Why do we want to teach real- time data (RTD) in the classroom? Kaatje van der Hoeven Kraft Mesa Community College at Red Mountain Mesa, AZ Kaatje van der Hoeven Kraft Mesa Community College at Red Mountain Mesa, AZ

What is Real Time Data?

What does it mean to teach RTD? G RTD uses skills students will need G Requires synthesis of ideas G Negotiation of content G Application of seemingly irrelevant information into reality G Students are forced to confront the ambiguity of science G RTD uses skills students will need G Requires synthesis of ideas G Negotiation of content G Application of seemingly irrelevant information into reality G Students are forced to confront the ambiguity of science

ContentEmotion

Affective Domain: Motivation G Continuum of Explanations (Theories) G Expectancy x Value Theory 1 G Students who expect to succeed and who value what they are learning are more likely to be motivated to learn G Future Time Perspective 2 G Students who can see a context for what they are learning with their own future goals are more likely to be motivated to learn G Continuum of Explanations (Theories) G Expectancy x Value Theory 1 G Students who expect to succeed and who value what they are learning are more likely to be motivated to learn G Future Time Perspective 2 G Students who can see a context for what they are learning with their own future goals are more likely to be motivated to learn 1. Wigfield, A., & Eccles, J. S. (2000). Expectancy-Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25(1), Husman, J., & Lens, W. (1999). The Role of the Future in Student Motivation. Educational Psychologist, 34(2),

Interest 1 G Bridge between affective and cognitive domains: the desire to engage in content over time G Students who are interested are more likely to persist when confronted with difficulty and/or boredom. G Bridge between affective and cognitive domains: the desire to engage in content over time G Students who are interested are more likely to persist when confronted with difficulty and/or boredom. 1. Hidi, S., & Renninger, K. A. (2006). The Four-Phase Model of Interest Development. Educational Psychologist, 41(2), p Situational Individual (Triggered) (Sustained) Less external support Must be relevant and engaging

Examples G A high school Physics class integrated RTD to introduce plasma physics and fusion energy. 1 G Student engaged in higher order thinking G Students asked questions that showed a thinking beyond the content G Student communication and interaction was so high that it left, “the teacher with nothing to do but stay out of the way of the learning process.” G A high school Physics class integrated RTD to introduce plasma physics and fusion energy. 1 G Student engaged in higher order thinking G Students asked questions that showed a thinking beyond the content G Student communication and interaction was so high that it left, “the teacher with nothing to do but stay out of the way of the learning process.” 1. Post-Zwicker, A. P., et al. (1999) Teaching Contemporary Physics Topics Using Real-Time Data Obtained via the World Wide Web. Journal of Science Education and Technology, 8(4),

Examples G Students who were asked to write papers that related content to real life/future goals: 1 G Increased interest G Increased expectancy for success (and actual success) G Increased value of content G Introductory Geology students in a community college classroom were found to: 2 G Have a higher interest with a high Future Time Perspective (FTP) and a high ability to regulate their own learning G Have a decrease in interest if either FTP or self- regulation was low G Students who were asked to write papers that related content to real life/future goals: 1 G Increased interest G Increased expectancy for success (and actual success) G Increased value of content G Introductory Geology students in a community college classroom were found to: 2 G Have a higher interest with a high Future Time Perspective (FTP) and a high ability to regulate their own learning G Have a decrease in interest if either FTP or self- regulation was low 1. Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting Interest and Performance in High School Science Classes. Science, 326, Kraft, K. J. and Husman, J. (2009). Not just Jocks Studying Rocks: The Experience of Three Community College Students in an Introductory Geology Classroom. Geological Society of America Abstracts with Programs, 41(7), 151.

Student misconceptions about science are well documented 1 including: Science is a series of fixed facts Scientific Theories are the same as hypotheses Science is only done in laboratories as controlled experiments 1. Abd-El Khalick, F., & Lederman, N. G. (2000). Improving Science Teachers’ Conceptions of Nature of Science: a Critical Review of the Literature. International Journal of Science Education, 22(7),

Overcoming Misconceptions G Creating conceptual change is hard G Most successful approach to overcome 1,2 : G Dissatisfaction with original idea (Confront previous misconceptions) G Acceptable new explanation to replace the old G The plausibility of the new explanation must be experienced G Student must see the new model as logical and appropriate (opportunities to reflect on their learning) G Creating conceptual change is hard G Most successful approach to overcome 1,2 : G Dissatisfaction with original idea (Confront previous misconceptions) G Acceptable new explanation to replace the old G The plausibility of the new explanation must be experienced G Student must see the new model as logical and appropriate (opportunities to reflect on their learning) 1.Posner, G. et. al (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, Guzzetti, B. J, Snyder, T. E., Glass, G. V., & Gamas, W. S. (1993). Promoting Conceptual Change in Science: A Comparative Meta-Analysis of Instructional Interventions from Reading Education and Science Education. Reaching Research Quarterly, 28(2),

What does this mean for RTD? G Provides a utility value for students especially when explicit G Students who can make connections between skills developed and future goals are more likely to engage G Increases interest for students because it’s real and not contrived G Students need to experience science in all its messy glory to understand how it is done G Provides a utility value for students especially when explicit G Students who can make connections between skills developed and future goals are more likely to engage G Increases interest for students because it’s real and not contrived G Students need to experience science in all its messy glory to understand how it is done

Challenges and Opportunities G Students can get frustrated G Not always a simple explanation--real life is messy G Interpretation may change every time, can be intimidating G Students can get frustrated G Not always a simple explanation--real life is messy G Interpretation may change every time, can be intimidating G Provides a chance for large learning gains (content and skills) G Demonstrates realties of science: great discussions G Keeps us (as faculty) growing and engaged professionally