Category Archives: e-folio

TELE Synthesis: Situated Learning, Jasper, SKI, WISE, LfU, T-GEM

Traditional versus Non-Traditional: The LfU Approach

Since the beginning of ETEC 533, I have continually wondered about changes in education and the implementation of technology to support learning in the classroom. I have enjoyed reading about Jasper Woodley, WISE (SKI) and LfU but keep coming back to the same point, these are not new methods of teaching math and science or STEM material. It is being presented as new and novel and I will admit it is new and novel for me. I am excited about incorporating constructivist teaching in STEM classes and integrating cross-curricular activities with the material we have been reading about in module B. But, the ideas, research and case studies are not recent. Most were introduced in the late nineties and early two thousands, that makes them over 15 years old. Should this research not have already reached our classrooms? Should teachers not already be inserviced on these methods and confident about how to apply them in the K-12 classroom?

The bigger question that arises is Why does real change in education take so long? I have worked for two boards of education over my twenty-six years in the classroom and both sound very similar to school districts around the country, that being boards constantly jump on band wagons of the next best thing but have no real understanding that long-term changes are needed. Every year I am introduced to or asked to pilot a new language, math, science, arts, or technology program. Every year I take the time to learn and implement the new “format” or material only to have the board basically abandon it the next year for something else. As was mentioned in the WISE readings last week the case study involving the teacher “Alice” demonstrated that Alice was just getting comfortable with the different pedagogical techniques after the first year and it took two full years for her to say she felt competent. If this is the case with a teacher who was not only interested in a new teaching style and volunteered to learn about it and received specialized training how can we expect classroom teachers who have new programs thrust upon them with little to no in servicing to become comfortable and confident with any new material?

In my estimation programs like Jasper Woodley, WISE and LfU are needed in every classroom. We must teach our students the skills that are needed to survive today, not the skills that were necessary decades ago. How do we push these programs forward? How do we provide adequate training and most importantly get teachers to buy into these methods?

Catherine

The following posting is guided by the following process questions:

• What broader questions about learning and technology have provoked WISE research and the development of SKI?

• Describe the authors’ pedagogical design considerations that shaped the development of “What’s on your Plate?” How and where was WISE integrated into a larger sequence of activities?

• Analyze the evidence and author’s conclusions. Are the conclusions justified? In what ways does WISE support the processes commonly associated with “inquiry” in science? How might these processes be used to support math instruction?

• What might be the cognitive and social affordances of the WISE TELE for students? Use “What’s on your Plate?” as an example to support your hypotheses.

Inquiry is the newest trend in pedagogical design and curriculum and infiltrates BCs New Curriculum established for K-9 students. As described in the following video on the BC Ministry of Education website, inquiry requires students to ask questions, hypothesize, investigate, experiment, create, reflect and revise. These actions are intended to help students to learn the processes of science, and not solely the content, while building skills in communication, collaboration, critical thinking, vocabulary building and analysis.

Linn, Clark and Slotta (2003) offer a deeper definition of inquiry and describe it as “engaging students in the intentional process of diagnosing problems, critiquing experiments, distinguishing alternatives, planning investigations, revising views, researching conjectures, searching for information, constructing models, debating with peers, communicating to diverse audiences, and forming coherent arguments (p.518). The designers of WISE (Web-based Inquiry Science Environment) have taken this latter definition, placed it into the Scaffolded Knowledge Integration network (SKI), while asking questions of how to design a technology-based learning environment that “scaffold[s] designers in creating inquiry curriculum projects and designing patterns of activities to promote knowledge integration for students and teachers” (Linn et al., 2003, p.518). The designing of WISE is an evolving inquiry as the design team, including science teachers, pedagogical specialists, scientists and technology designers, engage in inquiry processes through its continuous designing and revising. The designers of WISE are not simply interested in inquiry, but in the intersection of inquiry and technology and the enhancement of learning as a result. A considerable statistic cited by Linn et al. (2003) describing the participation level of students through asynchronous communication in comparison to face-to-face discussion is convincing: “Online asynchronous discussions enable students to make their ideas visible and inspectable by their teachers and peers and give students sufficient time to reflect before making contributions. Hsi (1997) reports that under these circumstances, students warrant their assertions with two or more pieces of evidence and over ninety percent of the students participate. In contrast, Hsi observed that only about 15% of the students participate in a typical class discussion, and that few statements are warranted by evidence” (p.530). Other WISE related studies also reveal enhanced learning as a result of students learning through a technology-based environment. One such design study is conducted by Gobert, Snyder and Houghton (2002) using a WISE project entitled, “What’s on your Plate” – a geology focussed project.

Gobert et al. (2002) pursue a design study “to investigate the impact of decisions about curricular materials with the express goal of redesigning them in accordance with the findings obtained” (p.7). More specifically, they ask, “[I]n what ways does model-building, learning with dynamic runnable visual models in WISE, and the process of critiquing peer’s models promote a deeper understanding of the nature of science as a dynamic process?” (p.7). The two areas of SKI that are focussed on in this study are: 1) making thinking visible and 2) learning from others. Gobert et al.(2002) are also interested in observing changes in students’ epistemologies as they work through the WISE project. Specifically, they asked these questions: “How can we use the technology effectively to promote deep learning in line with epistemic goals? and How can we identify change in students’ epistemic understanding?” (p.2). In order to measure these epistemic changes, pre and post tests are conducted indicating significant increases in student understanding and reasoning related to model-based learning. Student post test responses include significantly more detail, scientific vocabulary and accurate knowledge, while peer critiques include reasoning and communicative understanding. Gobert et al. (2002) state established research for integrating model-based learning within science education, both models to learn from and model construction assignments. Positive effects of model-based learning integration are described here: “It is believed that having students construct and work with their own models engages them in authentic scientific inquiry, and that such activities promote scientific literacy, understanding of the nature of science, and lifelong learning” (Gobert et al., 2002, p.3). These positive effects of model-based learning are evidenced in the conclusions of the design study by Gobert et al. (2002). While model-based learning through WISE indicates significant growth in the students’ understanding of the use of dynamic visual models and the nature of science,  can this model-based learning also be effective in the acquisition of mathematics?

WISE supports the processes of inquiry through the “What’s on Your Plate” project including diagnosing, planning, researching, constructing, critiquing, revising, communicating and reasoning. Through these inquiry processes, students successfully make their thinking visible through the construction of models which are then critiqued by peers, and then revised through reasoning. Model-based learning in mathematics could be structured similarly using inquiry processes that require students to diagnose a problem, research the information necessary to solve the problem, construct a model using software or hands-on materials, and share their model with an explanation for peer critique. {This process is evident in The Jasper Series.} Reasoning and further research follow the critique leading to a revised model construction. In essence, model-based learning affords the student to become a “teacher” through the construction of a teachable model. In mathematics, model-based learning could predictably enhance understanding in areas of geometry, patterning and problem solving. Models could include simulations, diagram representations, symbolic data, or three-dimensional constructions.

After brief research, this following resource seems valuable in inquiring further into model-based learning: Model-Based Approaches to Learning: Using Systems Models and Simulations to Improve Understanding and Problem Solving in Complex Domains by Patrick Blumschein, Woei Hung, David Jonassen, and Johannes Stroebel (2009).

References

Blumschein,P., Hung, W., Jonassen, D., & Stroebel, J. (2009). Model-based approaches to learning: Using systems models and simulations to improve understanding and problem solving in complex domains. Rotterdam, The Netherlands: Sense Publishers.

Gobert, J., Snyder, J., & Houghton, C. (2002, April). The influence of students’ understanding of models on model-based reasoning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana. This is a conference paper. Retrieved conference paper Saturday, October 29, 2013 from: http://mtv.concord.org/publications/epistimology_paper.pdf

Linn, M. C., Clark, D. and Slotta, J. D. (2003), WISE design for knowledge integration . Sci. Ed., 87: 517–538. doi:10.1002/sce.10086

McAleer,N. (2005, June 21). Getting started with student inquiry in science. [Video file]. Retrieved from https://www.youtube.com/watch?v=KYGawWpiDOE

WISE 101: A Brief Introduction to a TELE

Piaget said, “Our real problem is – what is the goal of education? Are we forming children who are only capable of learning what is already known? Or should we try to develop creative and innovative minds, capable of discovery from the preschool age on, throughout life?” (Davidson Films, time stamp: 0:41).

WISE was specifically developed “to create sustainable classroom inquiry instruction across the varied contexts where learning takes place” (Linn, et al., 2003, p. 518). While “inquiry is at the heart of the National Science Education Standards” and “the Standards seek to promote curriculum, instruction, and assessment models that enable teachers to build on children’s natural, human inquisitiveness” (National Research Council, 2000, p. 6), studies have found that few science classes actually incorporate inquiry practices (Linn, et al., 2003). Instead it has been found that “…students may often regurgitate isolated “facts” memorized from science instruction, or learn to solve specific kinds of problems, but fail to understand the concepts behind these facts and strategies” (Slotta & Linn, in press, p. 52).

Slotta and Linn (in press) acknowledge that “knowledge integration starts with the view that students bring a repertoire of rich, confusing, and intriguing ideas to science class” (p. 51). The four tenets of Scaffolded Knowledge Integration (SKI), “(1) making thinking visible, (2) making science accessible, (3) helping students learn from each other, and (4) promoting lifelong learning,” (Linn, et al., 2003, p. 524) ensure that students who learn in a variety of ways are able to access information and learn collaboratively with peers. Visual representations are created by asking students to make predictions, write reflections, or draw representations of their investigations and learning (Slotta & Linn, in press). Inquisitiveness and lifelong learning are promoted through the integration of school-based science and ‘real life’ environments across the curriculum (Gobert, Snyder, & Houghton, 2002). Slotta and Linn (in press) build on this idea with their findings that in making connections between science taught in schools and children’s everyday experiences, science will become more relevant and accessible for students outside science classrooms.

While I tend to have some concerns about limitations placed on students when they engage in a digital technology-based assignment, in the case of WISE, an effort has been made to ensure communication and collaboration, as well as the development of new and shared ideas. Slotta and Linn (in press) point out that through students’ investigations and discussions, “they can expand their repertoire of ideas by considering those ideas held by their peers,” and discussions and disagreements about their own hypotheses “…can be valuable, because students are considering alternative explanations, adding evidence from their experience, and negotiating to reach consensus” (p. 64). As students discuss, peer modeling is incorporated and ideas are expressed in a variety of ways, as new ideas are added to the conversation that may not have been identified or included otherwise (Slotta & Linn, in press). In doing this, students access information far beyond what they would have accessed individually, or even with the support of only the teacher. Engeström, (1994) points out that “when thinking is defined as a private, individual phenomenon only indirect data is accessible” (as cited by John-Steiner & Mahn, 1996, p. 201). By promoting collaborative inquiry and challenging others’ hypotheses, students are given the opportunity to access the collective memory storage system of the group (so transactive memory) rather than being limited to their own knowledge and experiences, allowing access to significantly more knowledge and information than each student would have had access to as an individual learner (Sparrow, Liu, & Wegner, 2011).

While I was impressed with the concepts behind the “The Adventures of Jasper Woodbury” series, I must admit that I found myself drawn more to the WISE projects than I was to the videos or activities within the Jasper series. Both provide students with a more student-centered, constructivist approach to learning, in that they provide an opportunity for students to explore concepts through their own observations and experiences. However, I feel that the more varied interactivities of the WISE projects would support differentiated learning and inclusion to a greater degree as they targeted a wider scope of learning styles through the wide range of activities provided. I also felt that the WISE projects made individual students more accountable, as students were expected to answer questions or submit a response at regular intervals between steps. Peer collaboration is promoted through both the Jasper series and WISE projects, but as each student or partnership is also expected to create regular responses in WISE, ownership of ideas and responsibility for learning increases making individual assessment and understanding of learning clearer for educators.
I feel that the WISE projects were applicable to various areas within the curriculum. While they were based in a science-related concept, they provided opportunities for the integration of experiments, written responses, and artistic representation, allowing these projects to incorporate cross-curricular content in a project-based learning style. I believe that a WISE project could be used to create an inquiry project into any science or social studies-based curricular content, which could then extend to incorporate mathematics, language arts and fine arts. Even P.E. could be incorporated by embedding nature-based field trips, or physical-based challenges.

I found the WISE projects engaging, and interactive, and I was thankful to see that they contained manageable amounts of text to read according to grade level posting. The main aspect of WISE that I would customize would be introducing more compelling “hooks” to increase students’ interest going into a project, and to add prompts/images to access prior knowledge and to identify misconceptions prior to beginning a project. Generally, I found these two areas were lacking in the projects I viewed. By accessing interest and prior knowledge, I believe students have a greater chance of becoming active participants in their own learning. I also believe that identifying misconceptions that students often have about scientific concepts is incredibly important prior to beginning a new project.
I enjoyed reviewing the WISE/SKI theories and projects, and I was impressed by the fact that students were guided through the learning process with a clear outline of learning expectations, and applicable, appropriate learning resources throughout a well-defined framework. Due to the numerous structures already in place, educators are given more time to circulate amongst groups, and students are able to work more independently as there is more scaffolding built in. Students are still provided with all of the information they are required to learn, but from a variety of sources and with the opportunity for more independent performance regardless of ability, increasing critical-thinking and inquiry within the classroom.

References:

Davidson Films, Inc. (uploaded 2010). Piaget’s developmental theory: an overview [online video]. Retrieved from: https://m.youtube.com/watch?v=QX6JxLwMJeQ

Gobert, J., Snyder, J., & Houghton, C. (2002, April). The influence of students’ understanding of models on model-based reasoning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana. Retrieved from: http://mtv.concord.org/publications/epistimology_paper.pdf

John-Steiner, V. & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3/4), 191-206.

Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87(4), 517-538.

National Research Council. (2000). Chapter 1: Inquiry in Science and in Classrooms. Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington, DC: The National Academies Press. doi: 10.17226/9596.

Slotta, J. D. & Linn, M. C. (in press). WISE science: Inquiry and the internet in the science classroom. Teachers College Press.

Sparrow, B., Liu, J., Wegner, D.M. (2011). Google effects on memory: Cognitive consequences of having information at our fingertips. Science, 333(6043), 776-778.