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An Ecological Psychology Framework An Ecological Psychology Framework for Customizing Anchored Instruction for Customizing Anchored Instruction

with Real-Time Authentic Datawith Real-Time Authentic Data

Michael F. Young,

Matthew S. Wlodarczyk, Neag School of Education, University of Connecticut

Thomas Torgersen,

Brett Branco, Marine Sciences, University of Connecticut

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The Framework: The Framework: Ecological PsychologyEcological Psychology

• Education of Intention and Attention– Perception of real-time data driven by hypotheses– Students must detect patterns (processes) in data

• Detection of invariance– Patterns in real-time data represent invariant

structure

• Intentional Dynamics and Ontological Descent– Assume each student bring unique goals/intentions

that organize their interaction with the data.

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Big Picture -- University of Big Picture -- University of Connecticut’s…Connecticut’s…

• Customization of Curriculum Group’s work.– “Vanilla Curriculum”– Design Protocol: Teacher Interview

• Customization of Assessment Group’s work.– Performance Assessment Rubric– Development of Cross Referenced Scientific

Problem Solving Taxonomy & SCALE Rubric

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AbstractAbstractAnchored instruction scenarios were developed to invite high school and college students to understand authentic pond water quality data made available in near real time over the Internet. A framework based on Ecological Psychology was used to emphasize perception-action over memory-retrieval as the fundamental process of learning (see Young, Barab, and Garrett, 2001). Drawing on concepts of seamless assessment (e.g., Kulikowich and Young, 2000) and the full integration of situated learning with anchored assessment, we provided online teacher and student discussion and support materials to support customization of anchored instruction. Our methodology applied a combination of quantitative and qualitative techniques in the context of a design experiment focused on the development and refinement of an anchored problem-solving learning context through prototype development work with teachers, two undergraduate classrooms, and a high school classroom . Our poster will focus on the results of the design experiment related to the synergistic relationship with the SCALE group and its outcomes.

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Geoscience Environmental Education-- Geoscience Environmental Education-- Web-accessible Instrumented Systems Web-accessible Instrumented Systems

(GEE – WIS)(GEE – WIS)• A joint project of the Department of Marine Sciences

and the Neag School of Education.• Established http://www.mypond.uconn.edu/ and

http://www.geewis.uconn.edu/. – MyPond is the data site.– GEE-WIS is the education site.

• Design experiment with undergraduate and high school science classrooms.– Real-time water quality data streamed via the Internet.– Anchored instruction scenarios featuring the Brown Family –

a young family living near a university campus.

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The WebsitesThe Websites

GEE-WIS MyPond

The “Education” Site The “Data” Site

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Anchored Instruction ScenariosAnchored Instruction Scenarios• 2 “slideshow” scenarios

were developed.• The Brown Family (Peter,

Jeanette, and Ralph) are featured.

• They have recently moved into Peter’s late grandfather’s house near a university.

• Both scenarios develop a problem for students to solve, using the online data.

Illustration by Vadim Gershman

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SCALE CollaborationSCALE Collaboration– Collaborated with SCALE to help support

customization of anchored instruction.– Participated in:

• SCALE Curriculum Group; and• SCALE Assessment Group.

– Participation in SCALE and implementation in undergraduate classrooms have informed design experiment.

• GEE-WIS based on SCALE “vanilla curriculum model.”• GEE-WIS rubrics are customizations of SCALE

assessment group products.• Anchored instruction scenarios have been refined over

several implementations.

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SCALE CollaborationSCALE CollaborationSCALEGEE-WIS

1) Vanilla Curriculum

has informed

Curriculum Group

2) Design Protocol: Teacher Interview

has informed

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SCALE CollaborationSCALE CollaborationSCALEGEE-WIS

• Performance Assessment Rubrichas informed

Assessment Group

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has informed

Cross Referenced Scientific Problem Solving Taxonomy & SCALE Rubric

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ALE

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RefinementsRefinements• Participated in SCALE workshop in July of 2001.• Recognized political issues could attract focus from science content.

– Redesigned to lessen the politics and focus on science.• Implemented in a workshop for practicing teachers the late Summer

2001.– Reflection and Redesign…

• Integrated construction on campus into the scenarios.• Customized SCALE assessment rubric.• Customized the SCALE Design Protocol.

• Implemented in an undergraduate engineering course in the Fall of 2001.– Reflection and Redesign…

• Need for students to externalize the problem solving process online.• Designed a taxonomy for scientific problem solving (customization

of SCALE assessment).

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RefinementsRefinementsSummer 2001Summer 2001

January 2002January 2002

Designed Anchor Designed Anchor Scenarios in PowerPointScenarios in PowerPoint

De-politicized Anchors:De-politicized Anchors:Focus on ScienceFocus on Science

July: SCALE July: SCALE WorkshopWorkshop @ NWU @ NWU

Implemented with Teachers in Summer WorkshopImplemented with Teachers in Summer Workshop

Integrated Construction on Campus into ScenariosIntegrated Construction on Campus into Scenarios

October: SCALE Workshop in SCOctober: SCALE Workshop in SC

Customized SCALE Design ProtocolCustomized SCALE Design Protocol

Implemented in Undergrad Engineering Course Implemented in Undergrad Engineering Course

Customized SCALE Performance Assessment RubricCustomized SCALE Performance Assessment Rubric

Need for Student Problem Solving Need for Student Problem Solving Process to be ExternalizedProcess to be Externalized

Use On-line Technologies toUse On-line Technologies toCapture More StudentCapture More Student

Problem SolvingProblem Solving

Italics indicates SCALE collaboration items.Italics indicates SCALE collaboration items.Green text across the arrow indicates significant events.Green text across the arrow indicates significant events.

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Today…Today…• Implementing in an undergraduate marine sciences course.

– Reflection and Redesign…• Political issues still biasing scientific analysis.

• Redirecting students to focus on the scientific analysis of the data without trying to fit it to their “client” (either the Brown’s or the university).

• Applying SCALE customized assessment and scientific problem solving taxonomy to written student work.

• Implementing in a high school ecology course.– Reflection and Redesign…

• Need to simplify and scaffold the data for high school teachers and students.

• Students are currently presenting their solutions. No data collected as of April 1, 2002.

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Refinements to Today…Refinements to Today…January 2002January 2002

April 2002April 2002

Designed Taxonomy for Designed Taxonomy for Scientific Problem SolvingScientific Problem Solving

Political Issues Still being RecognizedPolitical Issues Still being Recognized

Implementing in an Undergrad Marine Science CourseImplementing in an Undergrad Marine Science Course& High School Ecology Course& High School Ecology Course

Students Beginning to Present Preliminary Ideas/SolutionsStudents Beginning to Present Preliminary Ideas/Solutions

Need to Scaffold Data and Information Need to Scaffold Data and Information For Teachers & Students @ High SchoolsFor Teachers & Students @ High Schools

Redirecting Students to Focus on ScientificRedirecting Students to Focus on ScientificAnalysis without Fitting to ClientAnalysis without Fitting to Client

Applying SCALE Performance Assessment RubricApplying SCALE Performance Assessment Rubric& Taxonomy for Scientific Problem Solving& Taxonomy for Scientific Problem Solving

Italics indicates SCALE collaboration items.Italics indicates SCALE collaboration items.Green text across the arrow indicates significant events.Green text across the arrow indicates significant events.