velscience: engaging middle schoolers in student-directed inquiry within virtual environments for...
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VELscience: Engaging Middle Schoolers in Student-directed Inquiry
within Virtual Environments for Learning
Susan PedersenAssociate Professor
Educational Technology ProgramTexas A&M University
Two Broad Problems
Lack of impact of computer technology (Cuban, Kirkpatrick, & Peck, 2001)
Difficulties in implementing reform-based science education (Chinn & Malhotra, 2002)
Project Goal
Develop a replicable model for a computer-based program capable of engaging students in student-directed inquiry that enhances students’Ability to do scientific inquiryContent knowledgeAttitude toward science
Student-Directed Inquiry
Bonnstetter, 1998
The Task
Is compelling Addresses grade-appropriate science and
mathematics concepts and skills Requires students to
Learn new concepts Create a product that can be used to assess their
understanding Use virtual tools and information technologies
(contained within the program) that resemble those used by professional scientists
The Virtual Environment
Physical setting in which all action takes place
Contains defined spaces where various tools and resources are located and where students encounter embedded challenges
Opening Scenario
MultimediaProvides backstorySets up taskDoes not direct process
Information Resources
Scaled versions of emerging technologies (real data sets, satellite images)
Virtual instrumentsMultimedia resources
Assessment Management System
Web-based system designed to support systematic collection and analysis of performance data on students
Immediate access to student artifacts, paired with instruments and suggestions on assessing student understanding Rubrics Checklists Item Bank
Supports timely feedback to students as they are immersed in the VEL.
The Role of the Teacher
Allow students to determine what they need to know in order to complete the task
Encourage sharing of information, discussion, and debate among students
Ask questions designed to get students to articulate their understandings and reasoning
Relate what students do in the module to key science concepts and test items
Strike a balance; don’t direct students’ process, but don’t let them flounder
Energy source Power generator Energy transformations that occur
Advantages Disadvantages
Solar Energy Solar arrays Light energy -> electrical energy
Renewable Free Availability generally
reliable Supply will last as long
as the sun Non-polluting
Amount of sunlight is not constant but dependent on location, time of day, time of year, and weather conditions;
a large surface area is required to collect the energy at a useful rate
Wind Energy Wind turbines Kinetic energy -> mechanical energy -> electrical energy
Renewable Free Take up less space
than the average power station
Generate energy in remote locations
Amount of wind is not constant
Multiple wind turbines required
Construction is expensive
Noisy when within a few hundred meters
Biomass energy Biodiesel generator Chemical energy -> mechanical energy -> kinetic energy -> electrical energy
Renewable Can be used in most
diesel engines, especially newer ones
Less carbon monoxide, particulates, and sulfur dioxide emissions 78% less carbon dioxide (CO2) production
Biodegradable
Non-toxic
Safer to handle
Slightly lower fuel economy and power (10% lower for B100, 2% for B20)
Currently more expensive
More nitrogen oxide emissions
Explosion on Mars and the TEKS
(6.2)Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;
(B) collect data by observing and measuring; (C) analyze and interpret information to construct reasonable explanations from
direct and indirect evidence; (D) communicate valid conclusions; and (E) construct graphs, tables, maps, and charts using tools including computers to
organize, examine, and evaluate data.
Explosion on Mars and the TEKS
(6.3)Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
(B) draw inferences based on data related to promotional materials for products and services;
(C) represent the natural world using models and identify their limitations; (D) evaluate the impact of research on scientific thought, society, and the
environment; and (E) connect Grade 6 science concepts with the history of science and
contributions of scientists.
Explosion on Mars and the TEKS
(6.4)Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:
(A) collect, analyze, and record information using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, timing devices, hot plates, test tubes, safety goggles, spring scales, magnets, balances, microscopes, telescopes, thermometers, calculators, field equipment, compasses, computers, and computer probes; and
(B) identify patterns in collected information using percent, average, range, and frequency.
Explosion on Mars and the TEKS
(6.8) Science concepts. The student knows that complex interactions occur between matter and energy. The student is expected to:
(A) define matter and energy;
(6.9) Science concepts. The student knows that obtaining, transforming, and distributing energy affects the environment. The student is expected to:
(A) identify energy transformations occurring during the production of energy for human use such as electrical energy to heat energy or heat energy to electrical energy;
(B) compare methods used for transforming energy in devices such as water heaters, cooling systems, or hydroelectric and wind power plants; and
(C) research and describe energy types from their source to their use and determine if the type is renewable, non-renewable, or inexhaustible.
VELscience and the TAKS
Situated CognitionWhen we learn something in a context where
it is useful we are more likely toDevelop a deep understanding of itRemember itUse it in other situations where it is relevant
Outside of school, we learn when we need to, and the things we learn are meaningful to us and therefore likely to be remembered and used in the future
What do TAKS items look like?
Glucose molecules contain stored energy for plants. Glucose is made from carbon dioxide and water molecules during photosynthesis. What kind of energy do plants use to make glucose molecules?A. Electrical
B. Sound
C. Light
D. Kinetic
What do TAKS items look like?
The diagram shows a generator powered by a water turbine. Water flows through the turbine blades and turns the shaft. The turning shaft then powers a generator. What energy conversion takes place in the water turbine generator?A. Electrical energy is converted to mechanical energy.B. Solar energy is converted to thermal energy.C. Thermal energy is converted to electrical energy.D. Kinetic energy is converted to electrical energy.
VELscience and the TAKSWhich of the following is an example of a
nonrenewable resource?A. Biomass fuels
B. Fossil fuels
C. Wind energy
D. Solar energy
VELscience and the TAKSThe diagram shows a generator powered by a wind turbine. What energy transformation takes place in this wind turbine?
A. When wind energy hits the rotor blades it is transformed to mechanical energy and is then converted to electricity by the generatorB. Wind energy is converted to kinetic energy by the rotor hubC. Wind energy is converted to thermal energy by the rotor blades and then to nuclear energy by the generatorD. Kinetic energy is converted to chemical energy in the gearbox
VELscience and the TAKS
The amount of power generated by a wind turbine depends on the wind speed and the swept area of the blades of the turbine. How would you calculate the swept area of the turbine shown in this picture?
A. Swept area = 2 x rotor diameterB. Swept area = π x blade length2
C. Swept area = π x rotor diameter2
D. Swept area = 4 x π x blade length
VELscience and the TAKS
3
12
45 6
7
< 3.03.0 – 3.53.5 – 4.04.0 – 4.54.5 – 5.05.0 – 5.55.5 – 6.06.0 – 6.56.5 – 7.07.0 – 7.5
Average kWh per m2 per day
A solar power map of Texas is shown above. What is the best inference about the average levels of sunlight on the regions?A. Region 1 gets lower levels of sunlight than Region 2.B. Region 6 gets the highest levels of sunlight.C. Region 7 gets the lowest levels of sunlight. D. Region 3, 4, and 5 get the same levels of sunlight.