Virtual and Authentic Web-based Ecological Inquiries

XB Wu1, S Knight2, A Webb2, M Ziegler 2, JF Schielack1

1 Texas A&M University2 Pennsylvania State University

August 8, 2013

Waterbury Summit

Virtual Ecological Inquiry (VEI) in Second Life

1. Museum▫ Explore ecology of

Wolong▫ Formulate hypothesis▫ Design field

investigation

2. Field plots (Wolong)

▫ Field sampling

3. Lab ▫ Data analysis and

interpretation

Web-based Ecological Inquiry Using BearCam

• Based on research of Larry Griffing (TAMU-Biology) on grizzly bear behavior at the McNeil River Fall in Alaska.

• Archived photos with stamps of date and time (~800 photos over period of a week) used for the BearCam inquiry project.

•Systems Thinking

•Model-Based Reasoning

1. Develop hypothesis based on observation and peer feedback

•Systems Thinking

•Model-Based Reasoning

2. Design investigation and collect data

•Quantitative Reasoning

3. Analyze and interpret data

•Epistemic Practice

•STEM Communication

4. Develop ecological report

•Epistemic and Social Practices

•STEM Communication

5. Conduct calibrated peer review (CPR) using a 30-item rubric

•Epistemic and Social Practices

•STEM Communication

6. Revise report based on peer and self review

Inquiry Process

Online group discussions and in-class dialog throughout the process.

Ecology – Disciplinary context of inquiry

• Questions (F-CC; F-DCI) ▫ Structure/spatial patterns, relationships ▫ Functions - processes and interactions ▫ Mechanisms and explanations

• Approach of inquiry (F-SP) ▫ Observation-based but quantitative▫ Comparative

• Epistemic and Social Practice (F-SP) ▫ Structure and style of written communication ▫ Peer review process ▫ Collaborations

Aim – Learning outcomes of inquiry

• Knowledge (F-CC; F-DCI; 21CC)▫ Develop deeper understanding of focused disciplinary

contents ▫ Recognize connections and uncertainties

• Practices/Competencies (F-SP; 21CC) ▫ Recognize pattern; frame question; design investigation ▫ Collect, analyze, interpret, and represent data ▫ Argue from evidence, construct explanations, write to

communicate ▫ Collaborate - offer and seek feedback; self-evaluate

• Understanding of science (F-SP) ▫ Enhance understanding of nature of science and inquiry ▫ Enhance interests and dispositions in science

Distribution of Scores for Inquiry Project Reports 20 reports each selected for VEI and BearCam inquiry projects

Low score 0 (meets none of the criteria) to high score 3 (meets all of the criteria)

Next Steps•Refine and expand the functionality

▫ VEI - group-based field investigation; gaming elements

▫ BearCam – expanded data set for more complex investigations

•Assessment▫ Better instrument for understanding of science

process▫ Reflections on the learning

•Study the use in different settings▫ Different types of institutions and populations of

students