Workshop 1
 Contents
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Section
F Transformations: contexts, customs
and constraints
Activity
F1 Computer modelling and constraints |
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Aims
-
To consider ways in which
the use of computer modelling
may be transformed by teachers.
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To explore factors related
to contexts, customs and
constraints that may influence the transformations.
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To consider these issues
in the light of your own
teaching experience.
Background
Even when teachers were
committed to the use of computer
modelling, it might not always have been easy to implement it because
of
the particular contexts within which they worked. There are customary
practices
that may be difficult to change, and there are other constraints that
may
hinder changes. What are the times pressures in the existing
curriculum,
and do computers save time or do they need additional time? How does
the
distribution of hardware in a school or department influence the ways
in
which computer modelling can be integrated into the curriculum? How
does
computer modelling change the role of the teacher? How do teachers’
understanding
and experience with computer modelling affect the way that they use it?
The following stories address these questions.
[N.B. These stories are based
on research into the work of teachers implementing the use of computer
modelling. Though they are not based on particular individuals, they do
focus on issues that were identified in the research.]
What to do
1. It is best to do
this activity in a group
of two or three. Before you start discussion, however, work
individually
and read through each of the stories on page
2
and page 3. For each
story, decide whether
you are:
-
broadly sympathetic to the
position outlined in the
story (S)
-
broadly unsympathetic to
the position outlined in
the story (U)
-
neither (N)
Write the appropriate letter
next to each story.
2. Discuss
each story in turn within the
group. It may be useful to think about the following:
-
What is the key idea of
the story?
-
Are there points that the
teacher makes that we all
agree with?
-
Are there points that the
teacher makes that we all
disagree with? If so, is this because we disagree in principle or
because
we think the teacher has said something factually incorrect? Or because
they say something which may apply in their own situation but not in
yours?
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What are the issues where
we do not reach a consensus?
What are the reasons for this?
3. After discussion,
work individually again
and look back over all of the stories. Pick out a few key sentences,
which
you agree with and think address the most important ideas for you.
Underline
them. Pick out a few sentences that you disagree with strongly.
Underline
them in a different colour or style. (Make a note of what the
colours/styles
mean so that you can work it out later.) You will be returning to these
sheets in a later session. |
