Using Technology in Science Teaching

Using Technology in Science Teaching How Technology Can Help with Analysis and Synthesis of Data Dr. Colleen Sexton 6th International Educational Technology Conference 19-21 April 2006

What is Data? • Another name for facts, information, numbers, records, statistics or figures. • Information we encounter on a daily basis. • Its interpretation and display is what gives it meaning.

What is Data Analysis? • A logical way of making meaning out of that information, fact, or figure. • It requires knowing which questions to ask about the data. • It requires understanding the context upon which the data was collected.

What happens when the right questions aren’t asked? • In January of 1986 the Space Shuttle Challenger was launched from the Kennedy Space Center in central Florida, USA. • The night before the launch there was a three-hour teleconference between the NASA (National Aeronautics and Space Administration) managers and Morton-Thiokol Engineers, the company that manufactured the solid rocket motors.

What happens when the right questions aren’t asked? (cont.) • The main topic of discussion was on the solid rocket boosters and the performance of the O-Ring seals at the predicted air temperate of 31o F (-14.7o C) at launch time. • The O-rings seal the joints between different sections of the solid rocket motors. Basically, each O-ring is like a large rubber washer about 35 feet in diameter and ¼ inch thick.

What happens when the right questions aren’t asked? (cont.) • After a launch the rocket motors land in the ocean and are recovered. They can be examined to determine if any damage occurred to the O-Rings during launch. • Prior to the Challenger launch there were 23 other flights where data on the O-Rings was recorded.

What happens when the right questions aren’t asked? (cont.) • On the night before the launch the engineers and project managers met to look at the previously recorded data. • The information the engineers from Morton Thiokol shared with the NASA project managers looked like this:

What happens when the right questions aren’t asked? (cont.)

What happens when the right questions aren’t asked? (cont.) • Management engaged in deep discussions with the engineers; according to the Rogers Commission Report on this space shuttle tragedy, at one point during the meeting one engineer was asked to put aside his “engineer hat” to look at the data as a manager to help make the decision on whether or not to launch in the morning. • The decision was made to launch despite the 31o F air temperature on the morning of the launch. • What if they had looked at their data differently?

What question did management fail to ask the engineers? • Where is the data from ALL of the space shuttle flights? • Would you have made the decision to launch with a 31o F air temperature if you had looked at the data displayed like this?

Display of Analyzed Data • A good display of graphical data will help the reader see patterns, trends, or other configurations which could be hidden in another form of display. • Here are some examples of good display found in the daily newspaper.

Data Display

Display of Analyzed Data • Our citizens encounter data displayed in both good and bad forms quite often. • Whether in print or television advertisers have become masters at manipulating data to make their side look good or right. • Many are quick to make judgments based on a simple statement which used data, without questioning where the data came from, how it was collected, and how it was analyzed. • Our students of today may become the NASA managers of tomorrow.

What does this mean for Science Teaching? • Science should be taught so that students learn to value the essential attitudes of science: • Longing to know and understand • Questioning of all things • Searching for data and their meaning • Demanding verification • Respecting logic • Showing consideration for premises and consequences

What does this mean for Science Teaching? • We must change from a science curriculum where the information is presented part to whole with emphasis on basic skills; and • Where the curriculum is fixed, relying heavily on textbooks, workbooks, and solely verification lab books.

What does this mean for Science Teaching? • To a curriculum presented whole to part; with an emphasis on big concepts and thinking skills. • It must be responsive to student questions and interest; and • Rely heavily on primary sources of data and manipulative materials.

What does this mean for Science Teaching? • Students must be given opportunities to: • collect data, • ask what it means, • and ask how to display the data to make connections, to look for trends, and to draw conclusions

Why? • National and International Assessments use more than pure knowledge questions; • Many require skills in analysis and synthesis of data; making sense of data tables and data graphs. • Scores on the TIMMS assessment show that lack of experiences in analyzing and synthesizing scientific data is a global issue.

TIMMS results – Earth Science

TIMMS results- Life Science

TIMMS results – Physical Science

Analysis of Statewide Science Testing • Out of 50 states only 26 have a graduation qualifying exam; and 23/26 require passage to graduate. • 1 in 5 require science testing at grade 4; 1 in 4 require science testing at grade 7 or 8. • 30% use the National Assessment of Educational Progress – given at grades 4, 8, and 12 to determine student’s science knowledge. Only given once every four years. Participation is strictly voluntary.

Tasks required of students on the Illinois state achievement test ISAT Gr. 4

Tasks required of students on state tests (cont.) ISAT GR. 4

Tasks required of students on state tests (cont.) ISAT GR. 7

So how can technology help? • Tools to collect data – real world applications for data collection and analysis • Vernier LabPro Interface • Computer • Handheld Device (Palm® or Graphing Calculators (TI®) • ImagiWorks ImagiProbe Interface • Handheld Device (Palm®) • HOBO® Data Logger • Free of computer and/or handheld

The Vernier LabPro • Connects to the computer to collect and analyze data using a variety of probes and LoggerPro software. • Over 50 sensors available such as: • Thermometer Light Sensor • pH Sensor Current • Relative Humidity UVA • Voltage EKG Sensor • Salinity Sensor Gas Pressure Sensor

The Vernier LabPro • Can also connect to a Palm® through a specialized adapter using the LabPro or with a graphing calculator (TI-84® using the LabPro or the Vernier EasyLink®. • The data is analyzed and graphically displayed on the handheld using LoggerPro software. • Data can also be downloaded directly onto the computer for analysis.

The Vernier LabPro • Launch the LabPro to collect data. • Collects data in a data table and simultaneously provides a Graphical Display via the LoggerPro software. • Can connect up to four probes • Can collect digital images using a web camera and those digital images can be synchronized with the data collection.

The Vernier LabPro • Using the Palm® to connect to the interface, can launch up to four probes at once. • Limited by size of Palm® screen; therefore can only see the Graphical Display or the Data Table at one time. Ball Toss

The Vernier LabPro • Can analyze data on the Palm® using Data Pro software, or you can transfer data to the computer for similar analysis as when the LabPro is launched directly from the computer. • Palm® connection allows for portability. Ball Toss

The Vernier LabPro • TI® (graphing calculator) connection display similar to Palm® display. • Can analyze data on calculator or download onto computer and use the LoggerPro software for analysis. Ball Toss

The Vernier LabPro • Vernier provides lab manuals for: chemistry, physics, physical science, biology, human physiology, and water quality. • Developed by practicing teachers or content area experts in conjunction with classroom teachers.

Using Technology in Science Teaching