TITLE

Teaching and Learning Physics in a 1:1 Laptop School

AUTHOR(S)
Zucker, Andrew; Hug, Sarah
PUB. DATE
December 2008
SOURCE
Journal of Science Education & Technology;Dec2008, Vol. 17 Issue 6, p586
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
1:1 laptop programs, in which every student is provided with a personal computer to use during the school year, permit increased and routine use of powerful, user-friendly computer-based tools. Growing numbers of 1:1 programs are reshaping the roles of teachers and learners in science classrooms. At the Denver School of Science and Technology, a public charter high school where a large percentage of students come from low-income families, 1:1 laptops are used often by teachers and students. This article describes the school’s use of laptops, the Internet, and related digital tools, especially for teaching and learning physics. The data are from teacher and student surveys, interviews, classroom observations, and document analyses. Physics students and teachers use an interactive digital textbook; Internet-based simulations (some developed by a Nobel Prize winner); word processors; digital drop boxes; email; formative electronic assessments; computer-based and stand-alone graphing calculators; probes and associated software; and digital video cameras to explore hypotheses, collaborate, engage in scientific inquiry, and to identify strengths and weaknesses of students’ understanding of physics. Technology provides students at DSST with high-quality tools to explore scientific concepts and the experiences of teachers and students illustrate effective uses of digital technology for high school physics.
ACCESSION #
35334484

 

Related Articles

  • Teaching With Laptops. Zucker, Andrew A.; King, Karen E. // Science Teacher;Dec2009, Vol. 76 Issue 9, p22 

    The article describes the manner in which laptops have been used to teach physics at the Denver School of Science and Technology (DDST) in Colorado. An overview of a weeklong unit about electric circuits in a ninth-grade physics course is presented. Information is also presented on a set of...

  • BUILDING STEM Opportunities FOR ALL. Lynch, Sharon J.; Peters-Burton, Erin; Ford, Michael // Educational Leadership;Dec2014/Jan2015, Vol. 72 Issue 4, p54 

    The article discusses the creation of science, technology, engineering and mathematics (STEM) high schools in the U.S. in response to the President's Council of Advisors on Science and Technology call for competence in energy, health and national security professions. Texas, Ohio and North...

  • Science For Future: Our Communities And Schools. BANDA, SNIGDHA // India -- West;5/10/2013, Vol. 38 Issue 25, pA8 

    A personal narrative is presented which explores author's efforts to provide science education to interested children from poor families through his nonprofit organization Science For Future in India.

  • Reading is fundamental-- to science. Liftig, Inez // Science Scope;Jun2010, Vol. 33 Issue 9, p1 

    An introduction to the journal is presented in which the editor discusses the importance of reading in teaching science and mentions the articles published within the journal including one on media applications, another on the use of diagrams, and one on the use of Internet in science teaching.

  • A Web-based Tool For The Analysis Of Concept Inventory Data. Beuckman, Joseph P.; Franklin, Scott V.; Lindell, Rebecca S. // AIP Conference Proceedings;2005, Vol. 790 Issue 1, p189 

    “FOCIA” stands for Free Online Concept Inventory Analyzer. FOCIA, our new web-based tool will allow teachers and researchers in any location to upload their test data and instantly receive a complete analysis report. Analyses included with this tool are basic test statistics,...

  • A powerful tool for teaching science. Wieman, Carl E.; Perkins, Katherine K. // Nature Physics;Jun2006, Vol. 2 Issue 5, p290 

    The article discusses the application of online interactive simulations (SIMS) in science education particularly University of Colorado's Physics Education Technology SIMS project. It has been observed that well-developed and tested SIMS can convey ideas in very different and more powerful ways...

  • Feedback With Web-based Homework And PADs. Bonham, Scott // AIP Conference Proceedings;2005, Vol. 790 Issue 1, p193 

    The Physics Applets for Drawing (PADs) allow students to interactively make graphs and other physics diagrams on the Web and have them evaluated. PADs are able to evaluate qualitative as well as quantitative drawings and to give customized feedback. These features greatly expand the range of...

  • Winter Study: Improve Your Knowledge of Physical Science.  // NSTA Express;1/19/2009, p4 

    The article presents information on the online short course on Force and Motion offered by the National Science Teachers Association (NSTA). It is stated that the participants can strengthen their physical science concepts through asynchronous learning for an hour and a half each week. The...

  • Reliability, Compliance and Security of Web-based Pre/Post-testing. Bonham, Scott // AIP Conference Proceedings;2007, Vol. 883 Issue 1, p133 

    Pre/post testing is an important tool for improving science education. Standard in-class administration has drawbacks such as ‘lost’ class time and converting data into electronic format. These are not issues for unproctored web-based administration, but there are concerns about...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics