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Science Pilot Project

Severe shortages in space, funding and equipment have resulted in many of the practical sections of the science syllabus going unaddressed or being poorly addressed.  The Khanya project received a donation of six sets of data logging equipment from a UK based company called Data Harvest in the year 2004. These sets had been used for demonstration purposes to show how this technology could be used in the science laboratory. Schools showed a keen interest in this technology, but at the time there was not enough funding available to start rolling out the technology in Khanya schools.

In an attempt to address some of the shortages experienced in these areas, Khanya launched the science pilot project in April 2005 when the necessary funds became available. The pilot was started to test the viability of using the equipment within the classroom and also to see how the technology could be linked to the current South African environment and NCS.

For this pilot eleven schools were selected from all seven EMDC’s. The schools are Bernadino Heights, Malibu High, Chris Hani (EMDC East), Bridgton, Percy Madala (EMDC South Cape), Atlantis, Modderdam (EMDC North), Klein Nederburg (EMDC Westcoast Winelands), South Peninsula (EMDC South), Cathkin (EMDC Central) and Groenberg (EMDC Overberg). These schools were chosen primarily based on their willingness to participate in the project as well as the overall success achieved in integrating curriculum with technology in the mathematics project.

In terms of the project, the schools received the following:

Hardware:

• One teacher’s work station connected to a laser printer and a data projector
• Four learner work stations
• These computers are wirelessly connected to each other and also to the existing Khanya laboratory in cases where it is in close proximity

Software:

• Crocodile Physics
• Crocodile Chemistry
• Data Harvest Data Logging software

Datalogging equipment:

•  Five complete sets of Data Harvest data logging equipment with various sensors

The equipment was set up in the science laboratory in order to allow the integration of the technology with normal curriculum activities. The software used was chosen for the following reasons:

Crocodile Clips – For the educator to use with the data projector for demonstration purposes. Most of our schools do not have sufficient equipment to perform all experiments. The Crocodile Clips suite of software allows the educators and learners to simulate experiments that could not have been done under normal circumstances. It is a virtual laboratory where learners can simulate reactions safely and easily.

Data Logging software – This equipment and software are used in the laboratory to collect and analyze real time data. Accurate readings can be obtained when doing experiments. These readings can be represented graphically on the computer screen, labeled and printed out for filing purposes. The data loggers can also be used remotely.  This allows learners to take accurate measurements outside of the classroom that they can later analyze using the graphical interface of the data logging software. 

The Process

Educators received training in the use of the equipment followed by curriculum focused workshops where the emphasis was on integration. A facilitator would monitor the progress at the schools and one workshop per term was planned where educators could get together to share their experiences within the laboratories.

The pilot project was planned for a period of one year. Currently these schools are at different stages due to the staggered nature of the hardware installations.

Evaluation of the Pilot

The Pilot was to be evaluated based on the following criteria:

• Effective use and implementation in the classroom
• The appropriateness of the hard- and software within the South African context
• Does it enhance the learning and teaching of science
• Does it stimulate and motivate more learners to do science on the higher grade
• Learners results

Results

While the project has not yet been fully evaluated as schools are at different stages in the project, the following findings have been reported:

• Science educators are keen to use the technology as part of their teaching and it encourages ICT integration in the science curriculum
• The software and hardware are appropriate within the SA context and are easy to use and to implement
• Learners are fascinated by the use of the technology and are able to complete experiments in a shorter period of time
• It enables educators to perform experiments by means of simulations that were not previously possible
• The technology enhanced the learners’ understanding of certain scientific concepts
• The hardware provided promotes group work during experiments
• Learners can also interact with real-time data and can witness chemical and physical reactions graphically as they happen

With this kind of positive feedback, the science pilot project continues to contribute positively towards Khanya’s broader mission of becoming a world leader in the use of ICT in curriculum delivery.