1 / 7

Developing the skills of scientific inquiry with webcams and Vernier’s LoggerPro3 software.

Developing the skills of scientific inquiry with webcams and Vernier’s LoggerPro3 software. Michael Komljenovic Abbey Park High School Halton District School Board STAO 2005 My Website-http://chatt.hdsb.ca/~komljenovicm My Blog-http://novemberlearning.com/blogs/komljenovicm/. Agenda

rusk
Download Presentation

Developing the skills of scientific inquiry with webcams and Vernier’s LoggerPro3 software.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Developing the skills of scientific inquiry with webcams and Vernier’s LoggerPro3 software. Michael Komljenovic Abbey Park High School Halton District School Board STAO 2005 My Website-http://chatt.hdsb.ca/~komljenovicm My Blog-http://novemberlearning.com/blogs/komljenovicm/

  2. Agenda • Closing the digital disconnect with the millennial students. • Webcams as a scientific instrument: developing inquiry skills • Assessing & evaluating scientific inquiries. • Moving from cookbook labs to independent inquiries. • Lessons learned from practice • Time to play!

  3. Millennial Students (born 1980 – 2000) Closing the gap between internet-savvy students and their schools. Millennials are the first generation that have grown up surrounded by digital media.

  4. Webcams as a Scientific Instrument: Developing Inquiry Skills • Empowering students through technology and a constructivist approach. • students use new technological modeling tools & software • students carry out activities that are much more like real science • encourages learner inquiry, students can learn the nature of science as a model of reality • acknowledges the critical role of experience in learning; learning as a process • nurtures learners natural curiosity • bases itself on the principles of the cognitive theory, “brains-on” approach • supports cooperative learning • involves learners in real world situations

  5. COOKBOOK LABS INDEPENDENT INQUIRIES/ GUIDED DISCOVERY LABS Beginning of unit/ course End of unit/ course

  6. References “A Modeling Method for High School Physics Instruction”, Malcolm Wells, David Hestenes, & Gregg Swackhammer. “” Am. J. Phys., 63(7) (1995): 606-619 http://modeling.asu.edu/modeling-HS.html Millennials at Work http://www.generationsatwork.com/articles/millenials.htm Vernier Softwarehttp://www.vernier.com/index.html What can a physics teacher do with a computer? Joe Redish http://www.physics.umd.edu/perg/papers/redish/resnick.html http://www.physics.umd.edu/perg/papers/redish/resnick2.html http://www2.physics.umd.edu/~redish/Book/ on-line book - The Physics Suite

More Related