Elementary Science: Challenges and a Solution

Integrating technology into science seems, at first glance, to be without major obstacles. After all, science requires research, measurement strategies, data collection and analysis tools, and publication. Clearly, the use of technology in the field of science is pedagogically sound, as well as providing significant affordances in terms of time involved in various activities and ability to document both micro- and macro-processes. But that characterization is not necessarily accurate, because it doesn’t consider the human element in science instruction.

Licensed image from PresenterMedia

 In elementary schools, science is usually taught by a “regular education” teacher who has likely had limited exposure to scientific concepts and research. Davis (2008) notes that many elementary teachers lack science subject matter knowledge, may have unsophisticated understandings or misconceptions about science, or may even avoid teaching science altogether. This lack of comfort with teaching science would naturally make it more difficult for a teacher to integrate technology, potentially adding a layer of complexity to an already fragile structure.

Another common obstacle in elementary school science instruction is access to appropriate technology. While digital probeware is common in industry, college labs, and even in high school science classrooms, it is uncommon to find probeware in the elementary setting (Trotter, 2008). As computers and other digital technologies become more readily available, however, there is a need to ensure that teachers are prepared to use these devices to support scientific inquiry.

Professional development is a solution to both issues identified above. High-quality professional development would model effective instruction with technology tools while simultaneously building teachers’ content knowledge and addressing common misconceptions. Hands-on activities using technology allow teachers, as much as their students, to develop accurate understandings of scientific concepts. Improving the scientific literacy of elemen
tary teachers is important, but doing it in a way that can immediately be transferred to their instructional practice is even more critical. By embedding the use of digital tools for science into professional development, teachers will walk away with improved scientific understanding, and a clear path to share that knowledge with students.

Davis, E.A. (2008) Elementary teachers' ideas about effective science teaching: a longitudinal study. Proceedings of the 8th international conference on International conference for the learning sciences - Volume 1. Utrecht, The Netherlands

Trotter, A. (2008). "Probeware" on increase in schools' science labs. Education Week, 27(29).