scott h_inquiry project 1
TRANSCRIPT
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The Quest for Speed Vs. The
Need for Knowledge.
Scott Hanson
CEP806 Team 3Inquiry Project 1
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Burning Question How Do
Students Access Information on
the Internet?Theory 1: the quick and dirty students go for the
first sites they find, do the bare minimum, and
only look for the answer once. A style similar tothe exegetical surfer (Bruce, 2001).
Theory 2: the thoughtful and thorough studentstake their time and read sites carefully. They then
pick the best information that is confirmed bymultiple sites. A style that is similar to theagnostic or dialectic surfer (Bruce, 2001).
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Realistic Expectations
My expectations were to see the use of
theory 2.
My better judgment told me that theory 1
would be how they work.
Reasoning: students look to minimize their
homework time, not maximize theirlearning potential.
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Phase 1 Initial Search, Low
DirectionWeb assignment Topic 1:
Atomic Theory
Students web browse to find 3
web pages that relate to thetopic and rank them 1-3 on howwell they think it coveredAtomic Theory. They wereasked cursory questions on theweb browser they used, as well
as where the page was found. Students handed in the
assignment and reported backon how they searched in aclassroom debriefing.
60 student responders to theassignment and debriefing.
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Phase 2 Second Search, High
DirectionWeb Assignment Topic 2:
Size of a Molecule
Students once again had to web
browse over a weekend, onlythis time their search was goaloriented. They have a basictopic again, only three goalquestions are given that theirwebsites must answer.
Students handed in theassignment and reported backon how things were different
between the two searches.
60 student responders to theassignment and debriefing.
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Phase 1 Time Comparison
What I observed here wasexactly what I expected Phase 1to look like. More studentswould do a quick search of 20
minutes or less, and accept thefirst few sites they found. Theywouldnt read through theinformation that carefully
because of the lack of guidingquestions.
This showed me that they werenot looking deeply into the sitesand analyzing it. They were
being more dogmatic orexegetical in their searching.
(Bruce 2001)
Time Used to Complete the Web Assignment
15 Minutes or Less
Between 15 and 20
Minutes
Between 20 and 30
Minutes
Over 30 Minutes
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Phase 1 Location in Search
Engine As suspected with exegetical
and dialectic style searchers,
they look for the quick answers
and few pages to search (Bruce,2001). They trust that the
information they find early is
good enough for the
assignment.
Very few people decided to digdeeper into their search engines
data base, looking only at the
popular sites in Google (Bruce,
1999).
Location in Search Engine of the 3 Web Sites Used
First 3 Sites
First Page
First 2 Pages
More than 2 Pages
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Phase 1 Search Engine
Selection Without the proper instruction
on web searching and an
understanding of how
information is stored in thesearch engine databases (Bruce,
2000), students will just go
back to their old standards or
use just one search engine as
displayed in this graph.
This will cause students to find
the most popular information,
but not always the best. (Bruce,
2000)
Search Engine Used for Assignment
Google Searchers
Used Other Search
Engines
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Phase 2 - Time Comparison
Once again we observe inthis chart how a small
portion of instruction on
good web searchingpractice and informationon other sites extend theamount of time that istaken on a internet
assignment. It is also note worthy that
only 40% of the studentscompleted the goalquestions.
Time Used to Complete the Web Assignment
15 Minutes or Less
Between 15 and 20 Minutes
Between 20 and 30 Minutes
Over 30 Minutes
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Phase 2 - Location in Search
Engine With the addition of goal
questions that were not asambiguous as the first
task, the students had abetter sense of directionon the assignment. Thiscould translate to what isseen here.
As students were lookingfor answers to specificquestions, they had to godeeper in the popular sitesto find the answers.
Location in Search Engine of the 3 Web SitesUsed
First 3 Sites
First Page
First 2 Pages
More than 2 Pages
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Phase 2 - Search Engine
Selection This graphs shows a trend that I
was hoping to see after our firstclassroom discussion. Whenyou open the students mind to
the fact other browsers exist,along with a more pointedquestion, they will seek out thesites that give the answers totheir questions. If Googledidnt work, they would goelsewhere.
One student doing webbrowsing and finding nothingstated I didnt know therewere other search engines.
Kartoo searching is so mucheasier than Google.
Search Engine Used for Assignment
Google Searchers
Used Other Search Engines
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The Internet as Babels Library
With the resurgent idea that the internet is getting closer toresembling the amount of information that could be foundin Babels Library (Bruce, 1998), the understanding by
those who use it should fall in the realm of informationversus misinformation.
As more instructors begin to rely on the Internet as asource of information, the instructional quality of how toread a web page for content, how to use a variety of search
engines, and how search engines perform their searchesneeds to be increased. No longer can teachers just give anassignment to look something up, but a better discourse
between students and instructor needs to occur so thatquality over speed will become the new norm.
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How Students Use the Internet
If a student is not trained at how to find accurate information, or to
double check their information and sources, then they will fall into the
trap of popular search engines and quick answer searches.
When a student is trained in techniques off web site analysis, to verifyfacts, and proper browser selection, more time is taken on assignments
and in getting accurate information and they value the information
attained more than earlier searches.
I have found that in my classes, when I instruct my students on a
variety of searching techniques, we analyze the usefulness of differentsearch engines, or when we actually discuss how to find information,
the students has a more meaningful web browsing experience and they
get less frustrated when I ask them to do specific tasks.
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Questions That Need to be
Addressed in the Present, not the
Future. With the wealth of knowledge available on the
internet, how can students be steered away fromthose sites that give poor information and showthem how to access the good information?
Would there be a way, or is there a search engineavailable, to filter out this poor information and
popular sites and get us into the good informationsites?
Is it possible to make the norm of searchingsociety not based on a popularity based searchengine like Google, but on a factual database site?
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Literature Cited
Bruce, B. C. (1999-2000, December/January). Searching the web:New domains for inquiry. University of Illinois at Urbana-Champaign, United States
Bruce, B. C. (1999, April). Digital content: The babel of cyberspace.University of Illinois at Urbana-Champaign, United States.
Bruce, B. (2001, February). Credibility of the Web:Why We NeedDialectical Reading. Journal of Philosophy of Education (specialissue), 34(1), 97-109.
Bruce, B. (1998) found as "Current Issues and Future Directions" in J.
Flood, S. B. Heath, & D. Lapp (Eds.), A handbook for literacyeducators: Research on teaching the communicative and visual arts(pp. 675-684). New York: Macmillan.