The science classroom of the year 2001 is a very challenging place for both students and the teacher. Students must invest a great deal of time and effort to learn about the process of doing science as well as the knowledge gained by scientists over the past few hundred years. The teacher must make learning science a rewarding experience for the students by motivating them to do their best while providing meaningful and creative learning activities.

Students appreciate and respect the work of scientists and more successfuly learn about their discoveries when it is presented to them in new and interesting ways. The purpose of this study is to find out if the infusion of technology into high school science courses can result in a classroom learning environment where both the students and the teacher become thoughtful, reflective, scientific thinkers.

The most important member of this project are the current and future science students at Williamsport Area High School in Williamsport, PA. It has become increasingly important for high school students to be aware of the work of the scientific community for many reasons. Our daily lives are impacted by the advances in science and engineering more now than ever before. Among the most important current issues in our society include genetic engineering, human cloning, biological and chemical warfare, the expansion and prevalence of the Internet, and energy use. Today's schools must prepare students for increasingly complex and technologically advanced world.

It is important for students to understand the nature of science research during their current study of science. With this understanding comes an appreciation for the hard work and dedication that scientists and engineers have for their task to make life easier and more productive for everyone. This appreciation is one that can and should last for a lifetime.

This is the culmination of a Master in Education degree from Lock Haven University of Pennsylvania. Additional graduate studies that contribute to this project were also conducted at The Pennsylvania State University and Barry University in Miami, Florida. There are five phases to this project that support the overall purpose:

1. Use of whiteboards in the high school science class
2. The development and use of a class web site.
3. Integration of PowerPoint presentation software into chemistry lectures.
4. Student research project: The Physics of...
5. Teacher research project: Production of Yttrium Barium Copper Oxide Superconductors in the high school science class

Resources

Project timeline

March 2001

• Prepare application for ETAC grant.
• Prepare application for Mechanics of Materials course at Penn State.
• Prepare application for approval of credit reimbursement to take Mechanics of Materials course.

April 2001

• Awarded ETAC grant for purchase of iBook computer and 27" XGA monitor.
• Applications approved for Mechanics of Materials workshop attendance and credit reimbursement.

June10-22, 2001

• Begin YBCO research project at Penn State University

June 25-29

• Mechanics of Materials course at Penn State University to learn about sintering processes

July 23- August17, 2001

• Continue YBCO research project at Penn State University
• Collect supporting literature

September 2001

• Receive computer and monitor and develop PowerPoint presentations for later use in chemistry I classes
• Install whiteboard
• Write literature review

October 2001

• Conduct PowerPoint and technology presurvey
• Conduct Whiteboard survey

November 2001

• Integrate PowerPoint presentations into chemistry lectures
• Begin to use Physlets and interactive CD software in physics classes

December 2001

• Physics of... presentations with student and teacher reflection
• Physics of... focus group
• Conduct PowerPoint and technology post survey
• Compare baseline year test scores (2000-2001) with study year test scores (2001-2002)

Data collection needs

The action research model supports the collection of a variety of data, both qualitative and quantitative. There is a mixture of focus group interviewing, surveys, natural science research Each module of this project has its own data collection needs which are outlined below:

Implementation of whiteboards in the science classroom

• Qualitative survey. Students will rate a number of aspects of the use of whiteboards and chalkboards.

Use of a class web site in the science classroom

• Web counter that tracks number of hits to the web site.
• Survey of student internet use.
• Survey of classroom web site use.

PowerPoint in Chemistry Lectures

• Presurvey that polls student knowlege of and attitude toward PowerPoint software.
• Postsurvey that polls change in student knowledge and attitude toward PowerPoint software.

Student research project: The Physics of...

• Students will be evaluated based on a rubric that rates their performance on the project.
• Focus group to determine what benefits exist by doing this project.

Teacher research project: YBCO Superconductors

• Pure natural science research to determine if high quality YBCO supercondutor pellets can be produced using methods and materials common to the high school science laboratory. Quantitative data will be collected.

Overall change in student achievement

• Scores on unit tests will be compared between the previous and current academic years to determine whether or not changes made to the method of delivery has an effect on student achievement.
• Focus group to discover student attitudes toward changes in delivery method.