Inquiry-Based Science Instruction and Virtual Learning Objects

1. Inquiry-Based Science Instruction and Virtual Learning Objects

2. What just happened here?

3. What happened here awhile ago?

4. What happened here?

5. What happened here?

8. Virtual Learning Objects--Resources from the Internet Becoming increasingly important in instruction Little research has been done Preliminary findings are that current uses are primarily to illustrate lectures What role can “virtual learning objects” play in inquiry-based science instruction?

9. Goals: • Describe “Inquiry-Based” Science Instruction • Display several “Virtual Learning Objects” • Demonstrate a range of uses of Virtual Learning Objects (VLOs) • Discuss the relationship between those uses and elements of Inquiry-Based science instruction • Explore ways to assess/frame uses of VLOs

10. A Few Thoughts First • The audience is a mix in terms of: • subject area • teaching experience • experience with ICT and other technologies • familiarity with inquiry-based science teaching • I can do some modeling, with your help • This is informal, we can all share ideas • I’m still learning, so please raise questions

11. What is meant by “Inquiry-Based” Science Instruction?

13. That leads to a question… • How is it possible for something to rest on top of water without sinking?

14. What do you think? • Which of these things could float on top of water? • A small piece of paper • A wooden toothpick • A coin • A paperclip • Grains of black pepper • Think of one more small thing that you could try.

15. Try It! • Using a fork, hold a paperclip above a cup of water. • Hold the paperclip on the fork so the paperclip is parallel with the water’s surface. • Lower the fork into the water slowly. • Can you make the paperclip float?

16. Water Molecules 1.

17. Dipole • 1 • 2

18. Dipoles align and pull on each other

21. So… • How is it possible for something to rest on top of water without sinking?

22. Explain the role of surface tension in what you see. • 1 Pepper activity Re-float the paperclip

23. Break the Tension

24. How is this like/unlike a mosquito?

25. Let’s Talk About Inquiry • What does the term “science inquiry” mean to you? • How much emphasis should “inquiry-based” science teaching get? • What is the relationship between “science inquiry” as an approach to instruction and as something that scientists do?

26. Virtual Learning Objects Photos (Rainbow, Tree, Heat, Clouds) Hurricane Video Water Molecule Model Dipole Animations Surface Tension Force Animation

27. Virtual Learning Objects “Small interactive programs that are available online and are focused on specific content topics” (Gadanidis & Schindler, 2006) • Small • Interactive • Programs • Specific Content

28. What is important? • Control • Exploration • Transformation • Science Processes

29. Consider the Attributes of Virtual Learning Objects More “Generative” Allows Transformation Based on Science Processes More Learning More Teacher Controlled More Student Exploration Less Learning Pre-set Results

30. Allows Transformation Based on Sci Processes More Learning More Teacher Controlled More Student Exploration Less Learning Pre-set Results Photos (Rainbow, Tree, Heat, Clouds) Hurricane Video Water Molecule Model Dipole Animation Surface Tension Force Animation

31. Allows Transformation Based on Sci Processes More Learning More Teacher Controlled More Student Exploration Less Learning Pre-set Results Virtual Learning Objects How can VLOs be effectively used in science instruction—especially inquiry-based instruction—to enhance learning?

32. Do we believe this photo is real? What would we look to for clues?

33. Watch Closely Group 1 – Water temperature under each storm Group 2 – Water temperature everywhere, especially along gulf stream Group 3 – Clouds as storm moves Group 4 – Notice where each storm stops Group 5 – Describe the change in the number of storms over time

34. A Key Point—In Two Parts • Learning that takes place with the use of virtual learning objects is NOT primarily a matter of the qualities of the virtual learning object itself. • What matters for learning is the way that the virtual learning object is used in instruction—it is reasonable to think that more inquiry-based approaches will increase learning.

35. Mt. Pinatubo

36. What were the events… 16th July 1990 Large earthquake 100 km northeast of Mt Pinatubo. 3rd August 1990 Loud rumbling heard, a landslide near the summit, and steaming ground. First volcanic activity in 500 years. August 1990 Five earthquakes near Pinatubo. 15th March 1991 Rumbling and earth tremors.

37. 1 • 2 • 3

38. What might be some effects far away?

39. What happened here?

40. This can lead to many questions… • How do we know what’s inside Earth • Sound waves (“loud rumbling” “tremors”) • medium • In gas • In solid • Waves inside Earth • P-waves • S-waves • Seismology • Volcanology • Exploring waves and energy

41. Virtual Learning Objects • Photos • Simulations • Videos • Archived Remote Sensing Data • Models • GIS Products • Activities • Generative Tools

42. Virtual Learning Objects Libraries, Galleries & Catalogs • Earth Science World Image Bank http://www.earthscienceworld.org/images/ • USGS Photo Library http://libraryphoto.cr.usgs.gov/ • NOAA Photo Library http://www.photolib.noaa.gov/ • NASA Space Science Data Center Photo Library http://nssdc.gsfc.nasa.gov/photo_gallery/

43. Virtual Learning Objects Libraries, Galleries & Catalogs • National Science Digital Library http://nsdl.org/ • Digital Library for Earth Science Education (DLESE) http://www.dlese.com • Goddard Space Flight Center Sci. Visualization Studio http://svs.gsfc.nasa.gov/ • Visible Earth http://visibleearth.nasa.gov/ • Earth Observatory http://earthobservatory.nasa.gov/

44. Virtual Learning Objects Simulations • Science Courseware.org • http://www.sciencecourseware.org/ • National Geographic Forces of Nature • http://www.nationalgeographic.com/forcesofnature/

45. Generative Products • NASA WorldWind http://worldwind.arc.nasa.gov/download.html • National Atlas http://www-atlas.usgs.gov/mld/geology.html • National Geospacial Data Center: Interactive Map Services http://www.ngdc.noaa.gov/maps/#whatisthis

46. More Teacher Controlled More Student Exploration Consider the Attributes of Virtual Learning Objects Allows Transformation Based on Sci Processes More Learning Less Learning Pre-set Results

47. Principles that seem important… Teacher Agency & Curriculum Interpretation Identifying Curriculum Potential: • Types of knowledge available • Declarative Knowledge (episodic, semantic conceptual, conventional) • Procedural Knowledge • Types of teaching promoted by a specific learning object • Receptive, Directive, Guided Discovery, Exploratory Pedagogical Content Knowledge • Knowledge of the relationship between content and learner

48. Think Web 2.0 • Go to http://www.wikispaces.com • here you can set up a website to store and share resources see also http://robeckukm.wikispaces.com see also http://virtuallabs.wikispaces.com/ • Go to http://del.icio.us/ • This is a “social bookmarking” site see also http://del.icio.us/ecrobeck • Go to http://zaidlearn.blogspot.com • This is the blog of a guy REALLY committed to getting the word out about Web 2.0 tools and how they can be used in education see also http://zaidlearn.blogspot.com/2008/04/free-learning-tool-for-every-learning.html

49. What to do to get started… • Begin collecting resources and saving them • Learn about “webquests” • Learn how to take and load your own photos & movies • Learn how to cut and paste photos from other places • Learn how to download players and plug-ins • Learn how to save “Flash-9” objects—e.g., “Saveflash” • Get access to “Quicktime Pro” so you can save movies • Commit to using the VLOs in inquiry-based ways

50. Watch for Generative VLOs in your subject matter area(and learn how to operate them) • Google Earth/Microsoft Virtual Earth • LeoCrystal • Scratch • Phun • Data Sets analyzed with IT applications such as Excel, Access, and GIS