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Science Learning
Activity Types1,2
Of the forty
science activity types that have been identified to date, twenty-eight
are
focused upon helping students build their knowledge of science concepts
and
procedures. Seventeen of the
knowledge-building activity types emphasize conceptual
learning and eleven of these involve procedural
knowledge employed in science learning. Twelve of the activity
types
describe activities that facilitate students’ knowledge expression. The
three
sets of activity types (conceptual knowledge building, procedural
knowledge
building, and knowledge expression) are presented in the tables that
follow,
including compatible technologies that may be used to support each type
of
learning activity. The technologies listed in the tables are meant to
be
illustrative. The taxonomy authors
do not necessarily endorse the specific software titles and/or Web
sites
listed.
Conceptual
Knowledge
Building Activity Types
Table 1: Conceptual Knowledge Building Activity
Types
|
Activity Type |
Brief Description |
Possible Technologies |
|
Read Text |
Students extract information
from textbooks, laboratories, etc.; both print-based and digital formats |
Web sites, electronic books,
online databases, magazines
|
|
Attend to Presentation/
Demonstration |
Students gain information from
teachers, guest speakers, and peers; in person or via video, oral or
multimedia |
Presentation software, document
camera, video |
|
Take Notes |
Students record information from
lecture, presentation, group work |
Word processing software, wiki,
concept mapping software |
|
View Images/Objects |
Students examine both still and
moving (e.g., video, animations) images/objects; print-based or digital
format |
Document camera, digital
microscope, digital camera, video,(e.g., documentaries or debates), Web
sites |
|
Discuss |
Students engage in dialogue with
one or more peers or the entire class; synchronous/asynchronous |
Online discussion forum, email,
chat, blog, videoconferencing, interactive white board |
|
Participate in a Simulation |
Students interact with live or
digital simulations that enable students to explore science content |
Curriculum software, Web-based
simulations, student response system (“clickers”) |
|
Explore a Topic/Conduct background research |
Students gather
information/conduct background research using print-based and digital
sources |
Web search engines, digital
archives |
|
Study |
Students study terminology,
classifications, test review, etc. |
Web sites, quiz software, online text supplements, wiki |
|
Observe Phenomena |
Students observe phenomena that
raise scientific questions from physical objects, organisms, or digital
media |
Video clips, digital microscope,
document camera, presentation software |
|
Distinguish Observations from
Inferences |
Students distinguish directly
observed sensory input from inferences requiring background knowledge |
Interactive whiteboard, document
camera, video clips, audio recording |
|
Develop Predictions, Hypotheses,
Questions, Variables |
Students develop/think about
predictions and select pertinent hypotheses, testable questions, and
variables |
Word processing software,
interactive whiteboard, concept mapping software, wiki |
|
Select Procedures |
Students select procedures and
accompanying instruments to test hypotheses and/or answer questions |
Probeware, digital stirrer,
video/audio recorder, digital camera, digital timer, graphing calculator |
|
Sequence Procedures |
Students sequence the order of
procedures to collect relevant data |
Simulation, curriculum software,
word processing software |
|
Organize/Classify Data |
Students create a structure to
organize data collected |
Database, spreadsheet, concept
mapping software |
|
Analyze Data |
Students recognize patterns,
describe relationships, understand cause-and-effect, prioritize
evidence, determine possible sources of error/discrepancies, etc. |
Spreadsheet, TinkerPlots,
graphing calculator, statistical software |
|
Compare
Findings with Predictions/ Hypotheses |
Students evaluate their findings
in relation to their hypotheses |
Spreadsheet, TinkerPlots,
InspireData |
|
Make
Connections between Findings & Science Concepts/Knowledge |
Students link their findings to
concepts in the text/research publications
|
Web search engines |
Procedural Knowledge
Building Activity
Types
In science
classrooms, building conceptual knowledge frequently requires that
students use
materials and “process” skills (Millar & Driver, 1987) as they
develop
scientific knowledge. The essential
features of classroom inquiry promoted by the National Science
Education
Standards often engage students in procedures and the use of scientific
equipment (NRC, 2000). We term this
kind of understanding procedural
knowledge, as detailed in the table below.
Table 2: Procedural Knowledge Building Activity
Types
|
Activity Type |
|
Possible Technologies |
|
Learn and Practice Safety
Procedures |
Students learn how to safely and
appropriately handle equipment |
Video clips, document camera |
|
Measure |
Students learn how to make
measurements appropriately with specific tools (e.g., graduated
cylinder, motion sensor) |
Probeware, content-specific
interactive tools (e.g., ExploreScience) |
|
Practice |
Students practice using
equipment, software, measuring, testing what they have designed, etc. |
Web-based software or software
tutorials, probeware, document camera |
|
Prepare/Clean Up |
Students organize equipment or
information for the laboratory |
Document camera, projector |
|
Carry Out Procedures |
Students run trials or otherwise
carry out steps to investigations (e.g. use an electronic balance) |
Simulation, curriculum software |
|
Observe |
Students make observations from
physical or digital experiences |
Document camera, WebCam,
digital/video cameras, digital microscopes |
|
Record Data |
Students record observational
and previously recorded data in tables, graphs, images, lab notes |
Spreadsheet, word processing
software, database, handheld computer, tablet computer |
|
Generate Data |
Students generate data (e.g.
heart rate, cooling water temperatures) by manipulating equipment or
animations |
Curriculum software, graphing
calculators, probeware, digital balance |
|
Collect Data |
Students collect data with
physical objects or simulations |
Graphing calculators, video,
audio, digital cameras, digital microscope, Web-based data sets |
|
Collect Samples |
Students obtain samples/items to
study (e.g., soil, bird songs, video footage) |
Digital cameras, videos, audio
recorder |
|
Compute |
Students calculate results from
data
|
Scientific calculator,
spreadsheet |
Knowledge Expression
Activity Types
Table 3: Knowledge
Expression Activity Types
|
|
Brief
Description |
Possible
Technologies |
|
Respond to questions |
Students respond to
teacher-supplied, peer-written, published, or digitally posed questions
(e.g., that require short answers, explanations, or elaborations) |
Curriculum software,
word processing software, quiz software, Web sites, online discussion
forum |
|
Write a Report |
Students write a
laboratory or research report |
Word processing
software, presentation software, video creation software, wiki, podcast |
|
Create an Image |
Students create an
image to demonstrate their knowledge of a science concept and/or process |
Drawing software,
digital camera, comic creation software, |
|
Present or Demonstrate |
Students present or
demonstrate laboratory or research findings, or other course learning
(e.g. a system of the human body) |
Presentation software,
video creation software, document camera, podcast, Glogster |
|
Take a Quiz or Test |
Students respond to
questions on a test or quiz |
Curriculum software,
word processor, quiz software, Web sites, student response system |
|
Debate |
Students discuss
opposing viewpoints embedded in science content knowledge, linked to
ethics, nature of science, personal preferences, politics, etc. |
Videoconferencing,
discussion board, personal/student response system |
|
Develop or Build a Model |
Students physically or
digitally create models to demonstrate content knowledge, conduct
experiments, etc. (e.g. cell model, rubber band car) |
Modeling software,
drawing tool, concept mapping software |
|
Draw/Create Images |
Students physically or
digitally draw or create images (from labs, observations, etc.) |
Drawing software,
digital camera, image editing software |
|
Develop a Concept Map |
Students participate in
or develop graphic organizers, semantic maps, etc. |
Concept mapping
software, interactive whiteboard, drawing software |
|
Play a Game |
Students participate in
games; group or individual; digital or physical; original or pre-made. |
Curriculum software,
personal/student response system, web-based games |
|
Develop a Game |
Students develop a
physical or digital interactive game |
Word processing
software, web authorizing software, videogame development software
(e.g. MIT Media Lab) |
|
Create/Perform |
Students create and/or
perform a script, rap, song, poem, collection, poster, invention,
exhibit, etc. |
Video, audiorecorder,
digital camera, document camera, word processing software, Glogster,
video creation software, wiki, Web authoring software, presentation
software |
References:
Millar, R. &
Driver, R. (1987). Beyond processes. Studies in
Science Education, 14,
33-62.
National Research Council. (2000). Inquiry
and the national
science education standards. Washington, DC: National Academy Press.
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