Transcript A Virtual Journey Within the Rock-Cycle

A Virtual Journey Within the
Rock-Cycle: A software kit for
the development of systemsthinking in the context of the
Earth’s crust
“learning about the Earth as a system
because it emphasizes the importance of
reexamining the teaching and learning of
traditional earth science in the context of
the many environmental and social issues
facing the planet”
Why Earth as a system?
 Reach environmental literacy
 Understand reciprocal relationships
 Enable students to make thoughtful
decision-makers, concerning the
environmental issues in the future
 Look as the whole and the parts and the
connections between the parts
 Help establish higher order thinking skills
Three elements of general
systems-thinking were defined as:
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Understanding of the parts of a system (types of rocks,
sediments, magma and the materials comprising them)
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Understanding the connections between these parts
(specific processes and their input and output products)
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Understanding the system as a whole (how each output
product from one process can serve as an input product
to another process)
Why computer simulation?
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Few students at the junior high school level haven’t
reached an understanding of the dynamic and cyclic
nature of the rock-cycle
A computer enabled the construction of microworlds
which have specific set of ‘rules’ that students can
interact with
The computer can store and run high quality animation to
provide vivid simulated experiences
Design activity as a game to aid in student’s curiosity,
divergent thinking, motivation toward learning diverse
scientific topics and attitudes toward the environment
“A Virtual Journey within the
Rock Cycle”
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Aimed at assisting junior and senior high school students
already familiar with the rock cycle
Includes animation, photos, figures and verbal
explanations of the geological process
Present a story line of Cosmo and Stella (friendly
aliens) who need replacement parts for the broken down
interstellar spaceship
Students must assist Cosmo and Stella in finding the five
rocks
Numerous interfaces: rock-cycle model window,
environments of formation block-diagram, zoom in
window, description window.
Preliminary evaluation
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Software aroused great enthusiasm among students
Fostered collaborative group work among students
Encouraged students to recall knowledge previously
learned
Pattern of progress changed from ‘trial and error’ to
integrated understanding (sometimes independently
reached, sometimes with teacher encouragement)
Teacher mediation was crucial to encourage students to
plan their ‘journey’, use the software information (rockcycle image and block-diagrams)
Further study…
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Re-examine the preliminary findings
Find optimal manners of implementing the software
Assessing its effect on students’ systems thinking in the
context of the rock-cycle