Thomas Parker's Portfolio Page

Return to: ETAP 623 Fall 2021 (Zhang) | Thomas Parker: Using Hands-On Activities in Science

About Me

My name is Thomas Parker. I am currently a High School Chemistry and Physics teacher in a rural, Upstate New York district. On top of the two regents classes I teach a Forensic Science elective as well. I also coach Varsity Bowling for my district. I have many hobbies including bowling, golf (as we own a golf course in my town) and wood working.

This is my 6th class in the Albany University CDIT program. The ideas I have learned in curriculum development and design in this program have been extremely relevant and useful in my career as a high school teacher. I hope the following mini course provides useful knowledge and ideas for others to use in their own careers.

My Topic and Purpose

How to use hands-on learning in science. (can be useful in other contents as well, but science is the focus)

The purpose of this mini course is to provide instruction on how to use hands-on learning in science classes. Part of using these experiments and activities is knowing when to implement them.

Some general ideas and topics to be discussed:
-What is considered hands-on learning?
-When is hands-on learning the most effective?
-What amount of prior knowledge on the topic is recommended for the students to possess?
-When implemented correctly, what are the benefits to using hands-on experiments in teaching science?

Learning Outcomes

1. Participants will identify the components of a hands-on learning activity(Verbal and intellectual).

2. Participants will determine the best time to use a hands-on activity(intellectual and cognitive).

3. Describe why a hands-on activity is useful tool for learning(intellectual and cognitive)

4. Evaluate two hands-on activities and their effectiveness based on the outcomes from the instruction(intellectual and cognitive).

5. Choose to use hands-on activities in your lessons(attitude).

Needs Assessment

I have two sources of information for my needs assessment:
1. A short interview with my science department members of which all have taught for 10+ years.
2. Some literature review of which the sources are posted in the reference section.

THE PROBLEM: The problem is that there seems to be an overall need of practice and information on using hands-on activities and lessons within the science content area. Some teachers need just a refresher and others feel slightly inadequate on their overall knowledge of this skill. The literature review has given me great data on how important using hands-on lessons are for learning science (and even other contents) so now the goal is to help the participants(teachers) use these lessons in the correct sequencing/pacing and knowing how much background information to front-load the learners with.

THE CONSTRAINTS: My mini-course will be an online mini-course which seems a bit ironic to teach about hands-on learning. My goal is to use the technology of a the computer and internet tools to help create a pseudo-hands on environment where my participants will not only just read, but also participate within the mini-course.

THE RESOURCES: I will be including materials and activities that I feel are necessary for all learners and some that will be placed in a "refresher" section for those who might want a bit of a jump start(see my content analysis). There will also be a section for "extra materials" that will include things that are optional to dig into for a greater detailed look into hands-on learning and teaching.

Analysis of the Learner and Context

The learners for this mini-course will be primarily science teachers, but it could be useful for any content in which hands-on activities are used within the curriculum. My prospective participants could be using this mini-course as a review of the topic, a continuing education on the topic or even a teacher who is fairly new to using hands-on activities i.e. new teachers. The content will have both prerequisites/review for the more experienced participants and an "extras" section for those participants looking to extend their knowledge and skills beyond the scope of this mini-course.

Performance-Based Objectives

1.Identify the components of a hands-on learning activity.
2. Determine a hands-on activity's effectiveness based on the results of students' demonstration of the content.
3.Participants will reflect on their knowledge and abilities with hands-on learning at the beginning and end of the mini-course(ongoing reflection).
4.Rate and assess two different hands-on activities to determine which is the best activity to use in a lesson.

Task Analysis

Each terminal objective is listed first, followed by the pre-requisites (enabling objectives).

Before taking this mini-course, please take a few minutes to write in a journal(keep this for the mini-course) about your understanding and knowledge on hands-on activities and how to use them in lessons. You will write a post-course journal as well to help track what you have learned through the course and what could use some more work. This is designed to help you continue your education on using hands-on learning.

1.0 Participants will be able to identify the core components that make up a hands-on learning activity. (Bloom's level 1&2)
1.1 Explain what the term "hands-on learning" entails.
1.2 Differentiate between hands-on learning and other learning strategies.

2.0 Participants will be able to summarize the effects of a successful hands-on learning activity. (Bloom's level 3)
2.1 Identify what a teacher would see from the students within a successful hands-on learning activity.
2.2 Distinguish between what a teacher would see from a successful hands-on activity and an unsuccessful hands-on activity.

3.0 Participants will be able to assess the effectiveness of the hands-on activity based on the student's performances. (Blooms level 3).
3.1 Using the aspects of a successful hands-on activity as your rationale, assess whether or not an activity should be considered successful.

4.0 Participants will be able to determine the best place in instruction for a hands-on activity. (Bloom's level 3)
4.1 Identify how much prior knowledge is needed in order to complete the hands-on activity.

5.0 Participants will be able to rate and critique two different hands-on activities and choose the best one to use in a lesson.(Bloom's level 4)
5.1 Recall what constitutes a successful hands-on activity(to use in your rating for 5.0).

Please finish the mini-course with another journal entry. I would like you to write about your new knowledge and understanding of hands-on activities. What is new since your "pre-course" entry? Is there something that you feel is still missing? Do you feel more comfortable about using hands-on activities in your lessons?

Curriculum Map

File:ContentMap-Hands-On Activities in Science.docx

References and Resources

APFSLT, H. K. I. E. (n.d.). Effectiveness of hands-on and minds-on activities on students’ achievement and attitudes towards physics Previous Contents Next. Effectiveness of hands-on and minds-on activities on students' achievement and attitudes towards physics. Retrieved December 6, 2021, from https://www.eduhk.hk/apfslt/v12_issue1/ates/page2.htm.

Bilgin, I. (2006). Journal of Baltic Science Education (spausdinta). ISSN 1648-3898 (Print) | Journal of Baltic science education | The ISSN Portal. Retrieved September 25, 2021, from https://portal.issn.org/resource/ISSN/1648-3898.

Daniels, N. (n.d.). Digital Commons - Old Dominion University. Retrieved December 8, 2021, from https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1109&context=ots_masters_projects.

Ekwueme, C. O., Ekon, E. E., & Ezenwa-Nebife, D. C. (2015, November 16). The impact of hands-on-approach on student academic performance in basic science and mathematics. Higher Education Studies. Retrieved September 28, 2021, from https://doi.org/10.5539/hes.v5n6p47.

Hands-on learning definition and meaning. Top Hat. (2019, September 16). Retrieved December 6, 2021, from https://tophat.com/glossary/h/hands-on-learning/.

Hands-on learning | Sean Rice - YouTube. (n.d.). Retrieved December 6, 2021, from https://www.youtube.com/watch?v=blZG-RSmMWk.

Hands-on learning turns minds on. | daniel ... - youtube. (n.d.). Retrieved December 6, 2021, from https://www.youtube.com/watch?v=GclzfPwKP2c.

Holstermann, N., Grube, D., & Bögeholz, S. (2009, November 12). Hands-on activities and their influence on students' interest - research in science education. SpringerLink. Retrieved December 6, 2021, from https://link.springer.com/article/10.1007/s11165-009-9142-0.

Ingmire, J. (n.d.). Learning by doing helps students perform better in science. University of Chicago News. Retrieved September 20, 2021, from https://news.uchicago.edu/story/learning-doing-helps-students-perform-better-science.