Science 9-10: Introduction

Conserving energy in the skate park

TTF_ENG_F_4_AW_1 This package provides you with an example of how to use information and communication technologies (ICTs) to facilitate a scientific inquiry. The scientific inquiry will focus on one key concept: the conservation of energy. Teaching the concept that total energy of a system does not change can prove very difficult. Students will have prior conceptions of what happens to energy (PCK) and your role as a teacher will be to assist students through the process of conceptual change. One of the key challenges you will need to overcome is that of identifying and measuring all the energy transformations and transfers (CK) that occur in even the simplest example. Students can be overwhelmed with the amount of data to collect and interpret. This package will highlight the opportunity presented when simulation software is used as a stimulus for scientific inquiry.

As you work through this package you will discover details about how and why you could use the Energy Skate Park learning object in a scientific inquiry. Your students will follow a typical experimental model (CK) to design an experiment, gather and interpret data, and report on findings. You will gain an understanding of how to use the ICTs and organise your classroom, as well as become familiar with a range of teaching strategies, classroom management ideas and further reading for your professional learning (PK). Your focus while working through this package should be on the ways in which this content is enhanced by the digital technologies, the rationale for using a technological approach and the ways in which this approach changes how students learn, and how their understanding of the content is improved (TPACK). You are further invited to consider how the elements of this package could be transferred to other subjects/topics, and also to think about alternative strategies and pedagogies to teach the same content (PK).


TPACK design copyright Dr Punya Mishra and Dr Matthew J. Koehler. Licensed under Creative Commons Attribution 2.0