Science Inquiry on the iPad

Ok, it is April 3 and two inches of wet snow has blanketed the ground!  (I am asking myself--why, Mother Nature?)  On top of that one group of fifth graders has completed their keynote presentations for their science inquiry worksamples.  Here are my thoughts--of which I don't want Ann to feel threatened or hurt.  This is a learning experience and one that we all can learn from!  Thanks for letting me be a part of this.

Note for Ann:  I think you did a wonderful job with this project and the kids loved it!  I greatly appreciate your willingness to try something new so we both could learn!  I know we have already talked about this a little, but I want to get my ideas down for others to see and perhaps build off of.  With that said here I go....

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Yesterday, as students were finishing up their presententations I found myself wondering if keynote is really the best option for presenting a science inquiry.  After today I believe my answer is no.  Perhaps part of the inquiry, but not the whole thing.  I think the keynote could be much better served if used for one of the following components:

• A visual display of the plant's growth (i.e. the pictures the students took each day and the observations they made).  This could be done by either having a picture per slide and written observations on the top or a separate slide.
• Use a slide as the actual data table recording observations and a picture.
• Create a presentation of the biome information and set to auto play!
• Create the procedure by using pictures and words on the slides--each slide representing a step in the procedure.

Although keynote was more familiar to students, I think iMovie would have been a more powerful tool for conveying a scientific inquiry worksample.  The ability to include still shots (pictures), videos, text and audio is a very powerful tool for communicating what students have learned.  Initially I envisioned students creating a movie for their analysis piece, but it could easily be used to document growth and observations as well.  I like the idea of students being able to record video of experiments or incorporating still shots into the movie and then narrating over the top.  Furthermore, I have noticed that students tend to be able to communicate more and at higher levels when talking rather than writing (typically).  Here are some examples of how I think alternative apps could be used to enhance scientific inquiries:

Data Collection 

• Students use iPad camera/camcorder to record each trial.  Later those trials are moved into iMovie.  As students rewatch the trial they can record audio of what they notice, point out important collisions/moments in the film by creating a freeze frame, and then discuss why things happened the way they did.  Here students might begin to identify, discuss, and address possible errors like "oh, I didn't start the marble at the same spot each time" or "not all the marbles on the lower part of the ramp were touching", or I couldn't measure how far the last marble moved because it ran off the track.
• Instead of written observations what about using iRecorder or Garage Band to record what you see, hear, smell, etc...  This could be great for something like a habitat/ecosystem studies/visitations; chemical reactions, or any data that you really can't measure--more that qualitative data that students often find themselves struggling with how to document it.
• I love the idea of recording procedures as kids actually do them!  Have them narrate what they are doing and obviously practice before doing the final version.  For most people seeing a procedure done while talking about it fills in the gaps of the written word.  This could be done lots of ways:  movies, podcasts, etc....  If you want kids to write down a procedure what about having them record themselves doing it and then write down what they did by watching themselves.  Many times kids know what they want to do and how they want to do it.  Perhaps by watching themselves later and writing the procedure they will pick up on each step!  I think by going back and looking at this after they complete their analysis they might pick up on other mistakes or possible errors in their experiement.  This might lead to better, "what I would do differently" or "how I changed my experiment while doing it to make it better" sections.

Analysis

• Students could create a graph of their results and using apps like ShowMe, Educreations, Voicethread, or Screenchomp they can annotate on top of the graph while recording their analysis.  This would include trends they noticed, a summary of the results, inferences, and link this all back to their design, background knowledge, and possible effects of errors.  Often I find that this is the weakest section of student work and the area we as teachers really need to focus on.  Even using these devices or other recorders like iRecorder or GarageBand could be helpful at a brainstorming tool and replayed for typing in a more formal paper or presentation.
• Numbers: As a science teacher I could not do without this for the iPads!  If you want to do data analysis it seems important to have one of the easiest tools for manipulating data--also great for math!  One problem I see right now (although I know how to change the scale now), is that with such small screens on the iPad, entries on the X and Y axis sometimes may either be condensed or difficult to read--when inserting charts in other programs like pages and keynote.  I don't know if that would be different with the actual program or even how you could get a graph or chart into any of these programs other than through a screen shot and cropping in Skitch.
• Students could create an analysis using apps like ShowMe, Educreations, Voicethread, or Screenchomp were they can annotate on top of any visuals while recording their analysis.  Once again, students tend to be better communicating what they have learned through verbal methods rather than written (or course there are exceptions of course).

Long story short...I think we need to play some more!  Hence experiment!!!!  As I told Ann earlier, I think going digital with science inquiries is difficult...you really have to change the way you look at things.  Rather than creating the traditional tri-board, students would be projecting their whole project.  The look of a science fair changes drastically.  Realistically is this a possiblity for schools?  That I don't know...we don't have enough projectors, white walls or space!  Does that mean we completely bail on more 21st century methods of displaying science inquiry worksamples...no...I think we just need to rethink how we can transition from or utilize tri-boards to enhance our presentation rather than replace.  First, we start by identifying what tool is the most useful for different components and then who we want to share this with the world!  At some point we need to think beyond the classroom and address the need for students to share this information with the world.

Thanks to Ann's willingness to try something new, I am going to make a very conscious effort to figure out how we can accomplish this goal.  I will begin by talking to some very forward thinking science teachers on the OSTA board (both past and present) that have not only had technology in their rooms for many years but also been involved in the state science fairs!  Next, I want to begin thinking globally and figure out how our students would best share these ideas with students and scientists around the world!  Communication and collaboration are important not only in the scientific community, but also in the real world beyond school!  I can't wait to see what I can find out!  Happy Hunting!