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Impacts of Using the Penn Instructional Model and Computer Technology on Attitude and Interest Level in the High School Science Classroom. Jennifer Tareila Chemistry & Biology Penncrest High School Media, Pennsylvania. Hands-on Practical Applications/ Connections Integrated- “Big Picture”

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Impacts of Using the Penn Instructional Model and Computer Technology on Attitude and Interest Level in the High School Science Classroom

Jennifer Tareila

Chemistry & Biology

Penncrest High School

Media, Pennsylvania


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Hands-on Technology on Attitude and Interest Level in the High School Science Classroom

Practical Applications/ Connections

Integrated- “Big Picture”

Student Centered

Science at Penncrest High School


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Project Goals Technology on Attitude and Interest Level in the High School Science Classroom

  • To increase interest

  • To develop a better attitude toward science


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Why technology and the Penn Instructional Model? Technology on Attitude and Interest Level in the High School Science Classroom

  • To give variety to instructional practices

  • To address different learning styles

  • To incorporate computer skills needed for college and beyond

  • To foster a collaborative atmosphere

  • To allow students a chance to see peers as resources


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Technology Available in the Science Classroom Technology on Attitude and Interest Level in the High School Science Classroom

  • Laptop cart

  • 6 Desktop computers with Pasco software

  • LCD projector


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Laptop cart: Technology on Attitude and Interest Level in the High School Science Classroom

15 Dell Laptops

IR link to network and accounts

Printer


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Courses Studied Technology on Attitude and Interest Level in the High School Science Classroom

  • Chemistry (2H)

    General/ Standard chemistry

    Biology II (2H)

    Anatomy and Physiology


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PIM Activities Included Technology on Attitude and Interest Level in the High School Science Classroom

  • Lewis Dot structures and molecular models

  • Reviewing problems throughout the year (The Mole, Stoichiometry, Gas Laws)

  • Organs of the digestive system

  • STDs

  • Senses

  • Bottle Rockets


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Technology Technology on Attitude and Interest Level in the High School Science Classroom

  • Excel

  • Microsoft Word

  • the internet

  • PowerPoint


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Evaluation Technology on Attitude and Interest Level in the High School Science Classroom

  • Student surveys

  • Anecdotal evidence

  • Teacher observation


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Student Responses to the Penn Instructional Model Technology on Attitude and Interest Level in the High School Science Classroom

  • “You get different ideas and opinions”

  • “it makes you feel stupid if you don’t know the answer”

  • “one person still ends up doing all the work the same as always”.

  • “I’m anti-group work”

  • “I hate working in groups because I hate relying on other people- but transparencies help because everyone gets the info”


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Student Response to Using Technology Technology on Attitude and Interest Level in the High School Science Classroom

  • “Excel lets me put data into a table faster than I can write it”

  • “I am a visual learner and it helps me see things better”

  • “Mighty positive. It makes things easier to work on, so we can concentrate more on learning than we do on the actual work”

  • “It is a great way to have every question answered at the click of a mouse”

  • “You can restate the data and gives you a chance to practice and learn new techniques”


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“What helps you remain interested in science class? What helps you learn?”

  • “the computer work helps a little but what really helps are group projects”

  • “the computers and everything keeps everyone interesting because we are sharing each other’s ideas”

  • “they keep me interested. Both help on a lower level than lab or lecture”

  • “I like using the computers but it is not helping us to learn any better”

  • “No impact, but it is a change”


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Conclusions helps you learn?”

  • Students has mixed emotions about the PIM (54% positive, 30% negative, 16 ambivalent, n=96); they needed to feel comfortable with each other and the material for it to be effective in helping overall attitude and interest in science


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  • Students generally liked using the laptop computers (89% positive, n=96), but at times felt that technology took the focus off of the material to be learned; technical difficulties often interfered with learning a new concept.

  • Students prefer to use the internet as a research tool (as compared to books in the library)


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