Information and communication technology in science learning as a tool for “scientific thinking” in engineering education

doi:10.4236/ns.2010.212171

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Vol.2, No.12, 1400-140

doi:10.4236/ns.2010.212171

6 (2010) Natural Science

Information and communication technology in science

learning as a tool for “scientific thinking” in engineering

education

Eugeny Smirnov*, Vitali Bogun

Yaroslavl State Pedagogical University, Yaroslavl, Russia; *Corresponding Author: [email protected]

Received 25 August 2010; revised 28 September 2010; accepted 3 October 2010.

ABSTRACT

New methodologies in science (also mathemat-

ics) learning process and scientific thinking in

the classroom activity of engineer students with

ICT (information and communication technology,

including also graphic calculator) are presented:

visual modelling with ICT, action research with

graphic calculator, insight in classroom, com-

munications and reflection of integrative ac-

tions. Ho w can we show our stu dent s the bea uty

of science (and mathematics) with ICT and the

way scientists think and try to find the truth? Is

it possible to create the motivation in science

learning for students using ICT or graphic cal-

culator? How can we organize the engineer

training on such professional activity in class-

room? In this paper we try to answer the ques-

tions using methodology of visual modelling

and technology of resource lessons in high en-

gineering school.

Keywords: Visual Modelling;

ICT or Graphic Ca lculator; Resource Lessons;

Engineer Education;

Motivation in Science (Mathematics) Learning

1. PREAMBLE

In education process for future engineer in science

(including mathematics) we remark the lot of opportuni-

ties for developing of “scientific thinking” and special

engineering skills using information and communication

technologies (ICT). Using of the ICT gives rise to new

opportunities in increase of motivation and efficiency of

problem-solving in science as well as personal and

mathematical training of the future engineer [1-4].

One of perspective directions of computerization in a

science and mathematical training of engineer is using of

computer-aided mathematical systems (CМS) and graphic

calculators in scientific research of students in learning

of science and mathematics. CМS are universal mathe-

matical packages of symbolical and numerical calcula-

tions (MathCad, Mathematica, Maple, Derive and so on)

and have joined the category of working instruments for

analytical calculations. Using of a graphic calculator in

teaching of science and mathematics, being an operative

instrument for solving complex computing problems as

well as an instrument for recording and visualization of

various stages in solving of problems, raises interest to

science and mathematics, makes the spectrum of cogita-

tive operations. On the other hand, the future engineer

should not treat the ICT only as the object of study of

their functions, modes, options, communications in order

to solve scientific and didactic problems, but as a tool to

control cognitive and communication activity of students

in their future professional work as well.

The opportunity of communications as well as using

of information ideas in the process of exchange of didac-

tic and scientific experience by students via Internet for

distance training and use of electronic working envi-

ronments as well as training material is of great impor-

tance of students more intense and influences the ways

of the training contents presentation.

However, there is still some work to do. The experi-

ence of the projects mentioned show that most science

teachers emphasize in their lessons the content of sci-

ence; pupils must learn concepts, formulas, laws and

models without ICT or some. Education in favour of

acquiring declarative knowledge. Yet there are a number

of contradictions connected with the ICT use in scien-

tific training and mathematical education of the future

engineer, namely:

 Between the rate of development of information

technologies and the state of teaching of science

and mathematics in engineering universities and

colleges;

 Between opportunities of use the CМS in teaching

of science and mathematics and inadequacy of

E. Smirnov et al. / Natural Science 2 (2010) 1400-1406

140

1401

scientific-methodical development;

 Between the necessity of creating in students the

skill of construction of algorithmic model, while

solving a science, mathematical and real problem,

and significant volume of the calculations inter-

fering with comprehension of a model structure;

 Between the necessity of formation computing

skills of students and practical use by students of

computer mathematical systems when they solve

problems independently.

We understand that scientific thinking of students will

be have a background if the essence of scientific recog-

nition is opened and will be have the special educational

activity of students in the integration ICT in science ori-

ented on competence based education [5-7]. We should

pay attention for scientific activity, scientific interactions

and cognitive acts similar the scientists work. The good

experience in technologies, the materials and infra-

structure developed was considered as important for the

development of patterns for repeating. We should create

the innovative forms (didactical models and technologies)

of organization of student activity using ICT in science

with high motivation. Therefore we should consider with

students the useful, beautiful and essential professional

tasks in science learning using modelling and visua-

lization of complex procedures.

In this paper we will emphasize three aspects related

to science learning with ICT and the professional

development of engineer in integration process. First, we

think it is a good idea to emphasize the scientific metho-

dology with ICT [8,9]. How can we show our students

the beauty and use of science and the way a scientist

thinks and tries to find the truth? Content, subject matter,

will be important, but we should reach the essence of

phenomena or process sometimes only using ICT. However,

to introduce science for public understanding we must

emphasize the thinking process of scientists. It will help

the students to get a better understanding of what science

and practice is all about and at the same time it will

motivate them to learn (more) about science with

visualization of algorithmic procedures and adequate

mathematical actions. Second, we like to modelling the

real phenomena and process (including mathematical,

science and information models) in integration on

different levels with forming the research habits and

skills (with the use of ICT). At last we would like to

form the engineering skills: problem solving in choice

situation; operating the evaluation, creating of models of

real phenomena and process on the base of visualization

and using ICT.

2. GOALS

The problem of the research: define conditions of the

ICT integration into the process of becoming proficient

in scientific and didactic problems of science and

mathematical learning on the visual modeling basis of

objects and processes by engineer students.

The purpose of the research: create an integral system

(contents, forms, methods and conditions) of research by

prospective engineer in solution of scientific and didac-

tic problems of science education involving of the ICT

and utilizing visual modeling of basis and processes.

Application of the CМS for solution of scientific and

mathematical problems by students will promote growth

of motivation in scientific research as well as in profess-

sional development of the future engineer on condition

that:

 The practice of visual modeling is included into

educational activity during integration of science

and information knowledge;

 Students construct models while solving scientific

and mathematical problems with application of the

CМS, which record mathematical optimum pro-

cedure mathematical and information actions;

 Students manifest creative activity while learning

to use the CМS (a variation of data and analysis of

results, formation of hypotheses and their testing,

inter-conversion of the sign systems);

 Communicative opportunities for groups dialogue

of students during their educational activity is

enlarged by means of information environments

(Media, Internet, conferences and so on).

Tasks: (scientific, didactic, information, methodology-

cal, professional):

 Study functional possibilities and analyze the basic

CМS and Graphic calculator, create the models for

modes of work in the information environment;

 Reveal didactic conditions and develop a tech-

nique of visual modeling using the CМS (the

graphic calculator) during teaching of science and

mathematics and solving of scientific problems;

 Develop a laboratory workshop aimed at solving

of science and mathematical problems using the

CМS (the graphic calculator) and the methods of

its conducting for students on resource lessons;

 Design interactive volume of information by

groups of students on the basis of authoring soft-

ware products and the results of the CМS (graphic

calculator) research;

 Visualize the procedure of science and information

actions on the basis of improvement of students’

computing and logic culture.

3. SCIENTIFIC METHODOLOGY

The results and products of psychology theories and

conceptions will be input for a paper where we will em-

E. Smirnov et al. / Natural Science 2 (2010) 1400-1406

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phasize the creative way in which the acquirement of

scientific knowledge takes place. They are: competence

base education, visual modelling, scientific thinking,

integration levels and motivation process. We will an-

swer the question how to introduce the ICT in process of

scientific thinking and professional skills forming into

the learning process of students in engineering education.

Action research with ICT will be introduced as a tool for

future engineer to improve their profession.

3.1. Visual Modeling of Objects and

Procedures with ICT

The pedagogical technology of visual-modeling learn-

ing of science and mathematics plays a fundamental role

in the proposed didactic system of science and informatics

integration of knowledge and actions [10,11]. This tech-

nology makes it possible to achieve stochastically guar-

anteed result of teaching of various qualitative levels of

learned material as well as integrity of representation of

the basic science, information and mathematical struc-

tures.

According to our concept use of visual methods in

learning or teaching of science of a future engineer is

treated as a special property of psychological images of

science or mathematical objects, the essence of which is

considered in an integral paradigm of perception of the

basis of the following criterions:

1) Diagnosable aim-finding of integrity of the science

or mathematical object;

2) Adequate perception (learner’s comprehension of

essence of the science or mathematical object in accor-

dance with aims of learning or teaching);

3) Stability of perceptive image and presentation un-

der conditions of direct perception;

4) Cognitive and creating activity on the basis of re-

laxed and successful learning.

3.2. Aims and Indicators for Success

To reach goals related to our goals as formulated in

the preceding paragraph we must:

In relation with the scientific methodology:

 Analyse the (international) experiences on how to

attract future engineer to science with ICT;

 Investigate whether and how the ideas of students

on science and the scientific world change during

the project;

 Describe learning activities (also including ICT) in

relation with “creative and scientific thinking” (pa-

radigm shift);

 Design activities that can take place within the

regular curriculum and/or during short time the-

matic projects;

 Pilot the develop lesson modules as resource les-

sons with ICT in engineering education in Russia.

In relation with action research:

 Introduce the methodology of action research with

ICT;

 Support future engineer during the process of ac-

tion research with ICT;

 Create and analyse the methodology of resource

lessons with ICT and rewrite the modules.

 Develop a manual to show future engineer how to

implement and use action research with ICT in

their professional practice

 Develop a manual to show future engineer how to

implement the kind of activities we designed dur-

ing the project.

 Create the base of professional oriented tasks with

using ICT in different levels and forms.

It is required to teach students to project and investi-

gate mathematical models utilizing the ICT in such

components where their application is necessary and

justified (complex computing algorithms, visualization

and recording of various stages of science, mathematical

or information actions, construction of complex graphic

objects, etc.) [2]. Thus construction of integrative infor-

mation model, which optimizes use of an information

resource (functions, commands, modes, algorithms, etc.)

is a very important problem (Figure 1).

Developing the genesis of learning element with ICT

as pedagogical problem (object for mastering by another

subject in learning process with ICT) require the calcu-

lation not only mental experience, person characteristic

and conditions of activity, but system analysis of ana-

logical substructure of future subject of mastering in new

pedagogical conditions.

3.3. Diagnostic Procedure for Defining of

Students Motivation and Calculation of

Positive Shifts

Cognitive interest determines the activization of:

1) Achievement motives:

 Presence of adequate result in practical activities;

 Construction of mathematical and science model

of process or the phenomenon;

 Ability to consolidation (in thinking of the pupil

and activity) the initial data for the decision of a

problem;

 Realization of a choice in methods and procedures

of tasks decision;

 Appearance of pupils insight in action research;

2) Social motives are defined by the dialogue and in-

teraction in small group:



A choice of a social role;

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Openly accessible at

Figure 1. Integrative model of mathematics (science) and ICT activities.

Frame of mathemati-

cal (natural-scientific)

activity of students

Design of

mathematical

activity

Model of a structure of mathematical

(

scientific

)

activit

The ICT frame of

student’s activity

Design of informative

elements.

Procedure of using

(ICT) activities

Aims:

 Containable (computational, algo-

rithmic, visualization);

 Essential (penetration into the

essence of mathematical objects)

 Applied (solution of natu-

ral-scientific, economical-applied

problems);

 Creative (solution of research

roblems

)

Modules Structure of design software

 Listing programs;

 Algorithms of potion utilization,

modes, commands;

 Visualization of stages of solution

on a screen.

Integrative informational mode of

Environment (ICT)

Integral Model of Design of Elec-

…

Agreement

frame

Didactic components

of integrative model

CMS: Maple, Mathematica, Math-

Cad, Graphic Calculator, Remote

E-learning

Aims:

 Reliable perception and repre-

sentation;

 Logical value of argumentation;

 Control of acquiring the meth-

ods of mathematical activity;

 Integrity of interiorization of the

visual row of perceptive images.

Terms of training:

 Small group activity;

 Creative activity of students;

 Methods of visual modeling;

 Construction of projective

models.

Functions:

 Training;

 Heuristic;

 Developing;

 Projective;

 Generalizing.

Structure module of math (scien-

tific) activities

 Search for adequate didactic,

computer-aided mathematical

systems (Maple, Mathematica,

MathCad,…);

 Genesis of formation and

integration of mathematical

knowledge;

 Logical and structural analysis

of content and form;

 Agreement graph (coding) of

models components (natu-

ral-scientific, mathematical, in-

formational).

1 2

…

1 2 n

…

Statement and qualitative

analysis of initial data

roblems and the ICT

)

Creation of the

natural-scientific

(

didac

ical

)



Motivation and goal setting;

 Degree of difficulty and significance;

 Semantic model and adequacy;

 Actualization residual frames;



Antici

ation of mathematical ima

es.



Inter-transitions of transformation of various

modality of sign systems;

 Structural adequacy of the visual mathematic

model;

 Integrity of the procedure of mathematical

activity;

 Variability, reproduction and transformation

of modes;

 Differentiation of connections and construction

of agreement graph.

Mode of integration of scientific problems with ICT:

Aims:

 Integral structures of mathe-

matical objects and proce-

dures (product models);

 Prognostication and design of

the future result;

 Adequacy of mathematical

tool and structure of mathe-

matical associations.

…

 Formation of an adequate cognitive scheme of training

activity;

 Characteristics of creating environment;

 Design ICT tools and mathematics (scientific) results;

 Visual modeling of product activity;

 Scientific thinking.

E. Smirnov et al. / Natural Science 2 (2010) 1400-1406

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 Social tests and search positive (internal and ex-

ternal) results of dialogue;

 Expansion and development of activity in a direc-

tion of self-realization of the person;

3) Motives in action research of pupils:

 Actualization of pupils insight;

 Integration of thinking efforts of pupil;

 Visual modeling in knowledge and process

We try to use methodological ideas of problem solv-

ing, visual modeling, work in small groups, humanizing

of science and mathematics education with ICT:

 Setting of the productive science problem with

mathematics and informatics decision (actualize-

tion of science, informatics and mathematics

knowledge of the last years on the basis of integra-

tion; participation in discussion and statement of

educational tasks; construction of science, infor-

matics and mathematical model of process or the

phenomenon; ability to consolidation (in thinking

of the pupil and activity) the initial data for the de-

cision of the problem);

 Educational activity of pupils on high level of

complexity (quasi-research activity of pupils

aimed at analysis of results and search of new pat-

terns of relationships; search experiment using

numerical methods and computing procedures, di-

agnostics of information dynamics of parameters;

monitoring and correctional interaction of obtained

results, search of integrative knowledge and pros-

pect of development; skills of visual modeling and

estimation of real processes);

 Efficiency of using resources (material, material-

ized, ideal) for activization of cognitive processes

and social interaction (presence of adequate re-

sults in practical activities; joint analysis, informa-

tion interchange, presentation of results; visual

modeling in educational activity; reflection and

internal plan of pupils action);

 The organization of work in small groups (distri-

bution and the choice of social roles, planning,

fore- casting, acceptance of decisions, selection of

the data and modeling, registration of results; so-

cial tests and search positive (internal and external)

results of dialogue; expansion and development of

activity in the direction of self-realization of the

person).

As the result of such approach on organization of

learning process for students in engineering universities

we introduce the notion of “resource lesson with ICT” as

the form of teachers and students activity for two sub-

jects in one lesson on the ICT-base, so we define the

“resource” as a necessary volume of the educational in-

formation in science (mathematics) sufficient for suc-

cessful development of pupils’ proficiency of in mathe-

matics (science) according to educational aims, integra-

tion of subjects on the ICT-base and following charac-

teristics:

 Equal volume and complexity of subjects material

(science, informatics and mathematics knowl-

edge);

 Setting of subjects aims (scientific, informatics and

mathematical);

 Setting of science and real problem with using of

ICT and mathematical resource (algorithms,

countable, logical, sign-symbolical, modeling and

so on);

 Computing and science experiment;

 Social activity of pupils and work in small groups;

 Preliminary procedure of actualization of science,

informatics and mathematics knowledge;

 Teachers manage the learning process of students

together.

To our minds, one way to deal with the specified

problems is to realize technology of visual modeling and

conduct “resource lessons” at which the interrelation of

learning material on science, informatics and mathemat-

ics is revealed to its full and individual activity of pupils

grows.

4. GOOD PRACTICE USING ICT

(GRAPHIC CALCULATOR, MAPLE)

ON “RESOURCE LESSON”

The analysis of curriculum on physics and mathemat-

ics has shown the mismatch of sections learning and has

defined the “resource lesson” and “coordination graph”

technologies constructions. We look on two lessons in

Russian schools concern with “resource lesson” meth-

odology. Testing applying to more than 1000 pupils of

secondary schools has shown strong influence the vol-

ume of mathematics in science on pupils motivation. At

the same time it will be grown the level of “scientific

thinking” and research activity of pupils.

First one is the title “Fall of the body” for 10 class of

secondary school (integration of ICT, physics and

mathematics) using the graphic calculator.

4.1. Purposes and Problems

 Using Newton Second Law to research of the real

physical processes (the building physical, infor-

matics and mathematical models, structures acting

power, procedures and mathematical dependen-

cies);

 Use the numerical methods for the decision of the

E. Smirnov et al. / Natural Science 2 (2010) 1400-1406

140

1405

physical problem with ICT-graphic calculator (the

method iteration, approximations, derived to dif-

ferential relations);

 Use the graphic calculator for complex current

calculations and visualizations stages of decision

of the physical problem ;

 Substantial interaction of informative and physical

resources (visual modeling, structure, levels, dy-

namics, forms, efficiency) using mathematical

tools;

 Motivation to physics learning using informatics

and mathematics for personal development of pu-

pils.

4.2. Setting of the Problem

The body by the mass 70 kg falls with the big height.

The power of the air resistance is finding by the equation

Fre = Av + Bv3, where factors A and B are defined of the

body size. Let these factors are the following values: A =

5 H·s/m and B = 10-2 H·s3/m3. We must to find the veloc-

ity depending on time, passed after begin falls. Trace the

graphics v(t) and s(t).

4.3. Organization Work in Small Groups

4.3.1. Features

1) Dialogue, discussions and criticism in behavior and

thinking of pupils;

2) The analysis, information interchange, presentation

of physical and mathematical results;

3) Integration of graphic calculator using and esti-

mated and algorithmically activity of pupils.

4.3.2. Procedure

Work in small groups with the purpose of self-deter-

mination, self-realization and activization of independent

cognitive and creative activity of pupils (groups on 5-6

pupils are united on personal sympathies and interests

with possible rotation of structure and distribution of

functions and roles in group):

4.4. Mathematical Model

We should use in this procedure the method of se-

quential approximation for calculation the values of v(t)

and s(t) as functions from time. The students can change

the values of A, B, m, t for view (by using the graphic

calculator opportunities) on dynamics of process. They

can answer on questions:

Is a function v(t) monotone?

Can you find the time of body landing?

What happened with time landing, velocity landing if

the body will have the different initial velocity?

How can you see that happened with velocity and

time landing if the mass will be different?

The students can fill the table of values, view the

graphics, to find the analytical decision of the problem.

4.5. Activity of Pupils

 Distribution of social roles in small group, an indi-

vidualization of educational activity (planning,

forecasting, acceptance of decisions, selection of

the data and modeling, managing of graphic cal-

culator using, registration of results;



mmgAvBv

dt  

vdt

 3

dvAv Bv

dt m





1nn







1nnn

xvt



Av Bv

vvg m







 





E. Smirnov et al. / Natural Science 2 (2010) 1400-1406

1406

GROUP 1 GROUP 2 GROUP 3

 Presentation of research results in small groups

and reflection

5. CONCLUSIONS AND SUGGESTIONS

The analysis of these results made us feel confident

that the hypothesis concerning the opportunity to in-

crease motivation in learning of science (mathematics)

by incorporating into science (mathematics) lessons of

suitable mathematics (science) material is consistent and

logical. It can be achieved by means of development of

“resource lessons” and activization of cognitive activity

of engineering students by visual modeling and group

work activity. The conducted research has shown the

importance of the chosen topic and has partially con-

firmed the put forward hypothesis about the significance

of the integrated approach to interaction of science and

mathematics with ICT in engineering education. Re-

search of the innovative approach in visual modeling of

science, informatics and mathematical processes, active-

tion of motivational and cognitive processes have pro-

moted positive changes in personal development and

successful mastering (learning) of teaching material.

Resource lessons with ICT as basic form of realization

of interaction of science, informatics and mathematics

has shown its efficiency and opportunity for further re-

search. It is recommended to develop the cycles of re-

source lessons with ICT in learning of science and

mathematics at University and to carry out a detailed

analysis and feasibility of the technological innovations.

On the basis of the model and the method of research

we have worked out ideas on the series of “resource les-

sons” with ICT for engineering students (also using

computer mathematical system: Maple, MathCad, Ma-

thematica and so on) on the laboratory work on science

or lessons in mathematics.

Together with teachers and teacher educators we have

to design more lessons, to carry out those lessons in

classrooms and to analyze the lessons and the knowledge

of the students. We also want to design lesson activities

in which engineering students can learn by means of

computers as a learning tool more scientific problems.

The experiences are very promising and we like to in-

vestigate the use of simulations and computer based

laboratory work in relation with “resource lessons” in

mathematics and science.

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