n 1995, with computers increasing in power and decreasing in size, Robert Tinker, an early developer of microcomputer based laboratories, foresaw the tremendous educational potential of bringing sophisticated portable computers and probeware into the classroom. With funding from the National Science Foundation, he launched the Science Learning in Context (SLiC) project (see Spring 1997, Fall 1997, and Spring 1998 @CONCORD).

SLiC's objective was to develop educational applications for emerging technologies. An underlying assumption was that with proper tools and guidance students learn better in a setting that is relevant to the things they are studying. For example, high school students in Washington studying the water quality of their local river used probes and hand-held computers to collect and instantly view data on the river. This encouraged them to become more actively engaged in the process of data collection and analysis, and the refinement of questions. With their teacher's guidance, they designed a project based on their own observations.

"Science Learning in Context: Ubiquitous Technologies for Learning" is the working title of a book to be published by Plenum Press next year that describes the work that has been done over two years at our test sites in Ann Arbor, Michigan, and Deming, Washington, where teachers have been using portable technology to improve learning in science classes at the middle and high school levels. Co-editors Robert F. Tinker, president of The Concord Consortium, and Joseph Krajcik, a professor in the school of education at the University of Michigan at Ann Arbor, report the final research findings.

A premise of the SLiC project has been that portable technology gives students the opportunity to learn outside of a traditional classroom. Students at our sites have routinely gone "on location" to local rivers and lakes to study environmental issues, such as the effects of pollution on a local watershed, the consequences of increased pollution on lakes, and declining salmon populations in the Pacific Northwest. Students do "real" science in a supportive context.

As a result, students developed firsthand knowledge of issues in their communities and got excited about science. Older students worked on sophisticated research projects where they forged valuable alliances with state, industry, and other agencies. Explains Nathan Brouwer, "This experience of doing field work using portable technology has made a real impact on my life. I plan to major in field biology, and do field science research." This past summer Nathan worked with Knowledge Revolution writing experimental activities for the Apple eMate.™

Roxanne Badillo, a student taking part in the salmon project, said, "This kind of science is very valuable. You get to do field work outside the classroom. Get to know your teacher. Your teacher gets to know you. It's actually fun." Teachers at each of the two sites contributed chapters to the book. They describe how the SLiC project worked in their classes and give examples of how students worked in groups and on individual projects. "Science Learning in Context" looks at the experiences of an elementary level math class using portable technology to study velocity and distance, and show how educators can integrate technologies into their classrooms. Also detailed are the research findings on how this technology has affected student learning and how the technology has evolved since the project's inception. It looks at current developments under way, as well as future expectations.

Although the book is geared toward K-12 educators and researchers in science, it focuses on middle and high school grades. It presents strategies to help students learn science content as well as the processes and nature of science, and examines the challenges teachers face teaching in this way. It also explains data on student understanding, active involvement, and skills development over time. The editors discuss what has been learned about the incorporation of this technology in various learning environments through practical experience.

"Tools such as probeware and software expand the range and sophistication of possible student projects," explains co-editor Joseph Krajcik. "The project-based approach to learning can be powerful and highly motivating."

Date of publication: Spring 1999

Kathryn Costello is the Project Coordinator for Science Learning in Context.

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