12.4.6 Integration of the ICT Tools in Recent Physics
Curricula
Already for a long time, physics curricula have included laboratory activities.
Together with a widespread integration of ICT in schools, there have been more
and more school curricula that incorporate data logging with sensors in the science
laboratory. Furthermore, in recent years, learning about modelling and learning to
model have become explicit goals of science curricula in many countries (e.g. the
Netherlands, the United States, Germany, and the United Kingdom). The current
framework for science education in the United States (NRC 2012), for example,
stated that
Curricula will need to stress the role of models explicitly and provide students with
modelling tools so that students come to value this core practice and develop a level of
facility in constructing and applying appropriate models (p.59).
Modelling is now included in the Dutch Physics curriculum (and in Chemistry
and Biology) for the pre-university track in secondary schools. Recently, a learning
path to achieve modelling skills has been developed for the Dutch lower secondary
physics curriculum. This learning path is completely integrated into the curriculum
and has been tested in school practice (van Buuren 2014).
Looking back at thirty years of research on the use of ICT in education, curriculum development, and software/hardware development, it is fair to say that a lot has
been achieved. Hardware and software development, including the development of
the working environment—Coach, has been able up to now to meet more or less the
requirements of trends in STEM education such as the change towards context-rich
education, emphasis on scientific approaches, better preparation for higher education
through a stronger focus on competencies, and emphasis on individual learning and
provision of students’ autonomy over the process of knowledge and skills acquisition. This work will undoubtedly continue, due to the very nature of technology and
education, and new demands from society.
12.4.7 Conclusions About Technology for Inquiry Practices
in Physics Education
It has been demonstrated that the Coach tools for data logging, video measurement,
and modelling can stimulate inquiry by pupils. The proper use of these tools
enhances opportunities and time for pupils’ generation and validation of knowledge
in the classroom. These meaningful opportunities and enough time enable pupils to
move back and forth between the physical and theoretical world within the inquiry
process. Students can work directly with high-quality, real-time data in much the
same way professionals do. Physics learning with the ICT tools resembles practice in
contact with current research work. With these ICT tools, investigations are
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T. Ellermeijer and T.-B. Tran
Curricula
Already for a long time, physics curricula have included laboratory activities.
Together with a widespread integration of ICT in schools, there have been more
and more school curricula that incorporate data logging with sensors in the science
laboratory. Furthermore, in recent years, learning about modelling and learning to
model have become explicit goals of science curricula in many countries (e.g. the
Netherlands, the United States, Germany, and the United Kingdom). The current
framework for science education in the United States (NRC 2012), for example,
stated that
Curricula will need to stress the role of models explicitly and provide students with
modelling tools so that students come to value this core practice and develop a level of
facility in constructing and applying appropriate models (p.59).
Modelling is now included in the Dutch Physics curriculum (and in Chemistry
and Biology) for the pre-university track in secondary schools. Recently, a learning
path to achieve modelling skills has been developed for the Dutch lower secondary
physics curriculum. This learning path is completely integrated into the curriculum
and has been tested in school practice (van Buuren 2014).
Looking back at thirty years of research on the use of ICT in education, curriculum development, and software/hardware development, it is fair to say that a lot has
been achieved. Hardware and software development, including the development of
the working environment—Coach, has been able up to now to meet more or less the
requirements of trends in STEM education such as the change towards context-rich
education, emphasis on scientific approaches, better preparation for higher education
through a stronger focus on competencies, and emphasis on individual learning and
provision of students’ autonomy over the process of knowledge and skills acquisition. This work will undoubtedly continue, due to the very nature of technology and
education, and new demands from society.
12.4.7 Conclusions About Technology for Inquiry Practices
in Physics Education
It has been demonstrated that the Coach tools for data logging, video measurement,
and modelling can stimulate inquiry by pupils. The proper use of these tools
enhances opportunities and time for pupils’ generation and validation of knowledge
in the classroom. These meaningful opportunities and enough time enable pupils to
move back and forth between the physical and theoretical world within the inquiry
process. Students can work directly with high-quality, real-time data in much the
same way professionals do. Physics learning with the ICT tools resembles practice in
contact with current research work. With these ICT tools, investigations are
144
T. Ellermeijer and T.-B. Tran