Image Processing for Teaching (IPT) in Science Classrooms Kadriye O Lewis 1 | 2 | 3| 4| 5 | 6
Abstract Image Processing Technology was created at the Lunar and Planetary Laboratory at the University of Arizona in 1989. This project with support from the National Science Foundation (NSF) and inspired by the idea of digital image processing was designed to investigate possible contributions to teaching and learning in science education. There are not many studies on the use of Image Processing for Teaching (IPT) and its impact on science learning and teaching. This qualitative case study investigated the effectiveness of Image Processing for Teaching (IPT) as a viable educational tool in one science classroom in Cincinnati Public Schools. This study addresses two dimensions of the use of IPT Technology, the teachertechnology interaction process and its effectiveness in science teaching. The data was collected from a variety of sources including observations,field notes and interview transcripts. Analysis of the data was completed using grounded theory. The results showed that the participants found the use of the
computer and IPT in their class fun and encouraging. However, the user interface of the IPT program was problematic. The findings showed that there is need for additional teacher training in image processing in order for it to be used effectively in the classroom.
INTRODUCTION Image Processing for Teaching (IPT) is a software package that can be used in science teaching to encourage students to engage in discovery-based learning and to promote constructivist learning. The program can be used to manipulate real life images, to convert complex scientific data into a visual form and to bring out the hidden features of images. Thus, students can explore and analyze a variety of scientific data sets and learn more about its subjects, through relative digital images and manipulations of those images. IPT began at the Lunar and Planetary Laboratory at the University of Arizona in 1989 by two scientists, Richard Greenberg and Robert Strom. Being familiar with digital image processing related to spacecraft research, they wanted to apply image processing to education. Therefore, IPT is also called Digital Images. The purpose of this qualitative case study is to determine the effectiveness of Image Processing for Teaching (IPT) as an educational tool in one seventh grade science classroom in Cincinnati Public Schools.
Research Questions This qualitative case study specifically addresses two dimensions of the process of using new technology in the classroom. One dimension is the teachertechnology interaction process and the other is the use and effectiveness of the IPT software in teaching science. Exploration of the first dimension was guided by the following research questions: l l
How does the teacher apply Image Processing for Teaching (IPT)? What problems does the teacher encounter in implementing the IPT Technology?
The exploration or examination of the second dimension was guided by three questions: l l l
What effect does IPT have on science learning in classrooms? What effect does IPT have on teacher-student interactions? What are the major strengths and weaknesses of IPT?
Conceptual Framework of the Study Yin (1994) defines the scope of a case study as follows: "A case study is an empirical inquiry that: investigates a contemporary phenomenon within its reallife context, especially when the boundaries between phenomenon and context are not clearly evident" (p. 13). This study was conducted based on an interpretive/constructivist paradigm since the purpose of this paradigm understands the participant's world (Higgen & Finley, 1996 p. 179). Denzin and Lincoln (1994) defined qualitative research as an interpretive multi-method approach to the study of people in their natural surroundings. In addition, this study employed grounded theory since this theory resides within the constructivist belief system (Annells, 1996).
LITERATURE REVIEW One of the greatest challenges to the middle grade science teacher continues to be the improvement of the learning environment (Gabel, 1994). Harvey (1994) believes that science should be fun. She feels that technology is a good way to engage students in a more project-based approach to science. If an instructional program can allow students to work together in a technological facility, it can effectively encourage students to develop high order thinking skills. Concurrently, the introduction and use of technological programs like IPT can promote constructivist experiences. A constructivist paradigm gives students an opportunity to clarify and elaborate their knowledge and represent it in a variety of ways. Constructivists conclude that knowledge is constructed by the student, allowing the student a chance to develop his/her own theories about the natural world. Changing the way students learn can be a positive contribution to the educational field (Greenburg, 1990; Duffy & Jonassen, 1991; Yager, 1991; Brooks & Brooks, 1995). Greenberg, et al (1993) argue that images convey information to the brain orders of magnitude faster than anything else since "a picture is worth a thousand words". Many students are visual learners and therefore IPT techniques could provide students an opportunity to explore and analyze a variety of scientific data sets through manipulation of digital images (Couch, et al., 1994; Fredette, 1994; Saunders, et al., 1995). IPT techniques provide students with open-ended opportunities for exploration, discovery, and quantitative analyses. IPT has been referred to as a "state of art way to learn science" (Raphael & Greenberg, 1995). IPT can enable students to work at their own pace, in contrast to the traditional lecture and demonstration methods of teaching science. There has been very little research performed on the implementation or the effectiveness of Image Processing for Teaching (IPT). During the summer of 1997, a group of the Cincinnati Public School (CPS) elementary and middle schoolteachers were taught how to use IPT through workshops sponsored by Cincinnati Urban Systemic Initiative (CUSI). They learned how to change and contrast color in order to bring out hidden features of images, to stretch, move and copy pieces of an image, to measure the length, altitude and angle of image features, to filter the images to bring out shadows
and to smooth and eliminate distracting information. Ms. Daisy was one of the middle school teachers that participated in the workshop. She started using the IPT software in her class after her training and based on her experience she stated: "Animal Hands; this was a hands-on use of the scientific method and how it applies to everyday situations. The students were truly excited about this activity. Their culminating response was to be able to go back and use the program again. In all four of my classes the students responded favorably to the program. Students who are frequent behavior problems worked cooperatively with their partners throughout the lab. These students do not usually respond in this manner during computer time. They appeared to be enjoying the program and after evaluating their completed lab sheets benefited from the lab." Mr. Bibble, another teacher from this workshop, said: "I believe there is a place for IPT in the classroom. It requires a lot of work and prep time on the teacher's part. The lessons in it are applicable, but I think the true use of it will be in manipulating images to illustrate and reinforce concepts." Dietz (1994) points out that many middle and high schools across the country are using IPT and the number of the schools are increasing every year. IPT Technology seems to show great promise and the potential to revolutionize the field of science teaching as well as potential for explosive growth and acceptance. On the other hand, Greenberg (1992) emphasizes the many positive outcomes of IPT in the classroom with a wide variety of learners such as gifted students, minorities, females, students with limited English proficiency, and the learning disabled benefiting from this approach. Greenberg et al. (1993) claim that IPT has the greatest impact on the curriculum at the middle school level for two reasons. "First, science curriculum is not rigidly defined for those grades, so teachers have flexibility to incorporate innovations. Second, the students are much more open to the spirit of exploration and discovery" (p.477). It seems that while the IPT software could affect the curriculum by allowing flexibility in any grade level that the implementing might be greatest in the middle school. In summary, one of the key issues in science education the literature addresses is that many students fail to develop meaningful understanding of scientific ideas in science instruction (Ladewski, et al., 1994). They believe that science is boring, irrelevant, incomprehensible and entirely descriptive (Nissani, 1996) and as a result, develop negative attitudes toward science. Since constructivist teaching practices and learning environments result in students with more positive attitudes about science classes, teachers and courses (Yager, 1991; Yager & Lutz, 1994), middle school science teachers are turning to constructivist theory to support their efforts to improve the learning environment (Prawat, 1992). Finally, it is important to alter students' misconceptions by providing meaningful hands-on experience utilizing technology. "What students learn is greatly influenced by how they are taught" is one of the assumptions in the standards for science teaching, National Science
Education Standards (National Research Council, 1996; National Science Education Standards, available at: http://www.nap.edu/catalog/4962.html). In this respect, technology could provide the missing link between science knowledge and science application since educational technology has potential for improving students' learning (Roblyer, 1989). IPT as a technology application can enhance traditional teaching techniques while it may create effective science learning and instructional opportunities at the school level that could lead to unforeseen changes.
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Meridian: A Middle School Computer Technologies Journal a service of NC State University, Raleigh, NC Volume 5, Issue 2, Summer 2002 ISSN 1097 9778 URL: http://www.ncsu.edu/meridian/sum2002/ipt/ Contact Meridian All rights reserved by the authors.
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Image Processing for Teaching (IPT) in Science Classrooms Kadriye O Lewis Page 2 1 | 2 | 3| 4| 5 | 6
METHODOLOGY The research site and setting The student population in this seventh grade class in Cincinnati Public Schools consisted of diverse ethnic groups including African American (50%) and Caucasian (50%). For the purpose of the study, the group of seventh graders will be designated by the name "Class A" and the teacher of this class will be called Ms. Rose. More than half of the teachers in this school was directly or indirectly involved with computers. The school's goal was to educate all students for the preparation of life in the new information age. Each classroom had one or two computers; usually one computer was attached to a big monitor for the presentation of whole classroom instruction. Class A was next to the spacious well decorated Math and Science Project Computer Lab. The walls were full of various scientific pictures including animals, a contour map and a regular map. On the left was a large rectangular blackboard with pictures and graphs hanging on the left hand side. Almost everything that the students may need was located in the classroom. There were 30 chairs in the left middle of the lab. The teacher's computer was connected to a large monitor. This section of the lab was used for teacher presentations or whole class instruction. There were 16 Power Mac computers in an oval pattern under a big beach umbrella in the middle section of the room. The room was full of different instructional tools such as toys, musical
instruments, hats, wooden crafts, plants, books, magazines, shells, masks, and umbrellas. CSP Technology Coordinator, Mr. Admon, who is the creator of these labs, describes the labs as: "Hands -on, adventure project -based classroom environments where students enter a world of technology discovery. Looking at the two individual lab settings you might think you are in a history museum. Each lab has its unique focus; the project lab is made up of 16 multimedia computer workstations with worktables located around the room for the cooperative team to share their research. Elephants, wild painted gym shoes, a wooden man, pigs, baskets, a motorcycle, historical items, and much more are found around the outer room walls. The theme is high tech vs. early man with a round umbrella and computer tables to give the outdoor creative look in the center of the room. The writing lab has over 28 computers on tables in twocombined horseshoe shapes, allowing easy viewing of monitors from the main instructor's workstation. The theme for the writing lab is travel, with a canoe, bike, western saddle, tight rope, rain forest plants, African masks, Appalachian mountain crafts/culture items, travel guides, suitcases, and more spread around the room. This theme is to remind students that they can write as well as go anywhere using their computers as magic carpets." Sample The purpose of sampling is to provide methods for allowing the researcher to estimate how well the sample represents the population of the study under investigation. The rationale for selecting Class A to participate in the study was based on the teacher's enthusiasm and her eagerness to contribute to this study. This class consisted of 17 males (53% African American, 47% Caucasian) and 11 females (45% African American, 55% Caucasian) with ages ranging from 12 to 15. This was the only class that used the IPT software in their science learning and teaching. The teacher, Ms. Rose, has 15 years teaching experience with the last nine years in the Cincinnati Public Schools teaching seventh grade. She has some experience with computer technology and is always interested in continuing to explore new ways of using technology in her classroom. Student interviews were conducted using random sampling. This sampling technique is consistent with the grounded theory approach. However, additional data informants were selected using the cascading selection technique. Teacher referrals were used to stratify this sample.
Instruments In this study qualitative data sources included a computer background questionnaire, classroom observations, face-to-face interviews, other artifacts
such as activity sheets and their instructions. The researcher's reactions and impressions were also included. The data was collected using audio and video recording devices to facilitate the analysis of the data. Data collection procedures Classroom observations and interviews with both the teacher and the students were the main method of collecting the data. I conducted my observation sessions both in the classroom and in the computer lab with a weekly phone contact with the teacher. Each observation session resulted in written field notes with detailed accounts of the event observed. This study included four observations. I videotaped the classroom sessions using a portable camcorder with sound recording capabilities for the data analysis. In addition to my classroom observations, I conducted one in -depth interview with the teacher and eight interviews with the students. The interviews were audio taped, and each tape was transcribed. Each student and the teacher completed a brief computer background questionnaire. Semi-structured interviews were used to compare data from the informants. The interview with the key informant took approximately an hour, but the interviews with the participants were 20 to 25 minutes in length. The key informant and the participants were encouraged to talk about the subject under investigation. To elucidate doubtful points, rephrasing and probing interviewing techniques were used toward the respondent's answers. During the interview, complex and confusing questions including using leading questions that affect the key informant and participants' answers were avoided. Data analysis This study has taken into consideration the guidance provided by the literature on methods of data analysis. Bogdan and Biklen (1992) suggest that data analysis is an ongoing part of data collection (p.154). In this study, the data analysis was an ongoing process to provide direction for the study. This ongoing analysis provided an opportunity to clarify, modify and refine information. In order to determine the effectiveness of IPT the data was analyzed using grounded theory procedures. For this study, four steps were taken to analyze the data. First, interviews were transcribed verbatim, checked for accuracy by the researcher, the key informant and the participants, and edited for identifying information. Second, the interviews and field notes were coded based on the interview dialogue three times. Third, the texts were read and reread by the researcher with the goal of identifying categories, themes, and reoccurring processes. Finally, to assure the validity of findings, the researcher used constant comparative method, which is consistent with a grounded theory approach (Glaser, 1978; Strauss, 1987; Strauss & Corbin, 1991; Annells, 1996). Triangulation increases the reliability of the data and the process of gathering it. Two types of triangulation were used in this study: l
Data source triangulation, when the researcher looks for the
l
data to remain the same in different contexts; and Methodological triangulation, when one approach is followed by another, to increase confidence in the interpretation (Denzin, 1984).
Combination of the methodologies strengthened the study through triangulation. In addition, electronic analysis FolioViews was used for the data analysis process. This provided the researcher a very powerful organizational system for the data. Page 2 1|2|3|4|5|6
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Meridian: A Middle School Computer Technologies Journal a service of NC State University, Raleigh, NC Volume 5, Issue 2, Summer 2002 ISSN 1097 9778 URL: http://www.ncsu.edu/meridian/sum2002/ipt/2.html Contact Meridian All rights reserved by the authors.
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Image Processing for Teaching (IPT) in Science Classrooms Kadriye O Lewis Page 3 1 | 2 | 3| 4| 5 | 6
RESULTS AND FINDINGS The teacher's IPT experience and application Ms. Rose, who began using IPT in 1998, had five-month's experience using this technology when the study began. Ms. Rose explained that even though she had used IPT in the computer lab and in the classroom as a teacher demonstration tool, introductory tool, assessment tool and visual images concepts, she was still continuing to investigate how to use it in the most effective way in her classroom. Noted Ms. Rose: "When we were doing Sound Waves, as an example, there is an image that shows both the crest it went through very well, we were able to cut through and do a plot. This became a teacher type of demo I used it that way, where I could demonstrate visual images of a concept (I: CPS: Ms. Rose, p.2). When I did the counter map section, we used IPT as an introductory aspect, did a little bit more work outside of the computer framework, and then I went back in and started using it as an assessment tool" (TI: CPS: Ms. Rose, p.3).
Ms. Rose varies the way she uses IPT depending on the nature of the activities. She may have the students work in pairs on one computer, or she may have the students in small groups or sometimes she demonstrated the IPT activity in front of the whole class. She usually utilizes curriculum related IPT activities. She also uses the tools in IPT to design her own activities. For example, she designed a Sun Dial activity to show her students the relationships between sun and time. Information gathering Most of the time Ms. Rose prepared activity sheets for the data collection for her students. This was helpful for the students when they started to make conclusions and draw inferences from their data. Ms. Rose said: "…It is a State objective…All of the data are right there…if we are doing measurements, there is a measuring table that will store the measurement for them. But I'm finding my kids do better with paper and pencil in front of them, so I have them transfer from that table to the actual table there. The other thing is reality. The Ohio State requires students to develop their own charts, their own graphs, and their own tables rather than computer programs develop them. So, this actually allows them to get the data and report it, then do a chart or table on their own" (TI: CPS: Ms. Rose, p.7). Using activity sheets was a good way to report and track students' responses from both the teacher's and the students' sides. When the students finished with the task, Ms. Rose collected the activity sheets for evaluation purposes. At the same time she was meeting the state's objectives that require the students to gather data and report information. Ms. Rose also designed and created an activity "Sun Dial" using the drawing program, which is part of IPT. Ms. Rose said: "…. [It] was one of the activities I designed…. I animated it. It was in the middle of winter; normally I would take the kids outside to do a living sundial program. Because of the weather condition we could not do that, so I supplemented this with what I would normally do and used the program that way" (TI: CPS: Ms. Rose, p.2). The students' background in technology and IPT According to a computer background questionnaire, all students in the class were computer literate. Ms Rose also stated that her students were familiar with technology and most of the software related to the seventh grade. However, most of the students were confused regarding the use of computers and an understanding of the IPT software. The students' perception of IPT was not related to the images, but the computer program itself. This was not surprising at all since the IPT Technology was new to these students and the teacher. To get correct information from my interviewees I reminded them of the names of the activities in IPT and of the terms I used during my interviews.
Problems encountered in implementation of IPT Class A had completed seven activities in earth science, biology, physics and math during my data collection. These activities were Devil's Tower in 3 -D, An Eagle's - Eye View, It's Just a Phase: Observing the Moon's Cycles (Earth & Space Science), Polygon Patterns (Math), Roller Coaster, Wave Watching (Physics), and Animal Hands (Biology). Ms. Rose defined the activities according to the difficulty level of her students. They sometimes had difficulty following the steps. Therefore, Ms. Rose prepared handouts for the students. She gave me an example of the instruction sheet of step by step directions. One of the interviewees also clearly defined that their teacher usually worked on complicated activities before or after class to determine if there were any problems. When they used that activity the teacher told the students how to avoid the problems or work through them. My third observation, the class was working on how to construct a "Contour Map" Ms. Rose was warning the students: "Don't use the whole screen since the computer doesn't have enough memory to handle the whole screen (FN-6: CPS: Computer Lab 1: 11-15). …Pay attention the color of the brush, which should be black. If your brush is white, you can't see the background since it is white (FN-6: CPS: Computer Lab 2: 2-3). If you are not good with a mouse, be careful and don't be so close to the boundary you draw" (FN-6: CPS: Computer Lab 2: 9-10). The students did not have difficulty using the software, because of the teacher's hints and step by step directions for some of the activities. Due to their short time experience with IPT, students were not very comfortable in the use of IPT as the teacher explained that "the IPT software is not user friendly and it is basically a teacher-oriented design." During my interview Ms. Rose strongly emphasized that the user interface of IPT was frustrating describing some of the activities as complicated regarding the steps to be followed. This resulted in the time consuming effort of writing her own directed lessons. She accounted her frustrations saying: "It is not student friendly at all. This is very much a teacher-oriented program. It doesn't have self-guides or checks in it that keeps kids from getting into things …. In some of the activities they have to go through so many different steps that it gets to be confusing. …. I don't think the program is set up real well for the teachers to write her own directed lesson" (TI: CPS: Ms. Rose, p.5). For example, in the activity Roller Coaster, in order for the students to be able to follow the activity independently, her effort to redesign the students' directions proved to be a difficult task. In the end, she opted to present this material as a whole class activity with discussion as the activity proceeded. In addition to software implementation problems, they sometimes had
technological problems with individual computers or the entire system. Mr. Admon, the technology coordinator, was the support personnel responsible for system failures and other issues. On the day I was going to do my second observation, we had some technological difficulties. Today is Tuesday and I am supposed to do my second class observation. When I got home, I found a message on my voice mail both at home and on my office telephone. It was from Ms. Rose. Her message: "This is Ms. Rose over at CPS. I left the same message at UC, too. The computer system and network is down right now. It seems it will be down this afternoon, too. If we reschedule you for Thursday, then show up on Thursday. Talk to you later, bye" (FN-5: p.5). When we were talking about technology problems during the interview Ms Rose stated: "Technology in itself though can be frustrating 'it's gonna go wrong' like Murphy's law. 'It's gonna go wrong,' plan on it going wrong when you don't want it too" (TI: CPS: Ms. Rose, p.18). Effects on science teaching and learning The students I interviewed identified that the advantage of using the IPT software was a different way of being able to visually view real life images. Seels (1994) refers to visual learning as the acquisition and construction of the knowledge as a result of interaction with visual phenomenon (Moore & Dwyer, 1994; Seels, B. A. p. 107). In IPT images the values and meaning are embedded in the images, so the students derive the meaning from the visual information. It is easy to convey meaning through visual instruction. While students learn things visually they also improve their visual thinking skills. Seels (1994) describes visual thinking as the internal reaction stage that involves more manipulation of mental imagery and more sensory and emotional association than other stages of visually learning (Moore & Dwyer, 1994; Seels, 1994, p. 104). Most of the students used computers to learn science before, but two of them were using it for the first time. Except for one student, none of them had used digital images. Although these students did not have a basic knowledge of digital images, all of them pointed out that computer-based instruction made learning easier, more visual and enjoyable. Jenny says "…makes learning easier and faster because computer images help us better build pictures and graphics in our minds and heads" (SI-3: CPS: Jenny, p. 1). Andy says "…. Easier, because if it is more on the paper, it is boring. It is more fun on the computer. I think I'm more interested in learning on the computer" (SI-5: CPS: Andy, p. 2).
Sue says "…. Makes it easier because it gives you pictures instead of reading it out of the book, so giving visual images. In reading you have to picture it in your head, if you don't draw picture right, you may get different picture in your head" (SI-6: CPS: Sue, p. 2). Ms. Rose believes that students need visual images to learn. She says: "…. Most of our students need some kind of visual images. We hook onto that new data based on how we interpret, how we learn, how we store memory, how we hook it on something we already have. They come with limited past experiences and visual images give them something to hook the rest of the stuff they have already known" (TI: CPS: Ms. Rose, p.9). She approached learning through constructivism and also believed that the child who is unable to learn with abstracts, or who cannot develop abstract concepts or abstract ideas benefited most from the IPT technology. She also pointed out that the activities in the IPT software were designed as hands-on activities, therefore, giving students experiences and opportunities to construct their learning. Page 3 1|2|3|4|5|6
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Meridian: A Middle School Computer Technologies Journal a service of NC State University, Raleigh, NC Volume 5, Issue 2, Summer 2002 ISSN 1097 9778 URL: http://www.ncsu.edu/meridian/sum2002/ipt/3.html Contact Meridian All rights reserved by the authors.
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Image Processing for Teaching (IPT) in Science Classrooms Kadriye O Lewis Page 4 1 | 2 | 3| 4| 5 | 6
After Ms. Rose started using IPT, she noticed that some students who were usually behavior problems became engrossed in the use of the IPT program. In my fourth observation, the students were working on the degree of angle measurement by using the angle-measuring tool for the activity "Polygon Patterns". The students were so wrapped up in their work of measuring real life objects like the roof of a house that they did not hear the dismissal bell when the class period was over. Ms. Rose found the IPT software highly motivating. "One of the things I like about the program so far is that I can take the child who normally has no interest, no motivation at all and they start using the program. They become extremely motivated" (TI: CPS: Ms. Rose, p.8). Eight students I interviewed expressed their desire to use IPT more than once a week. They also wanted to use IPT in other subject areas such as Social studies, Language Arts and Math. The students were aware of the importance of visual learning and the use of technology in their classroom and commented that reading from books and class notes was boring. They observed that it is much easier to store written information in computers. Andy said: "…. Sometimes I lose my notes, but the computer cannot lose that unless somebody takes it out or somebody erases it on the computer" (SI-5: CPS: Andy, p. 4).
Most of the students emphasized that learning with IPT had been more fun and effective than learning from books and class notes. Almost all the students reported that their grades had improved as a result of using IPT. Ms. Rose also indicated that low achievers had made significant improvements in their grades. The students also mentioned that they did not easily forget the things they had learned using IPT. On the other hand, one of the biggest advantages of IPT is that it allows students to study in the class or the lab without worrying about adverse outside environmental conditions. As stated earlier, Ms. Rose noted that due to the weather conditions in the middle of winter they could not go out to do a living sundial program, but they were able to do it in the lab without going outside. Effects on teacher-student interactions Since Ms Rose had been using some other software in her teaching she could not say much about the interpersonal communications in her classroom. She did not feel that the students' interactions had changed. She described her students as technology friendly, they are used to working with technology and they are used to working with a partner or working in a small group. According to her, the students were comfortable with using technology alone, with other things, such as a textbook or whatever else might be necessary to reach for solutions. In her case, IPT was another tool she could use to effectively convey information and knowledge to her students. Except for two students I interviewed, all of them preferred working with a partner or in a group. They believed that they could complete tasks faster and more effectively within a group, especially when they had difficulty in understanding any part of the instruction. The other two students described themselves as the kind of person that preferred to work alone. They found that when they worked in a group or in pairs they were more easily confused. Nevertheless, the teacher was always available for assistance. The students' attitudes were highly positive towards IPT and they liked everything about it. The IPT software encouraged the students when they were having difficulty with the steps to ask questions.
Major strengths and weaknesses of IPT Strengths Ms. Rose had used images in her teaching before, but she had never used a program that allowed her to manipulate the images. She had never been able to have the students go in and take measurements of real life things, rotate them, or manipulate the images. This was a completely new approach in her teaching. Her enthusiasm was obvious when she gave an example of one of the Physics activities. She said, "this has excellent animation sound waves and it is perfect to use without any additional preparation." One of the biggest advantages of IPT is that it is highly motivational, as
mentioned above in Ms. Rose's excerpts from the interview. It uses real life images, which are in real life settings not imaginary or made up settings and also helps students to understand abstract ideas visually. Ms.Rose showed the Math activity "Polygon Patterns" to one of the Math teachers before she took the students in there. The Math teacher's comment was: "I like the way they used real life images instead of color geometric shapes which are what they would normally do" (TI: CPS: Ms. Rose, p.13). Ms. Rose and Jenny mentioned that the most effective parts of IPT was the measuring tool that allowed students to measure any kind of real life objects, no matter what the shapes were. "… If we could never have been able to measure, if we were looking for angles and things like other geometric shapes like taking real life groups of houses and patterns of kitchen tiles. That would be difficult for us to do the measurement even if we had gotten to where we could have seen them by taking a trip to down town or something … This program allows us to do that and I think, that's wonderful" (TI: CPS: Ms. Rose, p.14). Through my observations, I realized that science education is an activity-based process that provides an exciting method of teaching and learning. However, experiments and demonstrations may involve inherent risks for both the teacher and the student. On the other hand, field trips require special vigilance with respect to traffic and road safety, safe practices in study areas when obtaining samples, and an awareness of changes in weather. IPT is a safe way to learn in this aspect to create a positive environment with the use of real life objects. Class A's students liked drawing their contour map using the IPT software. Ms. Rose explained that the students could draw their contour map with paper and pencil. But the biggest difference was; they were drawing it on the computer with the IPT program that allowed it to be projected so they could actually get the 3D images of the contour map they drew. Again, Ms Rose clearly stated that this hands-on approach to the instruction of science developed positive attitudes in science teaching that encouraged low achievers. It was easy to illustrate things with building stacks, and then animate the images. Ms. Rose noted: "The State of Ohio list 'how man's (outlook) changed over time'…we look at our solar system how different astronomers looked at it. You know our solar system changed and how going all the way back to Aristotle and Ptolemy and bringing it up a little bit. One of the people they have trouble with is [Replor] he has these epi circles. It is very difficult for the students to visualize it abstractly, so I tried to use the program to draw and animate an illustration of epi circles. …. But it certainly seemed to help them understand much better about the pattern and how it follows" (TI: CPS: Ms. Rose, p.4). Ms. Rose emphasized that IPT was compatible with the competency based
education objectives of the State of Ohio. It helped the students make inferences and draw conclusions from the activities they studied. Furthermore, Ms. Rose and the students described the IPT software as an interactive, and investigative approach of learning science, especially this program encouraged the students to pursue asking questions of why, when, how, and "what if?" scenarios in biology, physics, and chemistry. IPT has a good quality of science content in which activities were designed for both individual students, small groups or the whole class. Neither Ms. Rose nor the students I interviewed detected any major errors in the materials. Ms. Rose found the IPT program was approachable for the less experienced computer users and the appropriateness for the activities depended on the students' level. Weaknesses As I mentioned earlier, the most uncomfortable aspects for the teacher and the students was the user interface of the IPT, which was not friendly at all. The directions were not student-oriented and so many steps in the activities made the process very confusing. Ms. Rose described the activities in IPT as a great tool to teach, but sometimes they were too complicated for her seventh graders. "…. Some of the activities are way too complicated for my middle school kids, but it is like the 'Roller Coaster' activity, I tried very seriously to figure out how to break it down, ended up doing it in the whole group. That was a perfectly fine way to teach to the whole group, but not put them into individual computers, it is just too complicated, the steps were too much for them" (TI: CPS: Ms. Rose, p.11). Moreover, she emphasized that IPT had neither rubrics/guidelines for assessment for the teacher or self-guides or checklists for the students. She also found Physics and Chemistry areas were weak in respect to images, therefore, they needed an additional bank of images and clip arts. Page 4 1|2|3|4|5|6
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Meridian: A Middle School Computer Technologies Journal a service of NC State University, Raleigh, NC Volume 5, Issue 2, Summer 2002 ISSN 1097 9778
URL: http://www.ncsu.edu/meridian/sum2002/ipt/4.html Contact Meridian All rights reserved by the authors.
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Image Processing for Teaching (IPT) in Science Classrooms Kadriye O Lewis Page 5 1 | 2 | 3| 4| 5 | 6
Favorite activities in IPT The Contour Map activity was the students' favorite, although the teacher found presenting it very difficult and complicated. The teacher's favorite activities were "Devil's Tower in 3 -D" (Projecting topographic data/contour map) and "An Eagle's-Eye View" (Modeling an Alaskan volcano) from Earth & Space Science. Most of the students liked the "Devil's Tower in 3-D" best, since they enjoyed drawing their own contour maps. One of the students, Dan liked "An Eagle's-Eye View" because of his interest in rocks and mountains. Vera liked "Animal Hands" (Biology) best. Her explanation was: "… The X-ray of the hands because I am an animal person, I love animals and that's just to see the different animal hands. I really like that (SI-8: CPS: Vera, p.11).
Only Mary did not have any favorite activities since she liked them all. Although the Contour Map activity was one of the most difficult for the students, I observed that they enjoyed doing this activity. Rick says: "…[Activities] sometimes it is easy and sometimes it is hard. Animal bone was easy. I never used contour map before, that's why, it was hard" (SI-2: CPS: Rick, p.3). Ms. Rose's recommendations and her future plan Ms. Rose recommended the following concerning the IPT program: l
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IPT needs to have a source of clip art within the program. When users want to use the LUT table, just go and pull that out to use it. Since some of the activities were too complicated, there needs to be a way to make directions easier. Cutting down the numbers of steps and processes that you have to go through to do certain things. There is a need to sample some of the activities and extend the scientific process. The objectives were basically teacher-oriented, suggesting that the teacher needs to know what questions are going to be asked. What's the hypothesis? What is the next step?
She also was aware that her students did not have enough understanding of the program, which was due to the nature of the IPT software. Her future plan is to train her students in basic image processing skills and to try the Biology program the following year. Limitations of the study The study was limited by the following: l l
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This study included one teacher and one classroom. I did not get much information from some of the participants I interviewed. This may have been due to the lack of experience participants had with the kind of research studied. The data consist of only nine interviews, four classroom observations (video taped), computer background questionnaire, and activity sheets. Another limitation was establishing the validity and reliability for a research tool that has never been used. To minimize this limitation the content validity and face validity was established through a review of the interview questions by three seventh graders, a seventh grade teacher and one professor.
Summary of research findings and interpretation: The following central concepts were developed from the analysis of the observations and the interviews with the teacher and students:
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The teacher used the IPT software as a demonstration tool, introductory tool, assessment tool, and visual concepts both in the classroom and the computer lab. According to the teacher, the preparation time for the IPT activities was time consuming. She also pointed out that some of the activities were too complicated and were difficult to understand. Technology failure and frustration were experienced from time to time. The students reported that learning with IPT was different from the regular science class since IPT was computer based instruction and they liked learning through the use of technology. IPT made learning easier and faster through visual real life images, which enhanced the understanding of abstract concepts. IPT had an impact on students' grades; especially low achievers who made significant improvement in their grades. The students expressed their desire to use IPT more often or as much as possible. The findings showed that students wanted to use IPT in other subject areas such as Social Studies, Language Arts and Math. IPT did not have much impact on intercommunications within the class; however, due to the students' difficulties with the use of IPT, the students asked more questions of the teacher or their partners. IPT was compatible with the curriculum and the Ohio State objectives in science teaching. IPT had many strong capabilities such as animation, 3-D images, visual, images of real life objects, and a measuring tool. The most effective part of IPT was the measuring tool with the hands-on experience. The use of IPT was highly motivational for the students, especially for those who had behavior problems and those who had been lower achievers. IPT was the safest way to learn science without worrying about outside environmental conditions for these seventh graders. IPT did not have sufficient guiding materials for either the teacher and the students. Physics and Chemistry areas were weak in terms of images.
General implications The present investigation was directed at revealing the implementation, effectiveness of the software, and the patterns of interaction between the students and the IPT software. This study's analysis was also directed at revealing the constructivist paradigm and visual learning in the nature of the IPT software designs. It is stressed that in research of this nature, the numbers of concepts are of critical importance, and not the number of subjects studied, or the number of responses obtained. The seventh grade middle school students in this science class demonstrated their understanding of science concepts using IPT in real-world situations although they did not understand the technological basis of this imageprocessing program. IPT as a tool in science classrooms helped students understand abstract concepts by making them visual and manipulative. It also
helped them develop complex ideas by manipulating images and constructing the meaning from these data.
CONCLUSION IPT has a strong potential in increasing learning science. IPT enables self-paced learning with sensitivity to different learning styles and continuous assessment of student progress. However, the teacher and students' experience with the IPT software offer insight into the problems encountered in the IPT technology. The needs of the teacher and students as the end-user of the IPT technology and their perceptions are important to the improvement of this software in the respect of the user interface, student oriented materials and others. However, the teacher and the students' utilization of IPT technology have the potential to solve the problems with more practice and training. Using IPT more often seems to affect student learning positively. The experiences of the teacher and the student who use IPT helped identify, innovate, and incorporate these evolving technologies into learning science and hands-on experience with real life objects. Students can develop their analytical, behavioral and visual learning skills based on the fact that people learn best a) by doing; b) when they can actively use the information; and c) when they are intrinsically motivated by the material and its challenges. The IPT approach is designed to incorporate and transcend the best aspects of current image processing teaching methodologies. However, the user- interface and the complexity of some activities made it a little difficult for these seventh graders to use this software individually without getting much help from the teacher. Recommendations Reiterating, my research was limited in scope, namely one class for approximately two months must preface any recommendations. My first recommendation is to expand this research, not only in time to at least six months, but also one other middle school. Based on my observations and my interviews, I recommend the following: l
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Based on the teacher's opinion, students should be trained in Image Processing Basic Skills to make students more aware of this kind of data in IPT. Students should understand and increase their awareness of the applications of IPT from various perspectives. This increased awareness may help students explore science-related careers. By providing useful student oriented materials in IPT to discover information, new users would have a more positive experience and continue to use it without much help from the teacher. To be better educated in the use of IPT, the Image Processing Center should provide extra guidance for both students and teachers. Since the sample size was small, the research findings pointed to a need for the further investigation concerning the effectiveness of this software in other classes or schools.
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Ongoing research in this field needs to be established to determine whether IPT is providing effective long-term learning. The user interface of IPT is an area that needs attention as stated previously. Thus, the user interface aspect of this software is worth investigating. Considering the use of IPT as having potential to increase motivation of students to learn science, it can be integrated in middle school curriculum on the condition that more student-oriented materials are provided. Page 5 1|2|3|4|5|6
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Meridian: A Middle School Computer Technologies Journal a service of NC State University, Raleigh, NC Volume 5, Issue 2, Summer 2002 ISSN 1097 9778 URL: http://www.ncsu.edu/meridian/sum2002/ipt/5.html Contact Meridian All rights reserved by the authors.
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Image Processing for Teaching (IPT) in Science Classrooms Kadriye O Lewis Page 6 1 | 2 | 3| 4| 5 | 6
References Annells, M. (August 1996) " Grounded theory method: Philosophical perspectives, paradigm of inquiry, and postmodernism " Qualitative Health Research, pp. 379 -393. Bogdan, R. C. & Biklen, S. K. (1992) Qualitative research in education: An introduction to theory and methods. Boston: Allyn & Bacon. Denzin, N. (1984). The research act . Englewood Cliffs, NJ: Prentice Hall. Denzin N. K. & Lincoln, Y. S. (1994). Introduction: Entering the field of qualitative research. In N.K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp.1-17). Thousand Oaks, CA: Sage. Dietz, C. (May-June 1994) The future is now! Perspectives in Education & Deafness. Vol. 12, No. 5 p24 Gabel, D (Ed.1994). Handbook of Research on Science Teaching and Learning Macmillan (under the sponsorship of the National Science Teachers Association) Glaser, B. G. (1978). Theoretical sensitivity: advances in the methodology of grounded theory. Mill Valley, Calif.: Sociology Press.
Greenberg, R. (November, 1992). " Scanning the images of science: Digital image processing in the classroom" The Science Teacher. (pp. 14-18). Greenberg, R., Kolvord, R. A., Magisos, M., Strom, R. G., & Croft, S. (1993). "Image processing for teaching" Journal of Science Education and Technology. Highlen, P. S. & Finley, H. C. (1996). Doing qualitative analysis. (In F. T. L. Leong & T. A. Austin (Eds.), The Psychology Research Handbook: A Guide for Graduate Students and Research Assistants (pp. 177-192) Sage Publications). Image Processing for Teaching, The IPT sourcebook: classroom activities and reference materials (1996) Center for Image Processing in Education, Arizona Board of Regents. Moore, D. M. & Dwyer, F. M. (1994). Visual literacy: A spectrum of visual learning. Educational Technology Publications. Nissani, M. (March, 1996). "Dancing flies: A guided discovery illustration of the nature of science " The American Biology Teacher, Volume 58, No. 3. Raphael, J. & Greenberg, R. (Oct. 1995). "Image processing: A state-of-the-art way to learn science" Educational Leadership (pp. 34-37). Seels, B. A. (1994). Visual literacy: The definition problem. In Moore, D. M. & Dwyer, F. M. (1994). Visual Literacy: A Spectrum of Visual learning. Educational Technology Publications. Strauss, A. (1987). Qualitative analysis for social scientists . Cambridge [Cambridgeshire] New York : Cambridge University Press. Strauss, A., & Corbin, J. (1991). Basics of qualitative research: Grounded theory. Yin, R.K. (1994). Case study research, design and methods. 2nd ed. Newbury Park, Sage Publications. About the Author: Dr. Kadriye Ozen Lewis is currently working in the Division of General and Community Pediatrics at Cincinnati Children's Hospital Medical Center as an Education Coordinator. She received both her M.Ed and Ed.D in Curriculum and Instruction with the emphasis on Instructional Design and Technology from the University of Cincinnati. She did her postgraduate Diploma in Linguistics in Edinburg Moray House College, Scotland. Her M.A is in English as a Second Language (ESL) from Eskisehir Teacher College, Turkey. She taught Instructional Technology courses for both elementary and secondary teacher education programs at the University of Cincinnati College of Education. She had been involved as a graduate assistant on various grants with the faculty members from the University. She also taught computer technology
courses at the branch campus of the University of Cincinnati's Clermont College. Before her doctoral study she worked for the Ministry of National Education in Turkey for 15 years. Her work experience included teaching ESL classes in various high schools, working as a Teacher Trainer in Ministry's in-service teacher education programs, Testing Specialist in Education Research and Development Directorate, and Project Coordinator in an international project between the World Bank and Turkish Government. Email:
[email protected] Kadriye Lewis, Ed.D Education Coordinator Children's Hospital Medical Center Division of General and Community Pediatrics 3333 Burnet Avenue Cincinnati, Ohio 45229-3039 Page 6 1|2|3|4|5|6
Current Issue | Editorial Board | Reader Survey | Special Honors Submissions | Resources | Archive | Text Version | Email NC State Homepage
Meridian: A Middle School Computer Technologies Journal a service of NC State University, Raleigh, NC Volume 5, Issue 2, Summer 2002 ISSN 1097 9778 URL: http://www.ncsu.edu/meridian/sum2002/ipt/6.html Contact Meridian All rights reserved by the authors.
Meridian is a member of the GEM Consortium
