Web-based learning centers engage students by using interactive internet resources aligned with inquiry-based hands-on classroom activities to learn science concepts.

For a web-based learning to be truly effective it must be interactive. This means that it is not just a reformatted canned lesson of printed worksheets placed on the web. The web-based activity is inquiry-based and incorporates the full features available on the web – interactivity between computer and student. The learning activity must engage student critical thinking skills by using the scientific inquiry process.

Scientific Inquiry and Technology Learning Centers

Web-based science learning centers are ideal for group inquiry-based activities using interactive online resources and in class supporting materials in designated stations. These stations are designed to support as many learning styles as possible within the context of the learning center. Web-based learning centers work with one or multiple computers; of course more computers are better. Web-based learning center stations for students include:

• one or more computers
• hands-on/minds-on science investigations
• print resources

The best designed web-based learning centers focus on one specific scientific concept at a time, such as:

• five senses
• motion
• heat
• plant cells
• rock cycle
• water cycle

Online Science Resources

Select a concept and then find two or three web-based resources to support student interactivity with the concept. There are many options to find resources and directories that support this effort, tan example is:

• Science Inquiry & Technology

Experimental Design Using Technology

The concept of the water cycle is used to demonstrate the design of a web-based learning center. The stations supporting the learning center are:

• One station containing books on the water cycle
• One or more computer station(s) with two or three predetermined interactive websites for students’ to research water cycle.
• One minds-on investigation station that allow students to visualize the water cycle in action and help answer questions they developed (requires prior knowledge of questions they are asking
• One hands-on/minds-on station that allow students to design a simple experiment to complete additional research
• One or more stations for analyzing findings
• One or more stations for preparation of presentation of findings

Before students begin the learning center, in groups students determine questions they want answered regarding the water cycle. After introducing students to available stations, they design an investigation centered on their questions and stations.

Now student groups begin cycling through each station in the learning center. Students collect data and evidence from each station for analysis. In the final station, students develop a presentation of their findings. Then groups make a five minute class presentation to share findings and demonstrate understanding. Finally each individual student writes a reflection about their investigation of the water cycle.

Impact of Hands-on/Minds-on Learning

Web-based learning centers, supported with hands-on/minds-on investigations, engage student critical thinking skills requiring them to complete research in the same manner as scientists. To conduct research like scientists in web-based learning centers, students:

• Develop research questions
• Read related print resources
• Interact with web-based resources
• Conduct investigations
• Analyze investigation findings
• Make presentations of findings
• Develop a higher level of understanding of the science concept

Additional Online Resource:

Misconceptions About the Water Cycle (scroll down to Atmosphere)