differing points of view regarding a scientific concept. One example is focusing a discussion on what is causing bees to disappear in this country and their impact on the environment. Students research online resources to support their points of view and share these sources in when comparing and contrasting the issue.
Making Connections with Interactive White Boards in Science
The possibilities are endless, although it must be noted that as any other teaching method, the excitement of using the technology can wane if over-used, when the range of strategies and techniques are narrow. IWBs are only a catalyst for learning science and it is essential to maintain interest through imagination and challenging students to become actively engage in critical thinking processes.
David R. Wetzel - Dr. David Wetzel's experience includes more than 25 years in continuing, adult, and teacher education.
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