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Teaching with Data
Cathy Manduca
Iowa State University, 2005
Consider design of a data rich activity Questions we need to ask Decisions we need to make Resources we need to find
Using Data Can . . Engage students in learning
By providing real world context Creating student ownership of questions
Enhance learning experience Better retention by constructing knowledge Transferable or useable understanding Understanding of process of scientific inquiry Subtlety
A Range of OpportunitiesWe can use data. .
To illustrate or describe As a basis for problem solving
To understand a concept To learn a technique
To engage in research As a basis for making judgments
To Illustrate Concepts
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1870 1890 1910 1930 1950 1970
Inscription Date (Years AD)
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Data taken from Dragovitch, D., 1986, Weathering rates of marble in urban environments, eastern Australia, Zeitschrift für Geomorphologie, v. 30, p. 203-214.
~8.5 mm/50 yrs = 0.17 mm/yr
Weathering Rate of Marble Tombstones in Sydney, Australia
To Enable Inquiry
http://serc.carleton.edu/research_education/yellowstone/index.html
A spectrum of inquiry approaches Students engaged in collecting data Students engaged in generating
questions Testing personal data with theory
What are your goals?
What do you want to accomplish? What should students be able to do? What is your measure of success?
From Goals to Outcomes:Designing the activity
Choices, Choices, Choices What kind of activity? Student driven vs instructor driven? Independence vs guidance?
A design strategy Establish goals, measure of success Consider wisdom from research and experience Consider context: who are your students, what are
your assets and constraints Develop activity based on wisdom to meet goals
while exploiting assets and meeting constraints Evaluate results and tune system
Wisdom from Learning Science (How People Learn, NRC)
Learning is additive, it builds on current understanding
Understanding is actively constructed-This requires an engaged learner-Different people construct/learn most easily in different
ways
Learning to learn-metacognition is an important aspect of becoming an expert and is context specific
More Wisdom from Learning Science To develop competence students must:
Have a deep foundation of factual knowledge
Understand ideas in the context of conceptual framework
Organize knowledge in ways that facilitate retrieval and application
Inquiry is Hard
Inquiry is Hard Inquiry and research are complex
learned skills What do your students know that will
help them Ask questions? Find and interpret data? Draw conclusions? Communicate results?
Scaffolding
Supporting structures that help the students develop the expertise needed
to operate independently.
Scaffolding Brainstorm GOAL: You want students to be able to understand the
evidence for X (climate change, plate tectonics, El Nino, global warming)
STRATEGY: Look at data, see fundamental relationships, relate to processes/theory
PROBLEM: We gave the students a lecture about theory and the data to look at. Asked them to make an argument based on the data that supported the theory. They all failed.
How do you scaffold the activity?
Tools and Techniques Learning tools and techniques is different than
developing a conceptual understanding of the science
Match time on tools to objectives of class Develop mastery of tool - can you use it creatively Only master really useful tools-time invested must be on a
par with usefullness Learning tools requires motivation, construction, and
refinement. Provide opportunities for practice outside class or lab
Build in Reflection and Discussion Writing
Journals/Progress Reports/Highlights Papers—a writing process Websites E-mail
Drawing Speaking
Progress reports Final reports Informal conversation
Thinking
How do we tell if it worked? Be thoughtful in your own assessments:
Be a careful observer Collect data to verify your theories Match the assessment to the goal
What is the goal? What do we want the student to be able to do? How can that be measured?
Build on the work of the education research community SLAG/PBS/SIBLE/WISE
Collaborate with resource developers and peers
In sum
Using data is a powerful and flexible tool for learning It can be used to increase motivation for learning and
is a foundation for activities that construct knowledge Using data must be incorporated in well designed
activities that provide for knowledge construction and reflection.
Developing inquiry and analysis skills are significant tasks that must be accounted for in planning
Resources
Teaching with Data Using Data in the Classroom
Portal: data, tools, activities and pedagogy
Starting Point Teaching Entry Level Geoscience: Teaching with Data; Teaching with Models
Earth Exploration Toolbook: Step by step instructions
Integrating Research and Education: Ideas and Resources for Bringing Cutting Edge Geoscience into Teaching
Bringing Research on Learning to the Geosciences: bibliography, on-going research efforts
serc.carleton.edu
NSDL Workshop Report What do we mean by data? Why is using data important? How do we do it? What do we know about how
well this works? What are the implications for
digital libraries and data providers ?
Tips for success Design exercises with student background in mind--an overwhelming
or negative early experience with data can be devastating to student confidence.
Create a safety net to support students through the challenges of research.
Develop a balance between guidance and inquiry that is appropriate for the student and the learning objectives.
Create opportunities for students to work with data and tools outside of class or lab.
Match the time spent in learning tools to the goals of course and student proficiency, being careful not to introduce more tools or techniques than students can master.
Reflection, discussion, and reporting are important aspects of the research experience that need to be incorporated in the planning of the exercise.
Activities Using Data and Models
Learning Goals Context Materials Tips Assessment References and
resources