Embedding ICT in Science
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The use of ICT needs to add value to teaching and learning in Science. Identifying “when, when not and how” to use ICT in a way that enhances pupils’ learning has implications for the teacher.
ICT enables pupils to observe, record, measure, and interpret investigation results in a variety of ways. Pupils can use sensors, for example, to record temperature changes, or to compare sounds made under different conditions. ICT encourages creative ways of thinking, as pupils learn to ask 'what if?' questions, predict outcomes and evaluate evidence.
Using ICT, pupils can access information and communicate their findings. Pupils can improve the planning, presentation and evaluation of their work using text, graphs, pictures, video, and model mapping. Through simulations and animations, pupils are able to develop their knowledge and understanding of physical processes, for example, by studying models of the solar system.
ICT opportunities in the Science programme of study
Through Key Stages 1 and 2, pupils progress from taking part in practical scientific activities to building more abstract models of real situations. From using simple drawings to communicate scientific information, they learn to use more conventional diagrams and graphs.
In developing their scientific understanding, pupils can use hardware and software to:
- help them to record results, and produce tables and graphs, for example, in analysing pulse rates before and after exercise
- measure sound, light or temperature and discuss their results
- classify information
- create, analyse, graph and look for patterns in data, for example, using a database or spreadsheet relating to healthy eating
- sort objects into groups, for example, material properties
- present their findings and scientific ideas (word processor, presentation package, model mapping package).
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