ABSTRACT
Scientists have been, on the whole, early to adopt information and communication technologies (ICT). This is because science requires accurate measurement – sometimes in dangerous or far-away places – storage and manipulation of large amounts of data and rapid communication with other scientists around the world. The email, internet and database software we all use in the twenty-first century were developed initially for scientific purposes several decades ago. Scientists use technology to develop both scientific content knowledge (e.g. generating patterns about complex ecological systems) and scientific reasoning skills (e.g. analysing DNA data, making hypotheses). By contrast, ICT in primary science got off to a slow start, but is now gaining momentum as primary teachers make increasing use of ICT tools to support children’s scientific learning. Common examples include using an interactive whiteboard to present scientific concepts visually or to allow children to move objects and labels around the board to explain or categorise. Children often use websites to research or revise aspects of science, or present their findings from scientific enquiry using text, photos, charts and video in a multimedia package such as Powerpoint. Slightly less common is the use of data logging equipment to measure and monitor physical quantities such as light, sound or temperature during scientific enquiry, or carrying out ‘virtual experiments’ which would be difficult to undertake in the classroom using simulation software. It is easy to assume that merely by using ICT we are making the experience of learning science more creative for children, since they appear to be highly motivated by it, and it is often presented in attractive, slick packages. But is this really the case? Is a child answering a multiple-choice quiz in a web-based revision package really exhibiting creativity? Is there even the danger that by ‘sanitising’ science and removing some of the practical difficulties of real scientific enquiry, ICT might be limiting children’s creative opportunities?
