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 teacher-technology interaction process
and its effectiveness in science teaching.
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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 teacher-technology 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:
- 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:
- 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 real-life 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.
