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Virtual and Authentic Web-based Ecological Inquiries

Virtual and Authentic Web-based Ecological Inquiries. XB Wu 1 , S Knight 2 , A Webb 2 , M Ziegler 2 , JF Schielack 1 1 Texas A&M University 2 Pennsylvania State University August 8, 2013 Waterbury Summit. Virtual Ecological Inquiry (VEI) in Second Life. Museum

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Virtual and Authentic Web-based Ecological Inquiries

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  1. Virtual and Authentic Web-based Ecological Inquiries XB Wu1, S Knight2, A Webb2, M Ziegler 2,JF Schielack1 1 Texas A&M University 2Pennsylvania State University August 8, 2013 Waterbury Summit

  2. Virtual Ecological Inquiry (VEI)in Second Life • Museum • Explore ecology of Wolong • Formulate hypothesis • Design field investigation • Field plots (Wolong) • Field sampling • Lab • Data analysis and interpretation

  3. Web-based Ecological Inquiry Using BearCam • Based on research of Larry Griffing (TAMU-Biology) on grizzly bear behavior at the McNeil River Fall in Alaska. • Archived photos with stamps of date and time (~800 photos over period of a week) used for the BearCam inquiry project.

  4. Inquiry Process Online group discussions and in-class dialog throughout the process.

  5. Ecology – Disciplinary context of inquiry • Questions (F-CC; F-DCI) • Structure/spatial patterns, relationships • Functions - processes and interactions • Mechanisms and explanations • Approach of inquiry (F-SP) • Observation-based but quantitative • Comparative • Epistemic and Social Practice (F-SP) • Structure and style of written communication • Peer review process • Collaborations

  6. Aim – Learning outcomes of inquiry • Knowledge (F-CC; F-DCI; 21CC) • Develop deeper understanding of focused disciplinary contents • Recognize connections and uncertainties • Practices/Competencies (F-SP; 21CC) • Recognize pattern; frame question; design investigation • Collect, analyze, interpret, and represent data • Argue from evidence, construct explanations, write to communicate • Collaborate - offer and seek feedback; self-evaluate • Understanding of science (F-SP) • Enhance understanding of nature of science and inquiry • Enhance interests and dispositions in science

  7. Distribution of Scores for Inquiry Project Reports 20 reports each selected for VEI and BearCam inquiry projects Low score 0 (meets none of the criteria) to high score 3 (meets all of the criteria)

  8. Next Steps • Refine and expand the functionality • VEI - group-based field investigation; gaming elements • BearCam – expanded data set for more complex investigations • Assessment • Better instrument for understanding of science process • Reflections on the learning • Study the use in different settings • Different types of institutions and populations of students

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