Teaching with CHRONOS Data and Tools A Framework for Design Cathy Manduca Science Education Resource…

Teaching with CHRONOS Data and ToolsTeaching with CHRONOS Data and Tools

A Framework for Design A Framework for Design Cathy ManducaCathy Manduca

Science Education Resource CenterScience Education Resource CenterCarleton CollegeCarleton CollegeJune 13, 2006June 13, 2006

Teaching with CHRONOS Data Teaching with CHRONOS Data and Researchand Research

What do we hope to accomplish?What do we hope to accomplish?

NSDL Workshop ReportNSDL Workshop Report

What do we mean by data?What do we mean by data? Why is using data important?Why is using data important? How do we do it?How do we do it? What do we know about how What do we know about how

well this works?well this works? What are the implications for What are the implications for

digital libraries and data digital libraries and data providers ?providers ?

Possible GoalsPossible Goals teach quantitative skills, technical methods and scientific teach quantitative skills, technical methods and scientific

conceptsconcepts prepare students to address real world complex problemsprepare students to address real world complex problems develop students' ability to use scientific methodsdevelop students' ability to use scientific methods help students to critically evaluate the robustness of data or help students to critically evaluate the robustness of data or

evidence and their consequent interpretations or evidence and their consequent interpretations or conclusionsconclusions

increase verbal, written and graphical communication skillsincrease verbal, written and graphical communication skills train students in the values and ethics of working with datatrain students in the values and ethics of working with data

A spectrum of approachesA spectrum of approaches

Students engaged in collecting dataStudents engaged in collecting data Students engaged in generating questionsStudents engaged in generating questions Testing theory or models with data or vice Testing theory or models with data or vice

versaversa

Kinds of activitiesKinds of activities Open-ended activities that encourage students to ask questions of Open-ended activities that encourage students to ask questions of

the data in order to discover patterns and relationships as a basis the data in order to discover patterns and relationships as a basis for understanding scientific processes or conceptsfor understanding scientific processes or concepts

Activities that address a real, often complex problem to foster an Activities that address a real, often complex problem to foster an understanding of scientific concepts and their application to the understanding of scientific concepts and their application to the world around usworld around us

Activities that use analytic mathematical models, computer models Activities that use analytic mathematical models, computer models or simulations to help students discover functions that describe or simulations to help students discover functions that describe data and the behavior of complex systems under varying conditionsdata and the behavior of complex systems under varying conditions

Guided interpretation of data, testing of hypotheses, and making Guided interpretation of data, testing of hypotheses, and making predictionspredictions

Activities that replicate or simulate documented scientific Activities that replicate or simulate documented scientific investigations to lead students to an understanding of fundamental investigations to lead students to an understanding of fundamental scientific observations or principlesscientific observations or principles

Wisdom from Learning Science Wisdom from Learning Science (How People Learn, NRC,1999)(How People Learn, NRC,1999)

Learning is additive, it builds on current Learning is additive, it builds on current understandingunderstanding

Understanding is actively constructedUnderstanding is actively constructed-This requires an engaged learner-This requires an engaged learner-Different people construct/learn most easily in different ways-Different people construct/learn most easily in different ways

Learning to learn-metacognition is an important Learning to learn-metacognition is an important aspect of becoming an expert and is context aspect of becoming an expert and is context specificspecific

More Wisdom from Learning More Wisdom from Learning ScienceScience

To develop competence students must:To develop competence students must: Have a deep foundation of factual knowledgeHave a deep foundation of factual knowledge Understand ideas in the context of conceptual Understand ideas in the context of conceptual

frameworkframework Organize knowledge in ways that facilitate Organize knowledge in ways that facilitate

retrieval and applicationretrieval and application

Using Data Can . . Using Data Can . . Engage students in learningEngage students in learning

By providing real world contextBy providing real world context Creating student ownership of questionsCreating student ownership of questions

Enhance learning experienceEnhance learning experience Better retention by constructing knowledgeBetter retention by constructing knowledge Transferable or useable understandingTransferable or useable understanding Understanding of process of scientific inquiryUnderstanding of process of scientific inquiry SubtletySubtlety

Teach some critical skills . . .Teach some critical skills . . .

A design strategyA design strategy Establish goals-desired resultsEstablish goals-desired results Determine measure of success and acceptable evidenceDetermine measure of success and acceptable evidence Consider wisdom from research and experienceConsider wisdom from research and experience Consider assets and constraintsConsider assets and constraints Develop activity based on wisdom to meet goals while Develop activity based on wisdom to meet goals while

exploiting assets and meeting constraintsexploiting assets and meeting constraints Evaluate results and tune systemEvaluate results and tune system

Wiggins and McTigue, 2000, Understanding By DesignWiggins and McTigue, 2000, Understanding By Design Tewksbury and McDonald, 2005, Course Design Tutorial Tewksbury and McDonald, 2005, Course Design Tutorial

(serc.carleton.edu/(serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/index.html)

What are your goals?What are your goals?

What do you want to accomplish?What do you want to accomplish? What should students be able to do?What should students be able to do? What is your measure of success?What is your measure of success?

Thinking Like an AssessorThinking Like an Assessor What is worthy and requiring of understanding?What is worthy and requiring of understanding? What would be sufficient and revealing evidence of What would be sufficient and revealing evidence of

understanding? understanding? What performance tasks must anchor the unit?What performance tasks must anchor the unit? How will I be able to distinguish between those who How will I be able to distinguish between those who

really understand and those who don’t?really understand and those who don’t? Against what criteria will I distinguish work?Against what criteria will I distinguish work? What misunderstandings are likely? How will I check What misunderstandings are likely? How will I check

for those?for those?

From Wiggins and McTigueFrom Wiggins and McTigue

From Goals to Outcomes:From Goals to Outcomes:Designing the activityDesigning the activity

1.1. Students must be engaged to learn- How does the Students must be engaged to learn- How does the activity engage them?activity engage them?

2.2. Students must construct new knowledge Students must construct new knowledge incrementally as a results of experience-What incrementally as a results of experience-What experiences will they have in this activity? experiences will they have in this activity?

3.3. Students must refine and connect their knowledge to Students must refine and connect their knowledge to be able to use it further- How will the activity promote be able to use it further- How will the activity promote reflection on and application of the new knowledge?reflection on and application of the new knowledge?

Edelson, 2001, Learning for Use Edelson, 2001, Learning for Use A Framework for the Design of Technology-Supported Inquiry Activities: A Framework for the Design of Technology-Supported Inquiry Activities: Journal of Research in Science Teaching, vol Journal of Research in Science Teaching, vol

38, no 3, p 355-38538, no 3, p 355-385

Inquiry is HardInquiry is Hard Inquiry and research are complex learned skillsInquiry and research are complex learned skills What do your students know that will help themWhat do your students know that will help them

Ask questions?Ask questions? Find and interpret data?Find and interpret data? Draw conclusions?Draw conclusions? Communicate results?Communicate results?

How will you scaffold their learning? How will you How will you scaffold their learning? How will you support students with different levels of support students with different levels of experience?experience?

Critical AspectsCritical Aspects

Motivate/engage studentsMotivate/engage students Learning through experience and Learning through experience and

communicationcommunication Reflect upon (talk, write or think) and use Reflect upon (talk, write or think) and use

learninglearning

In sumIn sum Using data is a powerful and flexible tool for learningUsing data is a powerful and flexible tool for learning It can be used to increase motivation for learning and is a It can be used to increase motivation for learning and is a

foundation for activities that construct knowledgefoundation for activities that construct knowledge Using data must be incorporated in well designed activities Using data must be incorporated in well designed activities

that provide for knowledge construction and reflection.that provide for knowledge construction and reflection. Developing inquiry and analysis skills are significant tasks Developing inquiry and analysis skills are significant tasks

that must be accounted for in planningthat must be accounted for in planning