ICT LEARNING

ICT helps pupils learn in science by giving access to information and ways to measure and analyse variables. Methods of investigation and visualisation are increased and the collation of data is made easier. ICT in science offers pupils new ways to communicate their findings.

Using ICT can help pupils to:

• access, select and interpret information (see examples)
• recognise patterns, relationships and behaviours (see examples)
• model, predict and hypothesise (see examples)
• test reliability and accuracy (see examples)
• review and modify their work to improve the quality (see examples)
• communicate with others and present information
• evaluate their work
• improve efficiency (see examples)
• be creative and take risks
• gain confidence and independence

For example, ICT can help pupils:

• access up-to-date news using secondary sources like the internet and multimedia software. A talking encyclopaedia also allows younger pupils to look up information where previously they could not
• measure and analyse variables in experiments and investigations. Data logging can assist in the recording of results, the production of results tables and the plotting of graphs. Used well, sensors add depth, challenge and substance to the work. Pupils can use 'higher-order' skills as they interpret, discuss and hypothesise
• investigate, evaluate and use secondary sources with software that animates, simulates or models a science concept. ICT can help pupils investigate directly, safely and in depth. Pupils can also experience processes which may be too slow, too fast, too dangerous or too expensive to do in school
• create, analyse, evaluate and graph a range of data. Data-handling tools allow pupils to analyse or look for patterns in data
• plan, select, present and evaluate their work using text, graphs, pictures, sound or video. Work can be refined; this may help with pupils' self-esteem and perseverance, as well as allowing pupils to produce neater, more accurate work