FINDINGS
The conclusions from our analysis of closely observed classrooms suggest that:
- ICT can be used powerfully in science to explore, develop, express critically and redraft ideas and concepts
- ICT can re-professionalise science in the sense that school science can mimic more closely how science investigations use science in the real world
- Practical work in science is under pressure, including where ICT substitutes for it or embellishes it. This pressure arises from the dominance of he National Curriculum and its assessment instruments.
- Teachers must undertake careful analysis of software and multimedia packages to assess the impact and the potential for learning on the learners involved.
- The teacher's role in deciding the best approach for specific classes and learners is key. Having a variety of alternative approaches such as those provided by ICTs can enable teachers to tailor lessons more precisely.
Impact
The impact of this strand will be to provide teachers beyond the project with realised examples for integrating ICT into laboratory-based work, for effective learning of science.
In the changing learning environment of the school science lab we have been particularly interested to investigate the question of whether "real" or simulated laboratory investigations enhance learning, and to add to pedagogic knowledge on this topic.
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