Discussion Three: Direct vs Constructivist Instruction with the Implementation of Pedagogical Tools
Online courses have been steadily increasing in enrollment among colleges as the format appeals to not only adult students who work while completing college but also high school students who are dual credit/dual enrollment students. However, there have been some courses in question of credibility and effectiveness when offered virtually, especially lab-based sciences. Nevertheless, virtual pedagogical techniques, such as virtual dissection, are included among the instruction methods for students at both the secondary and post-secondary levels to make these online courses suitable for learning the course objectives. The video embedded at the end of this post is only one example of a virtual dissection (there are numerous purchasable options) to give you an idea of what is used.
Read the following scenario and respond to the questions from the perspective of a school district science coordinator. Keep in mind that as a leader, one must consider all aspects – students, teachers, administration, and the school district as a whole – when making program decisions. In addition, please address direct versus constructivist methods in your narrative.
Note: Approach this assignment as if this was a real situation and carefully consider how you would/should handle this “change” as a good educator and an effective leader. Additional comments about using virtual simulation software in your area of expertise are welcomed (optional). Creativity is key in this discussion. Use any resource available to you (i.e., colleagues, research, and software) that can assist you in your responses to these questions.
Deciding on Objectives and Assessments (Roblyer & Doering, p. 69)
As the school district science coordinator, you ask the high school biology teachers to begin using a dissection simulation program in the lieu of actual pig dissections as usually done. You believe this method will save both time and money for the district. Several biology teachers are reluctant to make this change. The teachers claim their resistance arises from students not being able to learn as much about anatomy and dissection techniques from a simulation as they can from real-time dissection. However, they agree to pilot the software in a few sections.
- What would be the expectations of the virtual simulation method in terms of Student Learning Outcomes (SLO)? Include how might they differ, if at all, from the classes not using the virtual simulation.
- If you were one of the biology teachers, how would you implement the virtual simulation to appropriately address and evaluate these SLO expectations?
- As district coordinator, what instruments or information would you use to assess the saving time and moneyobjective for the implementation of the virtual dissection?
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Roblyer, M. & Doering, A. (2010). Integrating educational technology into teaching (5th edition). Boston, MA: Pearson.
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