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Inquiry, Teaching & Technology
S. Raj Chaudhury
Christopher Newport University
Newport News, Virginia, USA
Valladolid, March 2007
Outline
Parable – “Fish is Fish” Convergence of idea frameworks Design of Learning Environments
Network technologies for assessment Supporting Multiple Representations
Knowledge Integration Framework GroupScribbles - an evolution
Valladolid, March 2007
“Fish is Fish”
by Leo Lionni
A parable for how people learn
Valladolid, March 2007
Fish & tadpole (who looks like fish) are friends
Valladolid, March 2007
Tadpole Frog
Cause for concern
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“Frog is Frog” and “Fish is Fish” and that is that!
Valladolid, March 2007
the frog leaves the pond and is gone for a while…
Valladolid, March 2007
Frog returns : “I have seen wonderful things!”
Valladolid, March 2007
“Birds – they have feathers, wings, they fly…”
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“Cows – black/white, chew cud, have horns…”
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“People – walk on 2 legs, wear clothes…”
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Fish took a test
1. Which of the following best describes a cow?
a) A creature that has wings, covered with feathers and can fly
b) A creature that walks upright on 2 feet and wears clothes
c) A creature that has black and white markings, has horns and chews cud
Valladolid, March 2007
View inside students’ mind
Do you know what picture they are building from your teaching?
Formative assessment is necessary Innovative ways of representation Technology can help…
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Finally…
One day, the fish was curious about life on the land
He jumped to the shore but then he could not breathe…
Luckily, his friend the frog came by and put him back in the water
Frog: “What are you doing? You will die on land - fish is fish and you must stay in the water!”
Valladolid, March 2007
Lesson to be learned
Sometimes we want ‘hands-on’/direct experience but it is simply not possible
Technology can play a big part in providing an experience where reality can not
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Convergence…
“How People Learn” (Bransford et. al., NRC) Framework : Learner, Knowledge, Assessment &
Community centered
Principle of Constructivism Students build their knowledge by processing the
information they receive – making connections between what they know and what they are learning
Technology Design of Learning Environment, Assessment…
Valladolid, March 2007
Learner-centered approach
Si
Sf Student
Initial State
StudentFinal State
Student’s model of the physical world
Scientist’s model of the physical world
HOW?
Adapted from Fred Reif, Physics Today, 1986
Valladolid, March 2007
What are the best teaching & learning practices? Research-based pedagogy + Learning Technologies
Assessment-centered approach
Si
Sf
• What does the student know?
• How does the student think?
• What must the student know?
• How must the student think?
Peer InstructionThe technique of Peer Instruction promotes interaction amongst students as an instructional supplement. As enacted through the use of technology tools the steps are as follows:
• Instructor presents a multiple-choice question (moderate difficulty – anticipating 50% of class might get it wrong)
• Each student individually answers the question. Instructor surveys class using Classroom Response System or other method
• Class views histogram showing distribution of answers
• Instructor gives students 60-90 seconds to convince neighbor to change his/her mind
• Question is presented again – whole class responds again.
• Depending on histogram results, instructor revisits the topic or moves on
Classroom Comm. Systems
• Each student individually answers a question. Instructor surveys class using Personal Response System or other method
• Student transmitter
• IR Receiver + Cables
• Software
Q1. People think of lots of different ways of losing weight. Which of the following would make you weigh half as much as you do right now?
1. Take away half of the Earth’s atmosphere.2. Double the distance between the Sun and the Earth.3. Make the Earth spin half as fast.4. Take away half of the Earth’s mass.5. More than one of the above
PRS Histogram• Class views histogram showing distribution
of answersC
hoic
es
Peer Discussion Step• Instructor gives students 60-90 seconds to
convince neighboring student to change his/her mind
• Question is presented again – whole class responds again. Depending on histogram results, instructor revisits the topic or moves on
AAPT Winter 2006
Whole class shared display
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.TopologyN students : 1 instructor
Valladolid, March 2007
Verbal
Diagrammatic Visualizations
MathematicalNumerical
Mathematical Symbolic
Students movebetweenMultiple
Representationsin Science
Decode -> Deconstruct -> Reconstruct -> Generate
Concept
Mathematical Graphical
Valladolid, March 2007
Words
As the car rolls downthe hill...
Equations
v=gsin(θ)t
Numbers t x v
0.1 0.05 0.1
Graphs
CartoonRepresentation
Real WorldPhenomenon
Multiple Representations - Physics
Adapted from Teaching Physics, Joe Redish
Valladolid, March 2007
Mu
ltip
le R
epre
sen
tati
on
s -
AS
WordsThe Earth's receives shortwaveradiation from the Sun, which
is partly scattered, partly...
Equations
Stefan-Boltzmann Law
NumbersNASA EOS-DAAC
netCDF
Graphs
CartoonRepresentation
Real WorldPhenomenon"Sunny Day"
AAPT Winter 2006
Technology mediated Virtual Learning Spaces in the Classroom
Representation rich >>
Soc
ially
ric
h >
>
Clickers
GraphingCalculators
Multimedia Clickers
Pedagogical Research
Immersive VR.
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So what ELSE does a learning environment look like?
GroupScribblesTELS Projects
Valladolid, March 2007
TELS for Inquiry + Science
TELS = Technology Enhanced Learning of Science
Research Center ($10,000,000 for 5 years) University of California + Concord Consortium 5 other University Partners + Secondary Schools
Science for grades 6-12 Topics in Physics, Chemistry, Biology
Uses the Web-based Inquiry in Science Environment (WISE)
Valladolid, March 2007
Inquiry Cycle in TELS
Engagement
Prediction
Exploration
Reflection
modify
Application
modify
Knowledge Integration
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Inquiry Cycle in TELS for teacher training
Engagement
Prediction
Exploration
Reflection
modify
Application
modify
Knowledge Integration
Valladolid, March 2007
Thermodynamics
“Probing your surroundings” Look briefly at the structure and the use of
computational models (simulations)
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What if ‘clickers’ are not enough?
GroupScribbles Electronic Post-It notes Shareable via Virtual Whiteboard Private/Public areas Exchange of ideas, sorting of ideas Supports Multiple Representations So…what does it look like?