Computer
based instruction in physical science
B.Ed. Teaching Notes
Prepared by
SABARISH-P
M.Sc., M.Ed.,NET
Lecturer in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
The
well-known aim of science education is to teach the science concepts
meaningfully and make students become aware of how these concepts can be used
in their daily lives. In this process, learning the basic concepts during the
primary and secondary education is very crucial in terms of learning the
advanced concepts. Science
is an important subject in the school curriculum that has two major problem
areas that cause ineffective learning:
1)
The Limitations of the Teacher : Most Science teachers
have in-depth knowledge only in their chosen elective such as Physics,
Chemistry or Biology that is required to teach fundamental concepts in the
discipline, but they are hampered in teaching other branches which they must
teach anyway.
2) Lack of Audio-visual Aids:
Teachers
often need to carry several charts, equipment, specimens, etc., even for teaching
a single topic effectively. However, often these materials are either
unavailable or inaccessible; moreover, teachers do not have enough time between
classes to procure and test it for its usability. Hence, most Science classes
are limited to uninspiring, and sometimes, incomprehensible verbal lectures.
It
is believed that computers can not only help overcome these problems, but the
vastly greater potential of this technology as an effective teaching aid will
cause a quantum leap in the quality of science teaching and learning. Today,
general-purpose, easy-to-use software such as Microsoft PowerPoint® has become available.
For the first time, teachers can easily modify and even produce their
own CAI material based on the needs of their own classes. The day may not be
very far off when most Indian classrooms have a computer. Everyday teaching
through computers can then become possible.
Computer
Based Instruction (CBI)
Computer based
instruction (CBI) is defined as the use of the computer in the delivery of instruction.
Other similar terms include: computer
based training (CBT), computer assisted instruction (CAI), and computer
assisted learning (CAL). CBI is the oldest form of computer use in education;
when most people think of computer applications in education, they think of CBI
first.
Categories
of CBI
1)
Tutorial: A form of CBI in which the computer assumes the
role of a tutor -- introducing content, providing practice, and assessing
learning. Tutorials are used to introduce new content to learners in much the
same manner that a human teacher might. Because tutorials present content to
students, they can be used in any area of the curriculum for: remediation when
learners lack necessary background knowledge, enrichment when learners wish to
go beyond the basics and introduction of content to all learners (freeing the
instructor to do other things).
Its main features are
a) Good
for verbal and conceptual learning.
b) May
require significant investment of students’ time.
c)
Can be effectively used by individuals or groups of 2-3 students.
c)
Should be followed by opportunities for
student application of knowledge.
2)
Drill and Practice: Exercises designed to increase fluency
in a new skill or body of knowledge or to refresh an existing skill or body of
knowledge. This approach assumes that the learners have previously been
introduced to the content. Traditionally used for acquiring basic skills in
topics such as: Mathematics, Language arts and Science.
Its main features are
a) Good
programs provide user control, give feedback and reinforcement, and help learner’s
master skills.
b) Good
for basic skills/knowledge where rapid student response is desired. Usually
best to use in a series of brief sessions.
c) It is mainly intended for use by individuals.
d)
It should be geared to a level appropriate for the students.
3)
Simulation: A form of CBI that provides a simplified representation
of a real situation, phenomenon, or process. It provides the opportunity for
students to apply knowledge in a realistic format, but without the time,
expense, or risk associated with the real thing. One of the best ways to use CBI in
the sciences and other subject areas; simulation makes good use of what the
computer does well. Simulations can mimic physical objects or phenomena,
processes, procedures, and situations
Its main features are
a) Best
used for application of knowledge, problem solving, and thinking skills.
b) Time
involvement may be brief or extended depending on the simulation.
c) Good
for small groups of students, although can be used by individuals.
d) Often
requires guidance and follow-up for effective use
4)
Instructional Game: Usually another type of CBI (e.g.,
drill and practice or simulation) modified to include gaming elements. Generally
features an end goal and rules of play.
It have a sensory
appeal and motivational elements. (e.g., competition, cooperation, challenge,
fantasy).
Its main features are
a) Usually,
they are aimed at younger learners such as those in the elementary grades.
b) Games
can substitute for worksheets and exercises, as a reward, or, in some cases, to
foster cooperation.
c) Interesting.
5)
Problem Solving type: CBI program that is designed to foster
thinking or problem solving skills, but does not fit into one of the other
categories.
Usually
focuses on a specific type of problem solving and provides practice on a number
or variety of problems. Problem
solving applications sometimes focus on specific topics areas (e.g.,
mathematics, science) and sometimes they are designed to promote general
problem-solving abilities (e.g., pattern recognition, prediction).
Advantages
of CBI
a) Interactive.
b) Provides
immediate feedback.
c) Infinitely
patient.
d) Motivates
learners.
e) Provides
consistency in presentation.
f) Can
adjust difficulty to level of learner
g) Able
to branch to provide appropriate content presentation to the learner.
h) Can
present concepts or processes dynamically and using multiple forms of
representation.
i) Teachers
draw backs can be remedied.
Limitations
of CBI
a) Equipment
and software can be costly.
b)
Development takes time and money.
c)
Not all learning outcomes are well
addressed by CBI.
d)
Unsophisticated applications may not
make good use of the computer.
e)
Simple CBI has limited modalities (but
multimedia is changing that).
f)
Teachers competence in using technology.
Computer
Assisted Learning (CAL) in physical science
Definitions:
Computer Aided Learning (CAL) or Computer Assisted learning can be
defined as learning subjects like mathematics, Science, etc., through computers
with subject wise learning packages/materials.
· It may include all types of Technology-Enhanced Learning (TEL), where
technology is used to support the learning process.
· It is said to be: "Pedagogy empowered by digital
technology".
· In broader sense, it may be considered as a part of E-Learning.
History of
Computer-Assisted Learning
Computer
assisted learning, or CAL, is not a new phenomenon. Computer Assisted Learning
can be defined as a computer program or file developed specifically for educational
purposes. The technique used throughout the world in a variety of contexts,
from Primary school to University. In the 1980s, the first computer assisted learning
became available to University students. The CAL Idea is highly dependent to the
following educational events:
· Education
Commission (1964-66), called Kothari Commission: Introduction of Vocational Courses.
· National
Policy of Education (1968): Introduction of Correspondence Courses.
· Edger
Dale: Cone of Learning, Cone of Experience(Audio-Visual Methods in Teaching, 3rd ed., New York, 1969).
· Jacques
Delors: The Four Pillars of Education,1996 (Learning to be, Learning to Do, Learning to Know, Learning to Live
Together).
Main
Objectives:
· These visual, animated learning materials not
only help to memorize the tough topics at ease but also it will act as a
virtual laboratory experiments.
· Some so called hard subjects, viz., English,
Mathematics and Science will be joyful through computer.
· Computer aided learning packages will serve
as a better teaching learning materials.
· This audiovisual technique will help and
motivate Children With Special Needs (CWSN) to read.
· Above objectives will in turn help to reduce
drop out, repetition rate. Enhance in the achievement levels etc.
Implementation technique:
A computer
room (laboratory room is must) with some computers along with an audio and
visual output device to show learning packages on a large screen using an LCD
projector. After discussion of subject, teacher may show learning packages on
that particular topic. Student can practice and also an evaluation can take
place like
e-Exam( as it is also on computer and at the same time result can be
displayed to the students).
Conclusion:
It can be concluded
that both CBI and CAL could improve student achievement, some extent change
misconceptions in Science, and can improve cognitive levels. Thoughtfully
designed CAI is indeed effective in bringing about learning. The packages when
used in the self learning/grouplearning mode can be a better alternative to bad
teaching, but can never replace good teachers. They can only enhance their
effectiveness. These packages can be best used as visual aids to supplement
classroom teaching (shown on a large T.V. or as LCD display.)
