Transcript Virtual and Authentic Web-based Ecological Inquiries

Virtual and Authentic
Web-based Ecological
Inquiries
XB Wu1, S Knight2, A Webb2, M Ziegler 2, JF Schielack1
1
Texas A&M University
2 Pennsylvania State University
August 8, 2013
Waterbury Summit
Virtual Ecological
Inquiry (VEI) in Second Life
1. Museum
▫ Explore ecology of Wolong
▫ Formulate hypothesis
▫ Design field investigation
2. Field plots (Wolong)
▫ Field sampling
3. Lab
▫ Data analysis and
interpretation
Web-based Ecological Inquiry Using BearCam
• Based on research of Larry Griffing (TAMU-Biology) on
grizzly bear behavior at the McNeil River Fall in Alaska.
• Archived photos with stamps of date and time (~800 photos
over period of a week) used for the BearCam inquiry project.
Inquiry Process
1. Develop hypothesis based on
observation and peer feedback
• Systems Thinking
• Model-Based Reasoning
2. Design investigation and collect
data
• Systems Thinking
• Model-Based Reasoning
3. Analyze and interpret data
• Quantitative Reasoning
4. Develop ecological report
• Epistemic Practice
• STEM Communication
5. Conduct calibrated peer review
(CPR) using a 30-item rubric
• Epistemic and Social Practices
• STEM Communication
6. Revise report based on peer and
self review
• Epistemic and Social Practices
• STEM Communication
Online group discussions and in-class dialog throughout the process.
Ecology –
Disciplinary context of inquiry
• Questions (F-CC; F-DCI)
▫ Structure/spatial patterns, relationships
▫ Functions - processes and interactions
▫ Mechanisms and explanations
• Approach of inquiry (F-SP)
▫ Observation-based but quantitative
▫ Comparative
• Epistemic and Social Practice (F-SP)
▫ Structure and style of written communication
▫ Peer review process
▫ Collaborations
Aim –
Learning outcomes of inquiry
• Knowledge (F-CC; F-DCI; 21CC)
▫ Develop deeper understanding of focused disciplinary
contents
▫ Recognize connections and uncertainties
• Practices/Competencies (F-SP; 21CC)
▫ Recognize pattern; frame question; design investigation
▫ Collect, analyze, interpret, and represent data
▫ Argue from evidence, construct explanations, write to
communicate
▫ Collaborate - offer and seek feedback; self-evaluate
• Understanding of science (F-SP)
▫ Enhance understanding of nature of science and inquiry
▫ Enhance interests and dispositions in science
Distribution of Scores for Inquiry Project Reports
20 reports each selected for VEI and BearCam inquiry projects
Low score 0 (meets none of the criteria) to high score 3 (meets all of the criteria)
Next Steps
• Refine and expand the functionality
▫ VEI - group-based field investigation; gaming elements
▫ BearCam – expanded data set for more complex
investigations
• Assessment
▫ Better instrument for understanding of science process
▫ Reflections on the learning
• Study the use in different settings
▫ Different types of institutions and populations of students