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Below is a brief description of the program I intend to use. Still, other than technical support, I see no disadvantages?
The program is a collaborative program in which students, teachers, scientists, and others around the world, work together to collect environmental data at local sites, and then share the information with others via the Internet. There are over 40 countries involved. Guided by their teacher (who must attend a 4-day training workshop), students take environmental measurements such as average daily temperature, minimum/maximum temperature, precipitation, cloud cover, cloud type, and land cover. Measurements are then sent via the Internet to a processing center. Students' data are combined with data from other science sources enabling environmental scientists to better understand the Earth. Students can see how their activities have real scientific significance because state-of-the-art digital images of the day's data are relayed back to the classroom by television, computer, or other communications system.
James Kessler wrote:
> A collegue and I are involved in teacher professional development to
> incorporate more inquiry into elementary and middle school science lessons.
> I am interested in your question but don't feel that I have enough
> information to respond. How is your technology-based earth science program
> designed? What is an example of how you would use an inquiry-based approach
> in teaching it?
> -----Original Message-----
> From: Rhonda [mailto:firstname.lastname@example.org]
> Sent: Wednesday, August 22, 2001 2:20 AM
> To: email@example.com
> Subject: [Teacher-talkinquiry] Inquiry Learning/Technology
> Hello Everyone!
> A friend and myself was discussing the relative advantage (s) and
> disadvantage (s) of using a inquiry-based learning approach in a
> technology-based Earth Science program.
> I have a pretty good grasp of the advantages. However, the only
> disadvantages I could think of was adequate teacher training , and technical
> assistance. Am I on the right track?
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