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VELscience: Engaging Middle Schoolers in Student- directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational Technology Program Texas A&M University

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Page 1: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

VELscience: Engaging Middle Schoolers in Student-directed Inquiry

within Virtual Environments for Learning

Susan PedersenAssociate Professor

Educational Technology ProgramTexas A&M University

Page 2: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

Two Broad Problems

Lack of impact of computer technology (Cuban, Kirkpatrick, & Peck, 2001)

Difficulties in implementing reform-based science education (Chinn & Malhotra, 2002)

Page 3: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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

Page 4: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

Student-Directed Inquiry

Bonnstetter, 1998

Page 5: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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

Page 6: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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

Page 7: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

Opening Scenario

MultimediaProvides backstorySets up taskDoes not direct process

Page 8: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

Information Resources

Scaled versions of emerging technologies (real data sets, satellite images)

Virtual instrumentsMultimedia resources

Page 9: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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.

Page 10: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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

Page 11: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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

Page 12: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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.

Page 13: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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.

Page 14: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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.

Page 15: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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.

Page 16: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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

Page 17: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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

Page 18: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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.

Page 19: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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

Page 20: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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

Page 21: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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

Page 22: VELscience: Engaging Middle Schoolers in Student-directed Inquiry within Virtual Environments for Learning Susan Pedersen Associate Professor Educational

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.