Perhaps the first assay we learned in science class was the starch test, where we dropped iodine on a substance, and if it turned “blue-black”, it indicated the presence of starch.

Now, as modern-day science teachers, we carry on the wisdom of generations of science teachers, and continue to avoid calling the positive result “black and blue”, as no science teacher wants students to associate bruises with white bread or potatoes.

The starch test has become such a common test, that I believe the term “starch test” should replace “litmus test” as the analogy cliché for social or political tests. (For example, Wikipedia states, “A litmus test is a question asked of a potential candidate for high office, the answer to which would determine whether the nominating official would choose to proceed with the appointment or nomination.”) How many non-science teachers even know what litmus is or what a litmus test is? Let’s start using analogies more people can relate to. [People would really start liken that (with an intended pun on the nature of litmus)!]

Today is the six-month anniversary of this blog. It seems such a short time ago, but alas, on June 20, 2008, my first blog was posted. This made me wonder, “How does one know if one is successful after just six short months?

To find the answer to this query, I did a search on blogs. I found no numerical metrics for success. Looking at the latest report from Google Analytics, I did see that more than 35 people per day have read this blog, and that this month alone, there were over 1,000 readers from 70 countries/territories.

The search for blogs about blogs (i.e. metablogs) yielded no numbers, which I viewed once again as evidence that collective wisdom can often be found in groups of people. The qualitative metric I did derive, however, from reading the advice of more experienced blog pundits was this: If a blogger enjoys writing about their interests, and some people are reading, then it should be considered successful. As far as this starch test is concerned, I judge this blog as a success, and I thank you for reading it.

But now on to science teaching and technology, which is the focus of this blog. In the living world, photosynthesis is one of the most important processes. Fortunately, Adaptive Curriculum has a free interactive activity that teachers and students (from all 70 countries/territories) can use to learn more about photosynthesis. In “Plants Needs for Photosynthesis” students conduct several investigations, where they can add or subtract water, light, carbon dioxide, and oxygen. The plant then does its thing (AKA: metabolism) for four hours.

After this, the starch test is performed to see if photosynthesis occurred. In the starch test, the leaves are boiled and then dipped into hot alcohol to remove the green chlorophyll. Next, the leaves are dipped into room temperature water. Finally, drops of iodine are placed upon the leaves. Through these discovery-based learning experiences, students are able to determine the conditions that are needed for photosynthesis to occur.  

Thank you to Adaptive Curriculum for giving us this free Flash-based activity, and for their support of this blog. And no matter what your starch test or litmus test for happiness may be, I wish you a happy holiday season.

Resources:

If you (or your students) don’t know what a litmus test is, here are some links:

Adaptive Curriculum’s “The Properties of Acids”

Adaptive Curriculum’s “The Properties of Bases”

Adler, Kris Lesson Plan: The pH scale. 

In my “Physics for Teachers” class, when student groups present hands-on lessons, they sometimes start with a YouTube video. They are usually well selected and they turn out to be interesting and short. These videos are easy to find and in a university setting easy to display. While some schools have blocked YouTube as a website because of some content, there are workarounds for downloading the videos as .flv files (such as TechCrunch) and playing or converting them with flv players (my favorite for the Macintosh is the free iSquint.

On August 12, 2008, Smartteaching.org posted their 100 top YouTube videos for teachers. Below, I present their science list.

Rubber Hand Illusion

Theory of Everything

The World of Chemistry

Physics of Superheroes

The Physics of Baseball

Meiosis

Virtual Frog Dissection

How to Build a Simple Electric Motor

Chemistry Experiments

DNA Replication Process

Classification Rap.

Birth of the Solar System

Resources

Adaptive Curriculum’s “Making Sperm and Eggs: Meiosis” Uses Flash-based animations and interactions.

(Note: I completed a review of science software for a project I was working on in 2000. As I re-read the review, I remembered some of the titles that I really liked. I also remember the state of science software, still dependent on the CD-ROM. I think it is good to remember the old titles and contributions to the field, so I am reproducing this review. I deleted some sections and the WWW links that are no longer working. Prices are from the era.)

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Effective Science Software for Elementary Science Teacher Educators

I attempted to find quality science software for use in the elementary science classroom.

Probe, database, and spreadsheet software are valuable in science education and offer great possibilities for promoting inquiry. However, I did not focus on these resources because many of us are already familiar with the value of these time-tested resources. Other software continues to be developed and it is much more difficult for science educators to stay current on effective software.

 Effective and Ineffective Strategies to Identify Effective Software

1.     Searching the ERIC database was not a good avenue to find science software. They do not publish abstracts for reviews of software.

2.     Discussion with classroom teachers revealed some highly praised titles and series. 

3.     Submitting a request for effective software to the AETS listserve produced some recommended titles and series. 

4.     I found software review sites on the Internet. The best ones are: www.childrenssoftware.com and tic.cuesta.com. The latter, from the California Instructional Technology Clearinghouse, is indexed to standards.

5.     I found the best way to identify excellent software is to try them. Some programs had one or more features that made me really like them.

 

Distinguishing Characteristics for Effective Science Software

The state of science education software is far from perfect.

“There is widespread agreement that one of the principal factors now limiting the extensive and effective use of technology within American schools is the relative dearth of high-quality computer software and digital content designed specifically for that purpose….The commercial availability of software and information resources designed to support student-centered, constructivist approaches to education is even more limited, and there is little evidence to date of large-scale, well-funded efforts by either traditional educational software vendors, multimedia developers, or textbook publishers to develop such content” (President’s Committee of Advisors on Science and Technology, 1997).

I think the whole field is best thought of as a “work in progress” with some software having excellent features. Important characteristics that emerged in my search are:

1.     Fostering quality learning experience for important science content and processes.

2.     Providing an effective context for learning.

3.     Having a high degree of usability.

4.     Using a computer’s abilities to provide interactive or simulated experiences that go well beyond simply reading.

Reference

President’s Committee of Advisors on Science and Technology (1997). Report to the President on the Use of Technology.  The White House  http://www.whitehouse.gov/WH/EOP/OSTP/NSTC/PCAST/k-12ed.html#4.6

A Review of Computer Software for Elementary Science Education

            I did not have a budget to purchase software, so my personal review is limited to titles that I could borrow. The software is listed from most recommended to least recommended. All titles are for both Macintosh and Windows platforms unless specified.

Zurk’s Alaskan Trek (Soleil Software, 1995)

Ages 6-10, $28.95

This is a good overall program with a fabulous ecosystem feature called Animal Theater. Children add different species of plants and animals. They click “play” and observe how the animals interact and what they eat. For example, the bear eats some cow parsnips but avoids the Labrador tea; the ground squirrel runs from the arctic fox and sometimes gets caught. Children can write their observations below the interaction and save it to their portfolio. In MovieMaker children choose sentence options and create their own movies. Relative weights (and ideas of less than, greater than, and equal to) of animals are explored through a scale activity. How many lemmings equal the weight of a bald eagle?  Also includes plant and animal field guides. Can choose from English, French, and Spanish.

Sammy’s Science House (Edmark, 1994)

Ages 3 to 6, $19.95

Brilliant sorting section, where living things and rocks are sorted in hundreds of ways (for example, sorting animals by fur, feathers, vs. scales and sorting omnivores vs. herbivores). Items must be clicked on to sort. The click causes the item name to be said, which helps children learn the names of living things.  Make Your Own Weather has children control rain, wind, and temperature and see the effects. “Seasons” presents a view of Acorn Pond where the children can click on organism to find out information and then change the seasons. Both of these sections present temperatures in Celsius and Fahrenheit scales. All the explorations have a free or guided mode.

Telling Our Stories: Women in Science (Tom Snyder, 1997)

Ages 11-15, $79.00, www.tomsnyder.com

Program goals include providing a personal introduction to real-life scientists and breaking traditional stereotypes. Good database of information about 120 women in science. In-depth multimedia focus on 8 selected women scientist with useful in-computer science experiments that reflect their work, such as on superconductivity, viruses and hormones, and animal communication. Includes a useful teacher guide and student handouts to prompt students to search the database and process learning from the experiments.

Zap: Thinking Science Series: Save the Show with Sound, Light, and Electricity (Edmark, 1998)

Ages 8-12, $29.95

Entertaining, good problem solving, appeals to older children. Excellent hands-on science simulations for light (plane and spherical mirrors, lenses, color mixing) and electrical circuit. Decent simulations for sound.

Gizmos and Gadgets: Super Solver Series (The Learning Company, 1995)

Ages 7-12

This was the best at combining an arcade style game (Donkey Kong) with interactive science activities and science learning. The game took some getting used to for me but children would probably pick this up quickly. As you go through doors in the game, you solve science problems and collect parts to build cars or airplanes to race the villain.

Zurk’s Rainforest Lab 2.1.3 (Soleil Software, 1995)

Ages 5-9, $36.95

Does a good job of showing the vertical layering of the tropical rain forest and promotes animal identification. Egg hunt with changing rain forest backdrop is fun for young children, but there seems to be no science objective. Photograph portfolio is a good idea. Animal sorting activity helps reinforce animal classification (mammal, bird, amphibian, reptile, and insect). Text and narration are in English, French, or Spanish.

Science Sleuths Volume 1, The Mysteries of the Blob and the Exploding Lawnmowers (Videodiscovery, 1995)

Ages 11 to 14, $39.95

Very good use of interviews, science tools, print resources, and a personal notebook to solve fun and interesting problems. Like some Tom Snyder products, but can be done in far less time.

Rainforest Researchers (Tom Snyder, 1995)

Ages 11 to 14, $199.95, www.tomsnyder.com

Excellent Jigsaw Cooperative Learning Model, good use of data analysis, and excellent focus on problem solving. Created for the “one computer classroom” but the process can take a long time to complete.  Although this software is recommended for middle school students, it may be too advanced for this age level.

I Love Science (Dorling Kindersley, 1997)

Ages 7-11, $17.95

Many simple interactive science activities, questions after each activity, point reward system for certificates or hands-on science activity sheets. Matter section activities are the best. They are organized by sorting, testing, changes and separation.

My First Amazing Science Explorerr (Dorling Kindersley, 1999)

Ages 5-9, $19.95

Motivational sticker and badge system includes a tracking system for students to see their progress. Excellent open ended questions in Science Workbook including a section “What About Me?” Includes printable hands-on science activities. Limited interactive activities in the program, all 8 involve sorting. Life Cycles also involve sequencing.

Thinkin’ Things: Galactic Brain Benders (Edmark, 1999)

Ages 8-12, $29.95

I only reviewed one free download from this program, Kinetics Lab, and it was great. You have control over balls on a table and you can do millions of things to see how they move. The software was one of the highest scorers on the Children’s Software Evaluation.

Thinkin’ Things: Collection 1 (Edmark, 1999)

Ages 4 to 8, $29.95

Very motivational activities and great opportunities to develop skills in observing, comparing, pattern recognition, and combining things in creative ways. Science content does not seem to be a goal, but there are opportunities to adjust variables and make observations regarding moving objects and musical notes.

Thinkin’ Things: Collection 11 (Edmark, 1999)

Ages 6 to 12, $29.95

Advanced version of Thinkin’ Things: Collection 1 but allows for more opportunities for creativity and spatial perception.  But again science is not a major goal.

Stellaluna (Living Books/Random House, 1996)

Ages 3 to 7, $49.95, www.intellitools.com

This living book follows the journey of Stellaluna, an African fruit bat separated from her mother. After the text is read, there are excellent graphics, sounds, and animations. You have the option of making it so children can touch “hot spots” to see things happen. There is also a bat quiz. CD-ROM can be put into a stereo to listen to Stellaluna songs. Package comes with original book by Janell Cannon.

Triazzle (Berkeley Systems, 1995)

$23.95, www.dangilbert.com

Fun tropical rain forest puzzle. This is an electronic version of the triangle board puzzles sold in stores. Brilliant animation when pieces are connected, for example joining like halves of a frog causes it to move in a realistic manner. Good for observing and problem solving, but limited science content.

The Way Things Work version 2. (Dorling Kindersley, 1996), $24.95

At best an encyclopedia with stuff about principles of physics, names of inventors, and how machines work. Lots of text, very few useful animations or interactive science activities. Buy the book, not this software. Includes some graphics, sounds, and movies to use in other applications.

The Magic School Bus Explores the Ocean (Microsoft, 1996)

Ages 6 to 10, $19.99

Brings back the famous cast from the TV show, but this program was buggy and confusing.  There are some simple experiments and games. Lots of things to click on. But overall, this was not a satisfying experience.

Multimedia Bugs: The Complete Interactive Guide to Insects (Inroads Interactive, 1996).

Excellent high level information about bugs with clear graphics and great photographs. Too advanced for elementary or middle school students. Interactive activities are not thrilling; they consist of moving a mouse over a field to reveal an insect name, photo, or sound.

Earth Quest (Dorling Kindersley, 1997)

Ages 10+, $49.95

Well-done graphics, but you need strong Earth science knowledge to get moving. Far too advanced for middle school.

Cosmic Osmo and the Worlds Beyond the Mackerel (Cyan, 1989, 1990, 1994)

Ages 5 and up, Macintosh only

$49.95

Old style software put on a CD-ROM and packaged in a modern wrapper. Its black and white, no moving graphics, but it is a fun and clever exploration of a different solar system. Most time seems to be spent in buildings, so there is limited science learning. Yet some consider this HyperCard program a classic.

 

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(FINAL NOTE: Remember the above is a reproduction from a work I completed in 2000. I was judging based upon the context of other software and my experience. I respect the contributions of all, even those that I did not judge as highly.–PR)

This blog will present ideas and issues to promote dialog and understanding with the goal of improving the use of educational technology to promote science learning. I will cover fun science activities, relevant research findings, classroom observations, and pedagogical approaches that can help students master scientific concepts.

In science, we have a rich collection of methods including hands-on science, demonstrations, student projects, and educational technology. I see educational technology as a tool that teachers can efficiently use to provide new ways of discovering, new ways of knowing. But when I visit classrooms and talk to teachers and instructional leaders, it becomes very clear that in most places, instructional technology has not achieved its potential for improving science teaching and learning. There are now brilliant computer technologies but in many schools it seems as hard or more difficult to get students onto computers for learning about science as it was for me 20+ years ago.

I’m pleased that Adaptive Curriculum is sponsoring the blog. Their products are an exciting innovation that support many of the core concepts I believe in.

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