Globe researchers have suggested that Globe is an example of anchored instruction. Do you agree or disagree with this statement and why?<\/p>\n
After analysis of the GLOBE program, I agree it is an example of anchored instruction.\u00a0 First, anchored instruction is summarized followed by the reasoning for how GLOBE fits this description.<\/p>\n
Cognition and Technology Group at Vanderbilt (CGTV) (1992a) explored The Jasper Series and described it as an example of anchored instruction.\u00a0 The group defined anchored instruction as an “…approach to instructional design, whereby instruction is situated in realistic, problem-rich setting (p. 78).\u00a0 Prado and Gravoso (2011) also explain that “…this approach situates learning in realistic or authentic problems, which allows students to experience the kinds of complex, challenging problems that experts encounter…” (p. 62).\u00a0 To summarize, anchored instruction is authentic, realistic and meaningful instruction that exposes students to challenging problems that experts face in the field of math or science.<\/p>\n
GLOBE has two attributes that fit this description.\u00a0 These attribute are detailed further.<\/p>\n
Penuel and Means (2004) explain “GLOBE is an international environmental science and science education program focused on improving student understanding of science by involving young people in the collection of data for real scientific investigations” (p. 295).\u00a0 The collection of data that pertains to real scientific investigations qualifies GLOBE to be situated in a realistic setting.\u00a0 When students contribute to the program with data, they “…are not just collecting data as part of an isolated laboratory experience but as contributors to actual scientific studies” (Penuel and Means, 2004).<\/p>\n
Penuel and Means (2004) further explain that GLOBE is an example of a “…so-called network science [program]…[that draws]…on networked technologies such as the Internet to create virtual communities that engage students not just as learners but as scientists themselves, collecting and analyzing data that are part of larger scientific investigations” (p. 297).\u00a0 GLOBE provides students with access to and influence scientific research by contributing data in their local environments.\u00a0 Moreover, it provides scientists with an enormous amount of data gathered by students to study from.\u00a0 It is a two way access between research and the classroom.<\/p>\n
Hence, GLOBE is truly anchored instruction as it provides realistic research experiences to students in their own classrooms by collecting and submitting data that can be harnessed by scientists and experts in the respective fields of research.<\/p>\n
Penuel and Means (2004) describe barriers in data reporting as a result of surveying teachers that use the GLOBE program. The biggest barrier described is “…difficulty teachers face in integrating GLOBE with the curriculum (p. 307).\u00a0 I personally found this to be both a problem and equally surprising.\u00a0 With a push for more authentic teaching and learning experiences in math and science, I imagined it would be easier to implement the scientific process in the classroom using programs like GLOBE.\u00a0 A second barrier to reporting data was “difficulty teachers face in finding time to report data” (p. 307).<\/p>\n
In your opinion, what would be the necessary steps needed to reduce the barriers of curriculum integration and lack of time to report data in today’s math or science classroom?<\/p>\n
Cognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80.<\/p>\n
Penuel, W.R., & Means, B. (2004). Implementation variation and fidelity in an inquiry science program: Analysis of GLOBE data reporting patterns. Journal of Research in Science Teaching, 41(3), 294-315.<\/p>\n
Prado, M. M., & Gravoso, R. S. (2011). Improving high school students’ statistical reasoning skills: A case of applying anchored instruction. Asia-Pacific Education Researcher (De La Salle University Manila), 20(1).<\/p>\n","protected":false},"excerpt":{"rendered":"
Question Globe researchers have suggested that Globe is an example of anchored instruction. Do you agree or disagree with this statement and why? Response After analysis of the GLOBE program, I agree it is an example of anchored instruction.\u00a0 First, anchored instruction is summarized followed by the reasoning for how GLOBE fits this description. Cognition […]<\/p>\n","protected":false},"author":44473,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669399],"tags":[],"class_list":["post-1973","post","type-post","status-publish","format-standard","hentry","category-b-knowledge-diffusion"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1973","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/44473"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=1973"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1973\/revisions"}],"predecessor-version":[{"id":1974,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1973\/revisions\/1974"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=1973"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=1973"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=1973"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}