1. Jim Slotta Graduate School of Education University of California, Berkeley This research is funded by the the National Science Foundation under grants No. RED-9453861 and No. REC-9873180. Any opinions, findings, recommendations, and conclusions expressed in this material are those of the presenter and do not necessarily reflect the views of the NSF. Inquiry and Technology in the Science Curriculum - Researching a Web-based learning environment.

2. Thanks to the WISE & TELS Research group, UC Berkeley  WISE: The Web- based Inquiry Science Environment l (NSF ROLE grant)  TELS: Technology Enhanced Learning in Science l (NSF CLT Center)

3. Some guiding ideas from research  Conceptual Change as re-structuring of knowledge (Chi, diSessa, Smith, Keil, Carey, Brewer)  Technology as “ scaffolding ” for learning processes (Scardamalia, White, Songer)  Inquiry as process of “ knowledge integration ” (Linn, Collins, Bransford, Gomez, Driver)  Collaborative/Social nature of learning (Brown & Campione, Palinscar, Bereiter, Cole, Hall)  Scaling provides opportunity to research professional development, leadership models (Krajcik et. al, Cohen and Ball, Confrey)

4. Research Areas - Slotta  Design framework for inquiry curriculum  Technology scaffolds for students, teachers  Teachers ’ adoption of new pedagogical approaches  Learning communities l Research or development partnerships l Content communities l School districts l Professional development programs l International communities

5. … Technology is coming - U.S. Classrooms Connected to the Internet Source: U.S. Dept. of Education, National Center for Educational Statistics, Advanced Telecommunications in U.S. Public Schools surveys, 1994-2002

6. The Web: challenges & opportunities  “Natural resource” for science education l Rich source of content, interconnected materials l Connections to science controversies, online expertise l Rich media (video, images, dynamic sites) l New functionality (e.g., java simulations, collaboratories)  But… Generally un-reviewed, unedited, unbalanced, unwieldy, … often un-useful  Need to integrate Web materials into inquiry projects  Possibly scaffold students’ use of Web materials in a Browser-based learning environment

7. Technology-Rich Resources … in Chemistry

8. … in Mathematics http://www.wri.com Mathematica/Maple

9. ...in Molecular Biology

10. ...in Economics and Political Science http://www.microsoft.com/MAPPOINT/

11. …in Geo Sciences Digital Weather Station http://inkido.indiana.edu/research/dws.html

12. Web-based Learning Environment - Design Features Integrate Web materials in a project-based context “Scaffold” students as they work collaboratively Technology tools for inquiry “Inquiry maps” for procedural guidance Online discussions, reflection notes, journals, whiteboards, modeling, visualizations Cognitive guidance to promote reflection and critique Embedded assessments of conceptual understanding Support teachers as they adopt new inquiry practices Authoring tools for partnerships to create new inquiry projects or teachers to customize existing ones.

13. The Web-based Inquiry Science Environment (WISE)

14. Students Collaborate Using WISE

15. Inquiry as Knowledge Integration  Inquiry projects help students make connections: l Topics from class (e.g., Earthquakes, Malaria projects) l Everyday topics and experiences (e.g., news media) l Their own beliefs about science and learning  Design framework for inquiry with technology: l Making ideas visible (e.g., simulations, real-time data) l Students learning from each other (online discussions) l Providing accessible models and topics l Development of autonomous learning  Teacher ’ s role becomes more of a tutor or guide

16. Make Thinking Visible Evidence, arguments, models, visualization

17. Help Students Learn From Each Other –Discussion, debate, peer review

18. Make Science Accessible - Curriculum emphasizes connections

19. Promote Autonomous Learning - Reflection Notes and Hints

20. WISE Components - The Sensemaker Argument Editor

21. WISE Components - Online Discussions

22. WISE Components - Data Visualization, drawing, & Causal Mapping

23. WISE Components - Assessing Student Work

24.  Integrate existing handheld activities into well designed WISE projects  html Forms are downloaded from WISE to handhelds  Forms scaffold data collection or observations using handhelds  Observation data are uploaded into class data set for later display and analysis WISE Components - Handheld Forms and Activities

25. WISE Integrates Technology & Inquiry  Integrate current science topics or issues l Global Warming/Climate Change l Genetically Modified Foods l Invasive Species/Biodiversity l Control Malaria or HIV worldwide  Help students gain technology skills l Critique Web resources l Online discussions and collaboration l Design tools (concept maps, drawing, white boards) l Hand held technology and probeware l Database and statistics  Promote Inquiry Skills l Design Solutions l Debate Arguments l Perform Investigations

26. - Authoring or Customizing Projects

27. WISE Curriculum Design framework

28. Designing WISE Curriculum  Establish a Partnership l Scientists, Ed. Researchers, Teachers  Use WISE Design Framework l Scaffolded Knowledge Integration l Design principles capture successful patterns  Use WISE Authoring Tools l Authorware, Collaboration tools l Create and revise activities, materials, guidance  Classroom Trials and Refinement l What Features were successful? l Where were students engaged? l Where did teachers need customizations?

29. Life Science Deformed Frogs (4) Genetically Modified Foods (2) Malaria (2) Space Plants (4) Wolves (2) Rainforest Interactions California Flora: Native or Alien? HIV Prevention Gypsy Moth Invasion! Land Use and Human Impact Skin, Hair, and Nail Disorders Worms, Worms, Worms! Earth Science Next Shake Project Water Quality (5) Search for Planets Plate Tectonics The Rock Cycle Ocean Stewards Salton Sea Physical Science How Far Does Light Go? Desert Houses (2) Probing Your Surroundings Sink or Float? Explosions! Math Rainforest Statistics Area and Perimeter Pizzeria Plan Skateboard Park Fractals and Infinity Nature of Science Life on in Mars? Monarch Butterflies Darwin's Revolutionary Evolutionary Theory Tabloid Trash or Serious Science? Comet Collision WISE Project Library

30. Pre-post Learning Gains ** significant at 0.0001 level; * significant at 0.001 level

31. Teaching with WISE - Challenges  Foster deep interactions with students around their ideas  Help students connect material to their personal understanding  Encourage social interactions  Incorporate new technologies  Develop an atmosphere of inquiry, critical thinking, and principled understanding.

32. Researching Professional Development Whole middle school science department 6 Teachers, approximately 1000 students Internet lab dedicated for project Workshop to introduce WISE Mentor (retired master teacher) worked closely with teachers in Year 1 “faded” in Year 2 Teachers varied widely: Science topic, teaching experience, teaching style Measures: observations of teacher practices, teacher-student interactions Pre-post scores, student project work in WISE

33. Study 1: Design “Ice breaker” - Meteorite Controversy Project Mentor guided set-up and practice of all 6 teachers Simple 2-day introductory project - observations, interviews 1st Semester WISE Project - “mentoring” Mentor scaffolded 1st period, then faded Teachers were observed, interviewed Students assessed through pre-post, embedded measures Second Semester - “independent use” Mentor helps schedule lab, makes sure things run smoothly Second Year - “free to choose” Teachers can use the lab to run WISE if they wish “self-organized” around a group leader from within

34. Two 7th grade teachers run WISE Cycles of Malaria - observations Sandra -7th grade Biology Technology Experience: “Shy” - can’t start up her own computer; “Suspicious” about technology- it fails often Teaching Style: “Interactive” - Enjoys hands-on labs, personal interactions with students. Gilbert - 7th grade Biology Technology Experience:“Neutral” - uses desktop PC Teaching Style: “Traditional” - orderly and uniform. “Everyone needs to be on the same page”

35. The Cycles of Malaria Project: - Students debate three different approaches to controlling Malaria  Develop a pesticide that will kill the Anophales mosquito, e.g., DDT  Research a vaccine that will prevent people from contracting the disease  Implement social programs like education, cleaning up standing water or bed nets  Students critique evidence in support of all three approaches, then hold a “Mock U.N.” debate in class

41. Differences in Teacher Practice Sandra - “Trusts the Technology” Deep Interactions for uncomfortably long periods... Gilbert - “Constantly Circling” Makes sure to visit every group frequently... Gilbert 0 20 40 60 80 100 120 Sandra Frequency (count) Duration (sec) Interactions with students

42. Pre-Post Student Learning Gains Improved Conceptual Understanding Disease Vectors, Vaccines, Life Cycles, Medical Research Making Connections to Project Materials Malaria Control, Banning of DDT, Competing Programs Applications to Personally Relevant Situations Travel to Foreign Countries, Illness of children 0 = no response 1 = off topic or disconnected 2 = partial understanding 3 = full understanding Mean Rating on Test Items 0.25.5.75 1 1.25 1.5 1.75 2 2.25 Pre-testPost-test Sandra Gilbert Pre-post gains for both teachers significant at the p< 0.0001 level

43. Pre-Post Student Learning: Personally Relevant Problems Problem 3: What advice or warnings would you give a friend who is planning to travel in a country where Malaria is wide spread? Student Responses to Problem 3 - Gilbert 7th grade, n = 76 pairs - Sandra, 7th grade, n = 90 pairs 0.25.5.75 1 1.25 1.5 1.75 2 2.25 Gilbert Sandra Mean Rating of Test Items 0 = no response 1 = off topic or disconnected 2 = partial understanding 3 = full understanding

44. Student Project Work Allows Deep Analysis for Learning and Cognition Analysis of Student “Reflection Notes” - Purpose: to help students make connections - to content from project - to other life experiences, ideas and reflections - Did teacher differences affect students’ ability to reflect deeply and make connections? Measuring “Depth of Connections” in notes: - Develop coding scheme that focuses on number and quality of connections made within note - Perform coding of 6 notes within Cycles of Malaria project - compare between Sandra and Gilbert

45. Example - Note: “Develop a Vaccine” Prompt: Developing a vaccine is a good idea because… However, some of the problems with this solution are... Sample Student Ideas/Connections: - takes money to research - easy to administer,cost effective to administer - Cheap/too expensive for the poorest people - won’t harm environment/long term solution - disease “mutation”/side effects/”no vaccine exists!” - difficult problem – parasitic vaccine… - need different vaccines for different stages of Malaria.

46. Student Note - Poor Connections “ We think that developing a vaccine is a good idea because it could protect everyone from the disease. 2. However, some of the problems with this solution are it would take a long time and it would be very expensive.” - One student from Gilbert’s class

47. Student Note - Rich Connections ” We think that developing a vaccine is a good idea because it could create for the body an immunity in which people would not be infected by the parasites, even if they were bitten by an already infected mosquito. Also, it would be easy to make, easy to transport, and does not effect the environment. The overall price of the vacinnes would also make the poorest countries be able to afford them. |2. However, some of the problems with this solution are that scientists have not yet been able to create a really effective vacinne, although there was a vacinne in England that used DNA to prevent from getting infections such as malaria, it wasn't as effective as it needs to be. Scientists also are afraid that introducing new DNA may cause cancer for some people. - One student from Sandra’s class

48. Notes vary in quantity, quality of connections Mean Rating of Connections (1 = “low”, 3 = “high”) Differences Between Teachers: Student Reflection Notes

49. Year One - Discussion WISE curriculum accommodates diverse teaching styles - “not so brittle that it breaks” Sandra could rely on WISE technology to help with classroom management Gilbert could rely on WISE Pedagogical Scaffolding to help students make connections Note- neither teacher interacted more than 2 minutes per student, on average Some differences in student achievement do result from differences in teacher practice

50. Sandra and Gilbert both choose to run Malaria again WISE Mentor has completely faded, researchers absent Much greater level of independence, confidence “Sandra still Sandra, Gilbert still Gilbert” Cycles of Malaria - One Year Later... Reflection Note - Cycles of Malaria 0.5 1 1.5 2 2.5 3 Note 2Note 3Note 1Note 6Note 5Note 4 Gilbert Year 1 Sandra Year 1 Gilbert Year 2 Sandra Year 2 Mean Rating of Connections (1 = “low”, 3 = “high”)

51. Year Two - Discussion Why did their students improve so much?? - 7th grade students had WISE as 6th graders - Teachers were more confident with WISE - Scheduling and syllabus were better managed. WISE accommodates variation in teaching style Students and teachers gain lasting benefits

52. WISE Teachers and Students - registered, ran projects in classroom

53. Expanding horizons - Opportunities  To research student learning l In diverse contexts - urban, rural, remote l With teacher customizations  To research professional development l with decreasing levels of contact l with a diversity of teaching styles l in focused in-service program  To create partnerships l For professional development (e.g., districts or other research grants) l For technology development (e.g., other developers) l For content communities (e.g., with agencies, museums, publishers, etc).

54. WISE Online Communities: - Sustaining Professional Development  Links to knowledge Resources (materials, readings)  Connection to mentors online  Opportunities for interaction and exchange

59. WISE International Partnerships

60. WISE Holland: GM Foods

61. WISE Norway: Cycles of Malaria

62. WISE Germany: Deformed Frogs

63. WISE Japan: Global Warming Model

64. Cross-cultural comparisons: - The WISE-Norwegian wolf curriculum  Wolf biology, predators, ecosystems, biodiversity

65. Comparing Educational Systems

66. Researching International collaborative inquiry activities  Questions: l How can we design an inquiry project that takes advantage of international differences? l Why should we hope that students can benefit from such a project?  Goals: l Help students to “think globally” about local issues l Leverage cultural differences to provide new perspectives  Basic Approach l Consider differences between students in U.S., Norway l Design inquiry project that leverages those differences l Measure impact of project in terms of targeted concepts

67. Research Design  Identify “key concepts” where U.S. & Norwegian students differ: l Global Interdependence: Norwegian students may be more sensitive to this, and more knowledgeable. l Biodiversity: U.S. students may have focused more on this (greater forests, much greater number of wolves)  Design a new WISE project that targets those concepts l 1. Capture students’ initial ideas in preliminary assessments l 2. Host two online discussions: one for each concept l 3. Capture students’ ideas in a final assessment  Hypothesize: students will differ initially, which will influence their exchanges, and be apparent in final assessment.

68. Study 3 - Design  Participants l US: 30 sixth grade students (age 12) l Norway: 22 tenth grade students (age 15)  Materials l WISE + Viten wolf projects (approx 6-8 hours) Students in each country ran this project separately l New WISE project: Wolf Populations: A Global Issue Short project - students exchange ideas about 2 key concepts 3-4 hours of class time. Students interact with international peers  Asynchronous interactions, with U.S. students contributing, then Norwegians 9 hours later, etc.

69. Activity 1: Introductions & pre-assessment

70. Activity 2: Online Discussions

71. Activity 3: Final Assessment

72. Initial Assessment - student ideas  Global Interdependence: Norwegian students had greater emphasis on nation and culture  Biodiversity: U.S. students had greater emphasis on causal mechanisms of populations because it is a part of our nature. so that it should be saved for our next generation so that they can study it and know about it. - Norwegian Student they keep the natural balance of things. if we were to kill all of the wolves and all of the other predators the ecosystem would be very unbalanced. The predators eat until food is less ubundant. then the predators die off so the deer, elk and other things grow more populated and this will happen forever until we dusturb the equilibrium. - U.S. Student

73. Online Discussions  Global Interdependence: Norwegian students emphasized cultural context, and added ideas for the U.S. students.  Biodiversity: Both U.S. and Norwegian students showed understanding, and the discussion did not progress very far.

74. Final Assessments  Global Interdependence l U. S. students were influenced by online discussions It is important so you can get a diffrent viewpoint on everything so that you can understand that the problem doen't just affect you and one sulution in america could wreck the sulution in norway or another country. - U.S. Student It is important because that's one of the only ways to truly get the ideas of people from another country. We can also get a lot of new ideas and information you can't get out of a book.- U.S. Student It is important because the ecosystem is a part of the whole world. If we exchange ideas with them then we get good solutions about the wolves problems. We can also learn about how the wolves problem in other part of world. We can also have a good relationship with other countries which has the same problem like us. - Norwegian Student Assessment Item: Why is it important to exchange ideas with students from other parts of the world?

75. Conclusions: International Study U.S. Students gained: Cultural perspective of Global Interdependence Norwegian Students gained: Exposure to a much larger wolf population Students benefit from interactions with peers International Collaborative activities are highly sensitive to role of instructor, timing. Next steps: Larger, more controlled run of the project.

76. Technology Enhanced Learning in Science: TELS

77. TELS Goals  Leveraging technology for science learning  Create TELS Innovations. Merge successful technologies to create customizable technology-enhanced learning environments  Research leverage points for technology. Collaborate with school partners serving diverse students to identify & teach benchmark topics  Synthesize research on technology and science learning. Create TELS Perspectives and Design Principles Database  Prepare the next generation of educational leaders. Offer TELS fellowships, TELS Collaborative Courses, and TELS Certificates.

78. TELS Research Partners

79. TELS: New Technology Partnerships

80. Simulations of Physical Science  Pedagogica controls the user experience  Integrates a flash animation with the Molecular Workbench  Rich Assessments of student ideas

81. TELS Innovations - Next generation learning environment  Build on WISE Learning Environment  Concord models, simulations, probeware, structured activities  Re-engineer the data model, LCMS

82. Toward the Future…  Given a flexible research-based authoring and delivery system for curriculum and assessments…  What are the opportunities? l For research (e.g., activity patterns, classroom discourse, prof. dev) l For content communities l To explore new technology innovations simulations, models, Real-time collaboration (IM, sharing, col-labs, multi-user) Knowledge aggregation – semantic webs, wiki, l What are the challenges? technology platforms school technology capabilities pedagogical paradigms, standards, high stakes testing, etc teacher content knowledge, PCK limited cognitive models of learning and instruction (full circle)