Why do we want to teach real-time data (RTD) in the

classroom?

Why do we want to teach real-time data (RTD) in the

classroom?

Kaatje van der Hoeven KraftMesa Community College at Red

MountainMesa, AZ

Kaatje van der Hoeven KraftMesa Community College at Red

MountainMesa, AZ

What is Real Time Data?What is Real Time Data?

What does it mean to teach RTD?

What does it mean to teach RTD?

RTD uses skills students will needRequires synthesis of ideasNegotiation of content

Application of seemingly irrelevant information into reality

Students are forced to confront the ambiguity of science

RTD uses skills students will needRequires synthesis of ideasNegotiation of content

Application of seemingly irrelevant information into reality

Students are forced to confront the ambiguity of science

http://serc.carleton.edu/NAGTWorkshops/affective/index.html

ContentEmotion

Affective Domain: MotivationAffective Domain: MotivationContinuum of Explanations (Theories) Expectancy x Value Theory1

Students who expect to succeed and who value what they are learning are more likely to be motivated to learn

Future Time Perspective2

Students who can see a context for what they are learning with their own future goals are more likely to be motivated to learn

Continuum of Explanations (Theories) Expectancy x Value Theory1

Students who expect to succeed and who value what they are learning are more likely to be motivated to learn

Future Time Perspective2

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), 68-81.2. Husman, J., & Lens, W. (1999). The Role of the Future in Student Motivation. Educational Psychologist, 34(2), 113-125.

Interest1Interest1

Bridge between affective and cognitive domains: the desire to engage in content over timeStudents who are interested are more

likely to persist when confronted with difficulty and/or boredom.

Bridge between affective and cognitive domains: the desire to engage in content over timeStudents 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. 111-127.

Situational Individual(Triggered) (Sustained)

Less external supportMust be relevant and engaging

ExamplesExamplesA high school Physics class integrated

RTD to introduce plasma physics and fusion energy.1

Student engaged in higher order thinkingStudents asked questions that showed a

thinking beyond the contentStudent 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.”

A high school Physics class integrated RTD to introduce plasma physics and fusion energy.1

Student engaged in higher order thinkingStudents asked questions that showed a

thinking beyond the contentStudent 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), 273-281.

ExamplesExamples Students who were asked to write papers that

related content to real life/future goals:1

Increased interest Increased expectancy for success (and actual

success) Increased value of content

Introductory Geology students in a community college classroom were found to:2

Have a higher interest with a high Future Time Perspective (FTP) and a high ability to regulate their own learning

Have a decrease in interest if either FTP or self-regulation was low

Students who were asked to write papers that related content to real life/future goals:1

Increased interest Increased expectancy for success (and actual

success) Increased value of content

Introductory Geology students in a community college classroom were found to:2

Have a higher interest with a high Future Time Perspective (FTP) and a high ability to regulate their own learning

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, 1410-1412.2. 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 documented1 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), 665-701.

Overcoming MisconceptionsOvercoming Misconceptions Creating conceptual change is hard Most successful approach to overcome1,2:

Dissatisfaction with original idea (Confront previous misconceptions)

Acceptable new explanation to replace the oldThe plausibility of the new explanation must be experienced

Student must see the new model as logical and appropriate (opportunities to reflect on their learning)

Creating conceptual change is hard Most successful approach to overcome1,2:

Dissatisfaction with original idea (Confront previous misconceptions)

Acceptable new explanation to replace the oldThe plausibility of the new explanation must be experienced

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, 211-227.

2. 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), 116-159.

What does this mean for RTD?What does this mean for RTD?Provides a utility value for students

especially when explicitStudents who can make connections

between skills developed and future goals are more likely to engage

Increases interest for students because it’s real and not contrived

Students need to experience science in all its messy glory to understand how it is done

Provides a utility value for students especially when explicit

Students who can make connections between skills developed and future goals are more likely to engage

Increases interest for students because it’s real and not contrived

Students need to experience science in all its messy glory to understand how it is done

Challenges and OpportunitiesChallenges and Opportunities

Students can get frustrated

Not always a simple explanation--real life is messy

Interpretation may change every time, can be intimidating

Students can get frustrated

Not always a simple explanation--real life is messy

Interpretation may change every time, can be intimidating

Provides a chance for large learning gains (content and skills)

Demonstrates realties of science: great discussions

Keeps us (as faculty) growing and engaged professionally

Provides a chance for large learning gains (content and skills)

Demonstrates realties of science: great discussions

Keeps us (as faculty) growing and engaged professionally