Preparing for NGSS: Analyzing and Interpreting Datalearningcenter.nsta.org/products/symposia_seminars/NGSS/files/...Preparing for NGSS: Analyzing and Interpreting Data ... Earth &

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October 23, 20126:30 p.m. – 8:00 p.m. Eastern time

Preparing for NGSS: Analyzing and Interpreting Data

Presented by: Ann Rivet

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Developing the Standards

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Instruction

Curricula

Assessments

Teacher Development

Developing the Standards

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2011-2013

July 2011

IT’S NOT OUT YET!

NGSS Development ProcessIn addition to a number of reviews by state teams and critical stakeholders, the process includes two public reviews.

1st Public Draft was in May 2012

2nd Public Draft will take place in the Fall of 2012

Final Release is expected in the Spring of 2013

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A Framework for K-12 Science Education

Released in July 2011Developed by the National Research Council at the National Academies of SciencePrepared by a committee of Scientists (including Nobel Laureates) and Science Educators

Three-Dimensions:Scientific and Engineering PracticesCrosscutting ConceptsDisciplinary Core Ideas

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Free PDF available from The National Academies Press (www.nap.edu)Print Copies available from NSTA Press (www.nsta.org/store)

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Scientific and Engineering Practices

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Crosscutting Concepts1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

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Life Science Physical ScienceLS1: From Molecules to Organisms:

Structures and Processes

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS3: Heredity: Inheritance and Variation of Traits

LS4: Biological Evolution: Unity and Diversity

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information Transfer

Earth & Space Science Engineering & TechnologyESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology, Science, and Society

Disciplinary Core Ideas

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Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement.

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Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]

Closer Look at a Performance Expectation

Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]

Closer Look at a Performance Expectation

Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement.

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Practices and the NGSS:Analyzing and Interpreting DataAnn RivetTeachers College Columbia UniversityNSTA Webinar October 23, 2012

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Who Am I?• Associate Professor of Science Education at Teachers College

Columbia University

• Background in science: physics and earth science

• Focus on the design of learning environments that support students in understanding the Earth

• Connections between curriculum, instruction, and assessment

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Who Am I?• Associate Professor of Science Education at Teachers College

Columbia University

• Background in science: physics and earth science

• Focus on the design of learning environments that support students in understanding the Earth

• Connections between curriculum, instruction and assessment

Caveats• Not part of the Framework development team• Not an expert in engineering

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Overview• What is the practice of analyzing and interpreting data?

• Why is analyzing and interpreting data important?

• Connections within the Framework

• Progression of practice

• Classroom examples

• Discussion

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Poll: What is Data?• Which of the following do you NOT consider to be data?

A. Photos

B. Drawings

C. Written Observations

D. Measurements

E. All of the above can be data

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What Does “Analyzing and Interpreting Data” Mean?• Data: Facts, statistics, or items of information

• Analyze: To study or determine the nature and relationship of the parts

• Interpret: To explain the meaning of

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What Does “Analyzing and Interpreting Data” Mean?• Data: Facts, statistics, or items of information

• Analyze: To study or determine the nature and relationship of the parts

• Interpret: To explain the meaning of

• The process of assigning meaning to collected information and determining conclusions, significance, and implications• A function of both the type of information and the question asked

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The Practice of Analyzing and Interpreting Data• Practices: Ways of thinking about and working with science

concepts to address problems and answer questions

• The goal in science is to connect information (in the form of data) to some sort of claim or explanation

• In the process of doing so, the information needs to be put in a form where the meaning of the data can be recognized and extracted. • This is the practice of analysis and interpretation

• Guiding questions: “What do the data we collected mean?” “How do these data help me answer my question?”

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Why Focus on Analyzing and Interpreting Data?• Key piece of both the “doing” and “thinking” of science that is

often overlooked or skimmed over

• Central to connecting abstract ideas and concrete examples

• Uses multiple tools and strategies

• Engages a wide array of thinking and reasoning skills

• In engineering, iterative cycles are not just trial and error. They are about figuring out HOW it worked in a particular way and WHY.

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Practices and the Framework

1. Ask questions and defining problems





6. Developing explanations and designing solutions



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How Relates to Other Practices• Analyzing and interpreting data is the process of connecting

information gathered in investigations to explanations, models and arguments through the transformation of data into evidence.

• Obtaining evidence is the central purpose underlying data analysis and interpretation

• Connected to all the other practices

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Guided by Questions and Investigations1. Ask questions and

defining problems








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Informed By Models1. Ask questions and

defining problems








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Uses Mathematics Tools1. Ask questions and

defining problems








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Informs Explanations, Arguments, and Communication1. Ask questions and

defining problems








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A Central Practice!1. Ask questions and

defining problems








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REMINDERS

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• Continue the discussion in the Community Forumshttp://learningcenter.nsta.org/discuss

Questions?Submit your questions and ideas via the chat.

Tools for Analysis• Tables

• Permit major features of data to be summarized in accessible form

• Graphs• Visually summarize the data

• Mathematics• Expressing relationships between different variables in the

dataset• Computer-based “visualization” tools

• Allow data to be displayed in a variety of forms• Standard statistical techniques

• Help to reduce the effect of error

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What Scientists Look For in Data• Patterns

• Significant features

• Relationships

• Trends

• Anomalies

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Poll: How Much Do Students Work With Data?• How often do students work with data in your classroom?

A. At least once a week

B. Once a month or so

C. Several times a year

D. A few times a year

E. Never

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Progression Across Grades• Increased sophistication and fluency of the practice of

analyzing and interpreting data, and the relationship to other practices, as students move through k-12 science

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Analyze and Interpret Data: Grades K-2• Focus on collecting, recording, and sharing observations

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• Share observations

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• Share observations• Make measurements

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• Share observations• Make measurements• Note patterns and relationships

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• Share observations• Make measurements• Note patterns and relationships

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Analyze and Interpret Data: Grades 3-5• Emphasize more quantitative approaches, and multiple trials

of qualitative data

• Display data in tables and graphs

• Compare data across different groups

• Evaluate claims of cause and effect

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Example: Investigating Advantage of Machines• Question: How can machines move things that I can’t?Lesson Sequence1. Incline plane – each group takes one measurement of force

and distance for each set-up (one trial). Group measurements are pooled into one class data table. Class discussion of consistency and identification of outliers. Teacher models how to average the data, and how to create comparative bar graphs. Through discussion, class generates interpretations of the analysis by developing initial “class rule” for the relationship.

??

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Example: Investigating Advantage of Machines2. Lever – Each group conducts one trial of each set-up,

gathering both force and distance data. The data from each group is again compiled into class data tables, with a second conversation about consistency and identification of outliers. However, then groups work individually to average and graph the data. These are shared and compared, and the class writes interpretations. They revise their initial “class rule” of the relationship.

?

?

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Example: Investigating Advantage of Machines3. Pulley – Groups now conduct three trials of each set-up and

average their own data. Groups then create comparative bar graphs of both force and distance that include data from the three different configurations. The graphs are compared and discussed. Student groups write their own interpretations of the graphs. The class as a whole revises the “class rule” to include the importance of changing the direction of applied force.

?

?

?Distanc

e (m)

Without Pulley Without Pulley Force (

N)

Distance Force

With FixedPulley With FreePulley With FixedPulley With FreePulley 49

Analyze and Interpret Data: Grades 6-8• Increased quantitative analyses in investigation, distinguishing

causation vs. correlation, basic statistical techniques• Use mean, median, mode and variability to describe data• Identify linear and non-linear relationships using graphs• Consider limitations (e.g., measurement error) and ways to

increase precision (e.g., multiple trials)• Use graphical displays of large data sets to analyze temporal and

spatial relationships

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Example: Investigating Motion• Question: Why do I need to wear a helmet when I ride my

bike?• Concepts: Relationships between mass,

velocity, acceleration, force

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Distance-Time Graphs• Moving away, fast and slow • Moving toward, fast and

slow

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Velocity-Time Graphs• Accelerating down the ramp,

higher and higher• Investigating acceleration as

mass is increased

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Example: Investigating Earth Systems

Question: Where is all the water?

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Example: Investigating Earth Systems

Amount of precipitation

Mean population

density

Description of locations

All values 31.6 -

Greater than 300 cm/year

47.4 Near the Equator – Indonesia, West Africa, Brazil, and Central America

Less than 10 cm/yr

9.6 Sahara Desert in Africa, Andes Mountains in South America, Himalaya Mountains in Asia

Question: Where is all the water?• Usefulness of the

tool for looking at patterns of data across the Earth55

Analyze and Interpret Data: Grades 9-12• More detailed statistical analyses and use of computational

models to generate and analyze data

• Use tools such as computational or mathematical models to generate and analyze data for scientific claims or optimal design solutions

• Consider limitations to analysis (e.g., sample size, measurement error)

• Determine function fits to data (slope, intercept, and correlation coefficient)

• Triangulation across types of data sets to examine consistency of measurement and observation

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Example: Water Quality Investigation• Visual images and

water quality tests (pH, DO, turbidity)

• Analyze through tables, graphs, and comparison of images and archival data

• Triangulate interpretations across multiple data sources

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Computational Models

EdGCMEducational Global Climate Model

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Computational Models

EdGCMEducational Global Climate Model

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Example: Engineering Energy Efficiency• Question: How do we design

an efficient solar house?• Design and test model houses

to improve energy efficiency, using sensors, CAD tools, and infrared imaging probes

• Power, energy, heat transfer, thermal equilibrium, specific heat, conduction, convection, radiation, heat capacity, solar energy…60

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Questions?Submit your questions and ideas via the chat.REMINDERS




Common Challenges• Under-analyzing the data

• Connect claim to question irrespective of the data

• Over-analyzing the data• One data point does not make a claim• Awareness and accountability of errors

• Precision of measurement

• Selection of appropriate tool(s) and procedure(s)• Usually more than one analysis needed to address the question

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AssessmentGoal: Awareness of relationship between data, questions, analysis tools, and concepts• Ask students to explain their process

• How did they get to that interpretation?• Ask students to provide a rationale for the analysis tool and

approach they used• Why did you choose to use that kind of graph?• Why did you average?• What other ways could you have looked at it? Why did you select

this way?• Ask students about other considerations during analysis

• What could be sources of error in your investigation?• How confident are you in these findings? What things make you

unsure?63

Conclusion• Kids MUST work with data!

• The focus is on the connection between the question, data, and claim• Statistics, graphs, and other mathematics are TOOLS for analyzing

and interpreting data, NOT the goal

• The practice is complex and must build over multiple supported experiences across years

• Lots of potential applications across the science curriculum

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Thank You!Contact information:

Professor Ann RivetProgram in Science EducationTeachers College, Columbia [email protected]

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REMINDERS




Questions?Submit your questions and ideas via the chat.

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NSTA Website (nsta.org/ngss)

Upcoming Web Seminars on PracticesDate Topic Speaker

1 9/11 Asking Questions and Defining Problems Brian Reiser

2 9/25 Developing and Using Models Christina Schwarz and CindyPassmore

3 10/9 Planning and Carrying Out Investigations Rick Duschl

4 10/23 Analyzing and Interpreting Data Ann Rivet

5 11/6 Using Mathematics and Computational Thinking Robert Mayes and Bryan Shader

6 11/20 Constructing Explanations and Designing Solutions

Katherine McNeill and Leema Berland

7 12/4 Engaging in Argument from Evidence Joe Krajcik

8 12/18 Obtaining, Evaluating and Communicating Information

Philip Bell, Leah Bricker, and Katie Van Horne

68All take place on Tuesdays from 6:30-8:00 pm ET

Next Web SeminarNovember 6 (two weeks from today)

Using Mathematics and Computational Thinking Teachers will learn more about:

the importance of mathematics and computation as fundamental tools for representing physical variables and their relationships;how tools are used for a range of tasks, including constructing simulations; statistically analyzing data; and recognizing, expressing, and applying quantitative relationships;mathematical and computational approaches that enable scientists and engineers to predict the behavior of systems and test the validity of such predictions

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Presenters: Robert Mayes & Bryan Shader

Graduate Credit AvailableShippensburg University will offer one (1) graduate credit to individuals who attend or view all eight webinars.

Participants must either: Attend the live presentation, complete the survey at the end of the webinar, and obtain the certificate of participation from NSTA, or View the archived recording and complete the reflection question for that particular webinar.

In addition, all participants must complete a 500 word reflection essay.

The total cost is $165.

For information on the course requirements, as well as registration and payment information visit www.ship.edu/extended/NSTA

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Community Forums

NSTA Area Conferences

These conferences will include a number of sessions about the K–12 Framework and the highly anticipated Next Generation Science Standards.

Among the sessions will be an NSTA sponsored session focusing on the Scientific and Engineering Practices.

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NSTA Print Resources

NSTA Reader’s Guide to the Framework

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NSTA Journal Articles about the Frameworkand the Standards

Thank you to the sponsor of tonight’s web seminar:

This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a

particular company or organization, or its programs, products, or services.74

National Science Teachers AssociationGerry Wheeler, Interim Executive Director

Zipporah Miller, Associate Executive Director, Conferences and Programs

Al Byers , Ph.D., Assistant Executive Director, e-Learning and Government Partnerships

Flavio Mendez, Senior Director, NSTA Learning Center

NSTA Web SeminarsBrynn Slate, Manager

Jeff Layman, Technical Coordinator75

Documents

Preparing for NGSS: Analyzing and Interpreting Datalearningcenter.nsta.org/products/symposia_seminars/NGSS/files/...Preparing for NGSS: Analyzing and Interpreting Data ... Earth &