WISE space exploration and colonization

The motivation of WISE was to engage students in inquiry learning with flexibly adaptive projects that can meet the needs of diverse teachers and students (Linn et al, 2003).  WISE is based on SKI methodology– (scaffolding knowledge integration), with 4 central goals for students:

(1) making thinking visible,

(2) making science accessible,

(3) helping students learn from each other, and

(4) promoting lifelong learning.

A typical process would begin with a topic, determination of the big ideas or learning goals, development of interactive activities, and then the development of supporting information, media, and assessment tools (quizzes, reflections, discussions, etc).  I think it is a lot more flexible than the Jasper project, as it can be customized by any teacher to fit their curriculum, needs, and teaching styles.  It is also more interactive and student directed, enabling students to explore the topic in their own way and pace, rather than in a more prescriptive fashion.  I could see myself using a WISE project in the future, once I have adapted it.

I chose to work with the Space Colony! – Genetic Diversity and Survival project.  This is a very comprehensive, in depth project that could work well in my Bio11U course.  It has connections to biodiversity, evolution, and focuses on genetics, so it could be a link between those units.  I added a karyotype page, with images, video, links to a google doc, and an interactive online simulation activity.  I found that while this project was extensive, much of it was static – text and images, followed by questions for students to answer.  I wanted to add some more interactive material.  Many of the questions and much of the wording would need to be modified as well, as they are quite simplistic for the level of my students.  I did modify a couple questions, but then realized that it would need a major overhaul to most of them.  To use this, I would also probably add a section on genetics problem solving with Punnett squares, and a section on ethics.  The technology for cloning and reproductive technologies is presented, but there is no discussion on its merits, or the value or morality of its use.  I added a discussion on the value of diversity – asking a question about the value of people with Down’s Syndrome set in the context of Denmark recently declaring itself “Down-syndrome free”.  I, for one, feel this loss with deep sadness and even fear about what genetic diversity will be targeted next.  It is important for students to not only gain information and skills, but also to reflect on their merits and the value of their use.

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