geoscience data puzzles: developing students’ ability to make meaning from data kim kastens &...
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Geoscience Data Puzzles: Developing Students’ Ability
toMake Meaning from Data
Kim Kastens & Margie Turrin American Geophysical Union
December 13, 2010
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Elements of a learning progression fromprimary school to undergraduate
Student-collected data
Day in the Life of the Hudson
Professionally-collected data
Aboard Joides Resolution, Leg 107
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Elements of a Learning Progression ….
Metadata
(from Using a Digital Library to Enhance Earth Science Education,
Rajul Pandya, Holly Devaul, and Mary Marlino)
Embodied, experiential grasp of the natural setting and data collection methods
(from School in the Forest powerpoint, http://www.blackrockforest.org/docs/about-the-forest/schoolintheforest/)
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Dozens of data points
Elements of a Learning Progression ….A
ir te
mpe
ratu
re a
t noo
n
Date
(from C
lement, 2002)
Megabytes
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Interpret one data set at a time
Elements of a Learning Progression ….A
ir te
mpe
ratu
re a
t noo
n
Date
(from C
lement, 2002)
Multiple data sets with interactions; varying data types
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Looking up values
Elements of a Learning Progression ….
Seeing and interpreting patterns
Anthropogenic input Seasonalphotosynthetic
activity
What was the salinity at noon on April 16?
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Common sense lines of reasoning
Elements of a Learning Progression ….
Spatial, temporal, statistical reasoning. Multi-step chains of reasoning
(Wainwright, 2002)
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Learning ProgressionLearning Progression
• Student-collected data • Professionally-collected data
• Embodied, experiential sense of circumstances
• Sense of circumstances from metadata
• Dozens to hundreds of data points • Megabytes
• Interpret one data set at a time • Multiple data sets and their interactions
• “Common sense” lines of reasoning • Temporal, spatial, quantitative and other lines of reasoning
• Single step causal chains • Multi-step lines of reasoning
Day
in th
e L
ife
of th
e H
udso
n
http://www.umt.e
du/urelatio
ns/rview
/winter10/briknarova.htm
l
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Prentice Hall Earth Science
259244
75
44 40 3011 10 8 2
0
50
100
150
200
250
300
Photos
Artist's Rendering
Maps
Data Graphs
Image Astronomical
TablesDiagrams
Data SateliteImage Historical
Data Visualizations
Category
Number of Images
Many students have not had very much contact with real data in High School.
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Many laboratory activities use physical models rather than actual Earth or Earth data.
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• Krajick et al (1998): “although middle school teachers may have considerable content knowledge, they are less likely to have had experience dealing with real data…”
• Bowen and Roth (2005): “despite considerable preparation, and for many, bachelor of science degrees, pre-service teachers do not enact the ('authentic') practices that scientists routinely do when asked to interpret data or graphs.”
Teachers themselves did not learn via data…
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Lamont-Doherty Earth Science Data Puzzles
• Use carefully-selected snippets of real Earth data
• High insight to effort ratio for students
• Low barrier to entry for teachers
•Require knowledge integration
• Require critical thinking
• Offer an “aha” moment
http://www.njtpa.org/About/Guide/default.aspx
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The fog comes
on little cat feet.
It sits looking
over harbor and city
on silent haunches
and then moves on.
---- Carl Sandburg
Poetry: An example of a complex, multi-layered,
non-linear, metaphorical, pattern-
rich representation system
Low barrier to entry
High insight to effort
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Example of a Data Puzzle
The Hudson River Data Puzzle
Section one of the puzzle incorporates student-collected data.
• Students read the river mile map and plot the data onto the map.
• Students consider Earth processes to explain
- variations in salinity
- variations in direction of flow
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Example of a Data Puzzle
The Hudson River Data Puzzle
Section two of the puzzle incorporates data collected by a local Environmental Center.
• Students read and describe the rainfall and salinity charts.
• Students consider a relationship between the two Earth processes.
• Students formulate an hypotheses to explain the relationship between rain and river salinity
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Example of a Data Puzzle
The Hudson River Data Puzzle
Section three of the puzzle incorporates professionally collected data from the USGS
• Students plot points from the salt front - two months of spring and two of fall
• Students describe their graph
• Students interpret their graph
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“Pedagogical Content
Knowledge Guide”
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Evidence
Reasoning
Claim+
Data Answer to the
Question
Critical thinkingor
Meaning-making
• Temporal reasoning• Spatial reasoning• Concept-based reasoning• Quantitative reasoning
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Temporal ReasoningStudents make inferences from observations about the timing, rates and sequence of Earth events and processes.
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Quantitative Reasoning
Students make use of numerical information to gain insight into, or reason about, Earth processes.
Input from ocean
Input from stream
s
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Spatial ReasoningStudents make inferences from observations about the location, orientation, shape, configuration or trajectory of objects or phenomena.
Coldest
Warmest
Medium
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Concept-based Reasoning Students must tap into their knowledge of Earth Science concepts and apply this knowledge to solve the Puzzle.
8. Why do you think the sediments before 14,000 years ago had no pine, spruce, or oak pollen?
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• to plan scaffolding for their students,
• to diagnose student difficulties,
• to target specific thinking skills in their lesson planning,
• to learn from.
Pedagogical Content Knowledge (PCK) Guide
Teachers can use the step-by-step reasoning:
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Puzzle Topics
• Where did the water go?
• Is the Hudson River too salty to drink? (Margie Turrin)
• How much heat is released by a seafloor hydrothermal vent? (Rosemarie Sanders)
•How do we know what climate was like in the past? (David McGee)
• What does an earthquake feel like?
•“Weather” or not to proceed with the trip? (Deanna Bollinger)
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Forthcoming fromNational Science Teachers Association Press, 2010
Thanks to:• National Science Foundation• LDEO Director’s Office• Liberty Science Center• Collaborating teachers• Data-providing scientists
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