Encouraging Literacy in Science and Technology Workshop

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Encouraging Literacy in Science and Technology
Workshop
Using Probes in the Classroom Ken Bell
(kbell_at_concord.org) and Carolyn Staudt
(carolyn_at_concord.org)
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Agenda

• History of probes
• What is a probe?
• Educational research and development
• Information Technology in Science Instruction
  (ITSI) activities
• Do It Yourself activities/WISE
• Collaborate and share activities

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The Concord Consortium

• Realizing the educational potential of
  information technologies
• Not-for-profit
• Educational research and development
• Focus Educational Technology
• Funding grants

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The Concord Consortium

• Modeling Tools
• Enabling students to interact with the
  unobservable
• Online Learning
• Democratizing education with anytime, anywhere
  learning
• Probeware
• Developing new tools for data collection and
  analysis
• Handhelds
• Moving closer to the promise of ubiquitous
  computing
• Sustainable Development
• Confronting global issues with decision-making
  tools
• Assessment Research
• Improving methods for measuring deep learning in
  science

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Educational Research
Research comparing traditional paper-and-pencil
graphing methods with the instantaneous computer
displays equipped with sensors, shows that
students have a significant increase in retention
of graph understanding when they see the graph
instantaneously while the data is being collected
(Brasell, 1987). Brasell, H. (1987). The
effect of real-time laboratory graphing on
learning representations of distance and
velocity. Journal of Research in Science
Teaching, 24,4, 385-395. Brasell, H. M., 1986.
Effectiveness of microcomputer-based laboratory
in learning distance and velocity graphs.
Doctoral dissertation, University of Florida.
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Educational Research
The concept of motion, the rate of change of
distance and velocity over time is a very
difficult topic for students to understand.
Making mathematics come alive by representing
motion in a graphical form is fundamental to
understanding this phenomenon. Ron Thornton of
Tufts University is one of the leading
educational researchers studying the models that
students have relating to motion by using a sonar
transceiver or motion sensor, which can also be
attached to a handheld computer. By using their
own bodies to produce a motion graph while
walking, stopping, or running with the motion
sensor, students can visualize their speed and
acceleration. As Ron statesThere is evidence
that listening to someone talk about scientific
facts and results is not an effective means of
developing concepts. The evidence shows that
students of all ages learn science better by
actively participating in the investigation and
the interpretation of physical phenomena and that
well-designed computer-based pedagogical tools
that make it possible for students to gather,
analyze, visualize, model and communicate data
can aid students who are actively working to
understand science (Thornton, 1999). Thornton,
R. (1999). Tufts University. Using the results of
research in science education to improve science
learning, Keynote address to the International
Conference on Science Education. Nicosia,
Cypress. January 1999.
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Educational Research
It has been well documented by Marcia Linn's
work, also initially supported by the National
Science Foundation funded micro-computer based
lab (MBL) grant. Each time her group offered this
MBL-based curriculum student gains have been
greater as the curriculum and instruction has
become better. One key improvement has been
learning to make best use of the time and freedom
from drudgery that MBL offers. Students will
ignore the apparatus while it records temperature
and think about more pressing things, about why
the changes are occurring. Linn, Marcia C. N.
B. Songer, in press. Teaching thermodynamics to
middle school students what are appropriate
cognitive demands? J of Research in Science
Teaching. Thornton, Ronald K., D. R. Sokoloff,
1990. Learning motion concepts using real-time
microcomputer-based laboratory tools. American
Journal of Physics, 58(9)858-867. Linn, Marcia
C, et al., in press. Using technology to teach
thermodynamics achieving integrated
understanding. In Furguson, D. L. (editor)
Advanced technologies in the teaching of
mathematics and science. BerlinSpringer-Verlag.

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Visualizing with Probes
Displays data that one normally cant see with
another device immediately
Concord Consortium Sonar Ranger displays
velocity and acceleration
http//www.concord.org/slic/ccsr-doc.html
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Data Collected Over Long Periods of Time
Records and displays data collected over long
periods of time (some even up to a
year) MicroLog in JASON Academy Lab
Kits
http//www.jason.org/jason_academy/
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Collects Data Faster
Faster than normal devices (sometimes over
thousands of times per second) Concord
Consortium Fast Response thermocouple
Temperature probe (physiology)
http//www.concord.org/ccprobeware/fast-temperatur
e/fast-temperature.html
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Multiple devices
Displays simultaneously on the same graph
combines the collection from multiple probes
pH and light of an aquarium over a 24 hour period
http//www.concord.org/mit/6th/sc6map-aquarium.htm
http//www.imagiworks.com/Pages/Products/WaterQual
ity.html
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Derived Data
Use the results of two or more different probes
to provide a derived display Electrical
Power displayed from data collected from a
voltage and current probe (Concord
Consortium Joule meter)
http//www.concord.org/ccprobeware/voltage-current
/voltage-current.html
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Concord Consortiums Research with Probes
Models and Data (http//www.concord.org/data-model
s)
TEEMSSTechnology Enhanced
Elementary and Middle School
Science (http//teemss.concord.org/teemss)
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TEEMSS website
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Participating Vendors
Data Harvest - England
Fourier Systems - Israel
EasySense Q
EasySense Q Advanced
EcoLog
(Bluetooth)
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Participating Vendors
PASCO - California
Texas Instruments
PASPort Airlink SI
(Bluetooth)
ImagiProbe
CBL 2
Xplorer - Data Logger
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Participating Vendors
Vernier - Washington
GoLink!
LabPro
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TEEMSS Activities Run on
Mac
Windows
Linux
Pocket PC
Palm
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TEEMSS Curriculum Units
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Gain Scores in Successive Years, Same Teachers

• TEEMSS students showed statistically significant
  gains from pre- to post- on all twelve units
  (2005 2006 data)
• Groups of teachers taught 8 unit topics without
  TEEMSS in 2004-05 and with TEEMSS in 2005-06.
  This is the most tightly controlled comparison
  supported by our data.
• For four units, TEEMSS 05-06 outscored
  non-TEEMSS 04-05
• Sound (unit 1), grades 3-4 (effect size 0.58)
• Electricity (unit 2), grades 3-4 (effect size
  0.94)
• Temperature (unit 6), grades 5-6 (effect size
  1.54)
• Motion (unit 12), grades 7-8 (effect size 0.49)

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ProbeSight
research articles sample activities
bibliography curriculum suppliers
http//www.concord.org/probesight
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Information Technology in Science Instruction
(ITSI)
Click on Portal.
http//itsi.concord.org
ITSI material is based upon work supported by the
National Science Foundation under Grant No.
ESI-0624718
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ITSI Do It Yourself
Sign up as a Student and fill out the simple
registration form.
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ITSI Do It Yourself
Your Class Word is nccutels.
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ITSI Do It Yourself
After successful signup, return to Sign-in Page
and Login.
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ITSI Do It Yourself
You will automatically see the lessons selected
for you.
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ITSI Do It Yourself
You can also view other lessons or choose to
Do-It-Yourself!
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TEEMSS website
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Encouraging Literacy in Science and Technology
Workshop

• Using Probes in the Classroom
• Ken Bell (kbell_at_concord.org)
• and
• Carolyn Staudt (carolyn_at_concord.org)
• The Concord Consortium
• http//www.concord.org