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Virtual and Authentic Web-based Ecological Inquiries. XB Wu 1 , S Knight 2 , A Webb 2 , M Ziegler 2 , JF Schielack 1 1 Texas A&M University 2 Pennsylvania State University August 8, 2013 Waterbury Summit. Virtual Ecological Inquiry (VEI) in Second Life. Museum

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virtual and authentic web based ecological inquiries

Virtual and Authentic Web-based Ecological Inquiries

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

1 Texas A&M University

2Pennsylvania State University

August 8, 2013

Waterbury Summit

virtual ecological inquiry vei in second life
Virtual Ecological Inquiry (VEI)in Second Life
  • Museum
    • Explore ecology of Wolong
    • Formulate hypothesis
    • Design field investigation
  • Field plots (Wolong)
    • Field sampling
  • Lab
    • Data analysis and interpretation
web based ecological inquiry using bearcam
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.
inquiry process
Inquiry Process

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

ecology disciplinary context of inquiry
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
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
slide9

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
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
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