Transcript Module for RWS100* - San Diego State University

Module for RWS100*
Evaluating Global Climate Change
Websites to Enhance
Learning Across the Curriculum
Kathy Williams, Biology
in collaboration with
Annette Cavender, RWS
Biology Undergrad Curriculum Goals
(for RWS100*)
Help students learn to …
 Integrate knowledge among disciplines of science
 Construct a scientific argument & support it with
appropriate evidence
 Use diverse sources of information: Evaluate sci.
arguments on websites; distinguish scientific fact from
fiction
 Recognize contextual aspect of argument (even in
science); consider biases!
Design: 4 aspects
 Brainstorming activity (carousel)
 engage students in GCC concepts & learn what
students brought to class (“pre-test”)
 Speakers - professional biologists discuss writing in
science
 WebQuest activity - students explored websites
about GCC
 Evaluation - subjective & objective questions
 fundamental science concepts & GCC
misconceptions (“post-test”)
Assessing how well it worked
 Inspection of carousels & questions submitted
(knowledge pre-test)
 Recruited speakers & interviewed them
 Products of WebQuest
 Self-report evaluations: responses & content
 Objective questions (knowledge post-test)
 Interviewed instructor
Conclusions about the
TL module
 Generally worked better than planned;
expected and unexpected outcomes
 Positive response from students and faculty;
would do again, was worthwhile
 Need to a) allot more time to activity,
b) add more structure to exploring links, &
c) give more direction to speakers & get
formative feedback from students
Conclusions
 surprises: alternative viewpoints &
arguments (context), changes in
knowledge, didn’t expect it to work as
well as it did (logistically)
 wish I could have compared responses
from all non-sci.majors section, too
Problems?
 deploying anonymous assessments
 getting evaluation on web easily and
analyzing results (Bb problems)
 time!!
Factors contributing to
success
 Great educator to work with (Annette Cavender)
 students had worked in groups, analyzed issues,
examined arguments, had computer lab practice
and access
 Students were “good”
 somewhat self-selected for innovation (chose
special sections, probably attended orientation),
classes were different (all-sci. vs. blended)
 students were enthusiastic & very focused
 Support: pICT, WebQuest
Role of Technology
-addresses the role of internet as a major
disseminator of scientific information to
public (& our students)
- how that form of communication is similar
and different than other forms (eg. books, primary
journal literature, popular literature like magazines and
newspapers, and movies)
- computer skills will be developed and used
throughout the course
Assessment
Students compare & evaluate selected websites on
global climate change, using appropriate language
and argument structure; reflect on own perceptions
& communicate those and ideas of others both
orally and in writing.
written & oral presentations
possibly website postings & discussion boards
Also 3 speakers - scientists visit & lead a discussion about the
value of writing and communication skills in science
> reflection
Basic approach
Give examples of 3 SCIENTIFIC strengths and 3
SCIENTIFIC weaknesses of each site.
Strengths might be things like:
- strong of evidence presented to support ideas with credible
references.
- interpretation of data is scientifically logical.
Weaknesses might be things like:
- little supporting evidence presented.
- evidence not credible (no references or references weak).
- arguments appeal to emotions not science and facts.
QuickTime™ and a
TIFF (LZW) decompressor
are needed to see this picture.
QuickTime™ and a
TIFF (LZW) decompressor
are needed to see this picture.