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One of the core themes of twentieth-century learning
research has been students’ frequent failure to apply what
they learn in school to problems they encounter in the real world.
A vast literature on this topic suggests that, to develop the ability
to transfer knowledge from the classroom to the real world, learners
must master underlying concepts, not simply memorize facts and solution
techniques in simplified or artificial contexts. But typical problem-solving assignments do not afford students the
opportunity to learn when to apply particular ideas because it is
usually obvious that the right ideas to apply are those from the
immediately preceding text.
Computer technology can provide students with
an excellent tool for applying concepts in a variety of contexts,
thereby breaking the artificial isolation of school subject matter
from real-world situations. For example, through the communication
features of computer-based technology, students have access to the
latest scientific data and expeditions, whether from a National
Air and Space Administration’s (NASA) mission to Mars, an
ongoing archeological dig in Mexico, or a remotely controlled telescope
in Hawaii. Further, technology can bring unprecedented opportunities
for students to actively participate in the kind of experimentation,
design, and reflection that professionals routinely do, with access
to the same tools professionals use. Through the Internet, students
from around the world can work as partners to scientists, businesspeople,
and policymakers who are making valuable contributions to society.
One important project that allows students to
actively participate in a real-world research project is the Global
Learning and Observations to Benefit the Environment (GLOBE) Program.
Begun in 1992 by Vice President Al Gore as an innovative way to
aid the environment and help students learn science, the GLOBE Program
currently links more than 3,800 schools around the world to scientists.46
Teachers and students collect local environmental data for use by
scientists, and the scientists provide mentoring to the teachers
and students about how to apply scientific concepts in analyzing
real environmental problems (see Box 4). Thus, the GLOBE Program
depends on students to help monitor the environment while educating
them about it. Further, the students are motivated to become more
engaged in learning because they are aiding real scientific research—and
their data collection has lasting value. In a 1998 survey, 62% of
teachers using the GLOBE Program reported that they had students
analyze, discuss, or interpret the data. Although no rigorous evaluations
of effects on learning have been conducted, surveyed GLOBE teachers
said they view the program as very effective and indicated that
the greatest student gains occurred in the areas of observational
and measurement skills, ability to work in small groups, and technology
skills.
Similarly, in the Global Lab Curriculum project,
scientists have crafted techniques that allow students around the
world to gather and share data about the terrestrial, aquatic, and
aerial aspects of their locale.48 They study
local soil quality, the electrical conductivity and pH of rain,
and ultraviolet radiation, airborne particulates, and carbon dioxide
in the air. Results are pooled through telecommunications, and students
analyze their data with peers and scientists from around the world.
Many other projects also connect teachers and students with scientists
to allow active engagement in realworld experiences. For example,
the Jason Project, originated by world-famous explorer Robert Ballard,
invites students along on scientific expeditions with “telepresence”
connections over the Internet. In these
expeditions, students communicate with scientists who are exploring
coral reefs or studying a rain forest. In the KidSat project, students
direct the operation of a camera on a NASA space shuttle.50
mathematical problem solving. Researchers
assessed the Jasper Project’s effectiveness in 28 middle schools
in 9 states. After a month, students using the technology scored
about the same on standardized math tests, but showed significant
improvement in their ability to solve complex problems, and more
positive attitudes toward the role of mathematics in solving real
problems, compared with students not using the program.
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