b.
Selecting ICT Resources
It
is clearly necessary to use ICT at some stage in the study of
computer modelling, but it is not the best starting point. One
possibility is to explore a real situation first, identifying
variables and taking measurements of values, before using ICT
to produce graphs to try to find relationships.
This
type of situation arises naturally in science and mathematics,
and the school in this case study had developed a scheme of work
for IT, which involved pupils in year 7:
- Doing
simple experiments in science and producing graphs using ICT.
- Gaining
experience of controlling more complex sets of variables using
computer models in IT lessons.
- Having
opportunities to apply these skills subsequently in maths and
science.
This
unit of work, then, was specifically designed to give pupils a
carefully controlled environment where their results and hypotheses
would not get confused by errors and inaccuracies, which occur
in natural situations. ICT was thus vital from the outset.
Questions
for Consideration
- Do
you feel that it is valuable to have this co-ordinated approach
to the development of cross-curricular skills?
- How
does your school deal with progression and continuity:
- in
modelling work?
- in
IT generally?
- Which
of the following features of ICT are likely to contribute to
learning in this topic:
- speed
and automatic functions?
- capacity
and range?
- provisional
nature of information stored, processed and presented?
-
interactive way in which information is stored, processed
and presented?
- Could
you achieve the same effect using other aids to learning?
- What
are the disadvantages of using ICT rather than physical experimentation?
There
are four main options for resources to achieve the objectives
using ICT:
- Logo
It would be possible to write procedures in Logo, which they
could use in 'black box' form to explore relationships, either
in turtle graphics mode or just producing numeric answers. However,
the strength of Logo is in the power it gives pupils to control
and understand the relationships that they have constructed.
If pupils have not used Logo in primary school, it may seem
a rather unfriendly environment for exploration of pre-written
models. It may be best to provide some understanding and practice
with basic commands, and then construction of simple procedures
before they can appreciate the role of variables and how relationships
are defined. In the case study school, this work with Logo is
carried out in maths in year 8, in the context of regular polygons.
- Dynamic
Modelling System
The package Model Builder, for instance, enables you to construct
models, which run over a number of cycles, representing time
intervals, for instance. This is very valuable for many situations,
which arise in various subjects. It also ensures that the name
of a variable is kept with the cell containing the value of
the variable, and enables you to place the cells anywhere on
the screen.
- Specific
Simulation
For many processes studied in the curriculum, professionally
programmed simulations may be purchased. These provide more
accurate models of complex relationships and often include multimedia
support in order to help learners understand the ideas. They
do not usually allow changes to the relationships, however.
- Spreadsheet
Since this tool is likely to in the IT scheme of work in every
school, this may be the natural choice for introducing the idea
of a model. The layout is designed for business rather than
educational use, but the facility for incorporating graphics
and other objects, including specially programmed effects, makes
them very flexible. There are some advantages in packages designed
specifically for education, such as the Warwick Spreadsheet
System, which adds on to Excel and customises it for learners
who are modelling relationships in the curriculum.
The
IT department decided to use Excel for this year 7 work, as the
pupils would be taught to use Excel to create models in subsequent
years.
Question
for Consideration
- Which
option would be best for your situation? Why?
 c.
Developing Your Own Knowledge of the Resources
|
