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Judges Comments: TSTS August 2008. Computer Presentations, Photographic Essays, Science Games and Working Models
Please also encourage your students to read
previous comments from ’07 on our
In general: The number of entries in these three sections was considerably up on last year which is a pleasing indication of the creativity which teachers are showing in encouraging their students to develop and express their understanding of a science concept in a variety of ways. In particular, the Computer Presentation section allows for the learning and reinforcing of new IT skills in a meaningful context, allowing further development of science concepts at the same time. However it is important to note that TSTS is first and foremost rewarding the science component , but providing alternate methods of expressing this to accommodate preferred learning styles of different students. It is therefore essential that the SCIENCE encapsulated in the entry is meaningful and correct. In particular, there are still misconceptions regarding the separate phenomena of ozone depletion and the greenhouse effect.
There is an excellent resource called LOTS (Learning On-line Tutorials in Science) which covers the knowledge component of science topics to approx Year 10 level. It is designed specifically for Primary teachers who may have little background in science, and need at times to brush up on basic theory. It is also suitable for students to enrich their learning, with straightforward explanations, simple animated diagrams, glossary, quiz questions etc.] LOTS can be accessed from the website http://www.climatechangematters.net.au,(managed by Jon and Margaret Hosford) by clicking on Science Explained in the banner. It is well worth bookmarking this site as it is an invaluable resource. (Thanks to “Edupuzzles” for allowing use of the LOTS material).
In any of the sections, the student or teacher must first isolate the scientific concept to be illustrated. Will the student simply utilise information they already know, or should they further develop their understanding? Perhaps first ask the student to write down 10 points about their concept. Then discussion with the student should determine whether they fully understand the science behind these. Then encourage them to research maybe a further 10 points. All this BEFORE they start photographing, making their Power Point or game. Check too their source of information. Some extreme websites stretch possible theories and make them sound totally believable fact. It is pleasing to see most students acknowledging websites and other sources used, whether as pictures on the game box, information for questions, or music for their Computer Presentation. This should be considered essential by all teachers for all students.
Computer Presentations: Computer Presentations can give very graphic, immediate and individualized learning to the viewer. The students obviously enjoy making CD’s, and they can easily be copied so that all group members can keep a copy. It is excellent to integrate learning of new techniques and skills, but the Science must be evident, substantial and correct. The new IT skills are often manipulated quite cleverly, but are not always utilized directly at emphasizing the scientific concept. Most primary level presentations were Power Points. The best entries chose one specific aspect of the theme “Planet of Change” to investigate in depth (eg. Introduced species - Pacific Seastar; Endangered species - . Tasmanian Devil, etc) They presented well-sequenced frames with dot point facts, with short informative phrases, and appropriate photos relating to the concept being described. Timing of advance of frames is important to allow adequate reading time. Get others to check your timing: can they read it all comfortably in the time allowed? Greater interest can be introduced through appropriate use of background colour, variety of text, and movement of text and pictures. Be wary though of over-use of movement of text: this can distract from the information! Some students used simple animated gifs (involving “Flash” software) which give a “wow factor” and maintains viewer’s interest, as well as expressing time, impact or consequence. Use of music and voice can add variety too. Similarly, an individualized CD cover, and visual imprinting on the disc add a professional touch. Increasing production of video footage for inclusion opens up new possibilities, though again it is important that the medium is used to enhance the science message, rather than simply be a novelty. Voice-overs must be clear and at the correct volume. Interviewing local science experts enhanced the validity and effect of some videos. To be effective these require much rehearsal resulting in a smooth and natural presentation. Reading from a script is rarely effective. Interactive Power Points bring a higher level of viewer involvement, more impact and inevitably, greater learning. The best secondary entry was an interactive website, allowing considerable information to be presented through links . A wealth of information was incorporated in a very tight, organized, easy-to-navigate site. It is good to see more routine acknowledgement of all sources of information, graphics, and music etc (e.g. “recorded under AMCOS/ARIA licence for educational purposes only”.)
Photographic Essays: The student must first decide what aspect of “Planet Earth: Planet of Change” they intend to portray in their entry. It is best to then plan the storyline, so that they can then plan the specific photos to depict the story graphically. Students may need to carefully rearrange the objects to be photographed for maximum impact.(ie. “set it up”) Consider linkages between the photos or “paragraphs”. “Short time” can perhaps be shown on a clock: “long times” on a calendar: “consequences” by arrows etc. Simple photos are often better as their message is more obvious. Some useful suggestions are:1. alternating a wide-angle distance shot with close-up of one feature to highlight it’s importance. 2. repetition of one idea to reinforce impact 3. different positioning of main object in the frame to imply “moving in” (or beginning) or “moving out “(later). Digital photos are fine and should be encouraged, to allow for repeating shots if not exactly right. Gloss paper is far more appealing for final prints. A catchy heading can encapsulate the whole story, like the title of a book, and reference to the aspect of “change” reinforces the theme. Presentation is VERY important. Poor spelling or handwriting can ruin the impact of an otherwise excellent entry. Remember to cover all listed criteria: camera used and the students own thoughts etc. This also encourages further reflection on the “science” involved. Not all photographs were mounted on posters. This was not actually marked down as the criteria doesn’t actually demand it. However, poster presentation of the Photographic Essay is far easier to display, and this will be the only allowable format as from 2009, with maximum format size A2.
Science Games: These may be on any topic, but time spent first on brainstorming the scientific concept to be demonstrated, with related ideas and consequences, is time well spent. If the game is made on a topic currently being studied, students are more likely to incorporate more facts and learning. Encourage students to research more aspects of their concept, to enhance learning outcomes and interest for players, and to do this before they even think of starting their actual game. Board games need lots of interactive features, otherwise sometimes a couple of dice throws brings a player to the end with little interaction, so no learning! Encourage students to see winning in more ways than having more money. One game involved building a full model of a flowering plant by collecting parts (roots, stem, petals, stamens…a bit like Beetle!) another involved collecting and breeding endangered species and in another, the players traded carbon credits. Originality is to be encouraged, but if the game IS based on an existing format such as Monopoly, get your students to ask what is the equivalent in their concept to e.g. “jail”, “Go”, “chance cards”, “properties” and “rent”. Does once around the board represent a year? A breeding cycle? A complete voyage around the Solar System? You may use the same form, but integrate the appropriate scientific equivalents. Presentation is VERY important, and rules must be specifically and logically explained. Encourage students to get other students to play it unaided to pinpoint any misunderstandings. Often it is fully explained as to who will start first, but other major rules are left out altogether! Multiple choice questions are usually best because players can at least have a guess s so they will listen to the alternatives. It also reduces squabbling over whether the answer is “close enough”. There should be sufficient question cards or “chance” cards to maintain interest. They should be concept specific to heighten learning. Eg. if on Pollution…”Traffic jams increase car emissions. Miss a turn.” Not just “had a bad day. Go back 2” Use the computer to prepare and print these, and laminate them if possible. All questions, chance events etc should be read aloud so that all players learn from them. Make sure someone of the appropriate age range actually plays it so you can see if the rules are adequate, and if it is actually “playable” , enjoyable and instructional. This year several games were submitted using the Computer software Kahootz or Gamemaker 7. These were an interesting change for the judges, but the real skill for the student is using the software to highlight the science concept, rather than simply manipulating an existing game to illustrate the students ideas. No doubt, as these programs become more widely and routinely used in schools, the calibre of enhancing the science will improve in a very powerful, compelling and engrossing way. Student designers of Computer Science Games must be wary of perseverating or becoming obsessive in achieving outcomes (levels), rather than remaining focused on the central science concept it is allegedly designed to illustrate
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