The Use of Ict in Science Lessons

Critically evaluate the use of ICT in science
Pupils are now required to have ICT lessons where they can build their knowledge of ICT and its uses;   there is also a statutory requirement for pupils to use ICT in every subject at school. My placement has been at Deyes High School. The school has, this year, introduced a btec course in science.   Through spending time in the science btec lessons I have noticed that a big proportion of the lessons are spent with the pupils using laptops to research and produce work. The use of pupils using laptops is also common across the years for all science lessons. The teachers also use ICT in their lessons for a wide number of uses, such as power point, and videos. ICT is used in many different ways to support learning and particularly in science it seems to have many benefits.   For this reason I have chosen to critically evaluate the use ICT in teaching science.
According to the national curriculum, there are two ways in which using ICT can help enhance the learning of science, this is through simulation software and improving presentation. The first one, using simulation software, enables pupils to conduct investigations that they can control in various conditions and this allows them to predict outcomes .Through this simulation pupils able to be more creative in there thinking and test their theories. Simulation software is also particularly beneficial for teachers trying to illustrate an idea that is hard or impossible to demonstrate in the classroom setting. Several studies have explored effects of the use of simulations and modelling. Hogarth (2006) conducted a review which identified studies relating to teaching science to 11-16 year-olds using ICT in science for simulations. In this small sample, ICT simulations improved students' understanding of science ideas and scientific approach. However when comparing this study to Bloom’s (1956) work, it is found that the use of ICT only had positive effects on the lower...