Adolescents, Critical Thinking, Science Content and Online Activity Objects

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• Adolescents, Critical Thinking, Science Content
  and Online Activity Objects

Standards presented are from NYs Intermediate
Level Science Core Curriculum
May 18, 2009
Peter Rillero, Ph.D. rillero_at_asu.edu
Blog on technology for science teaching and
learning
www.ed-tech-4-science.com
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Some experiences

• Peace Corps Volunteer Science Teacher, 3yrs
  Grades 8-10 Nuffield Project inspired program
  Each day was a hands-on activity
• Lehman High School, Bronx, 4yrs, General
  Science, Life Science, Regents Biology, Regents
  Physics, AP Biology, Science Research
• At ASU since 1994 as professor of science
  education

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Perspectives of Hands-on Science Teaching (free
online)
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What is Critical Thinking?

• Who do you know that is a good critical thinker?
• What does this person do that leads you to this
  conclusion?
• (please share with a partner)

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Not good critical thinkers

• Who do you know who is not a good critical
  thinker?
• What did they do that makes you conclude this?
• (please share with a partner)

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Some Elements of Critical Thinking

• Analysis
• Inference
• Explanation
• Interpretation
• Evaluation
• Self-Regulation

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Turning Points

• Young adolescents face significant turning
  points. For many youth 10 to 15 years old, early
  adolescence offers opportunities to choose a path
  toward a productive and fulfilling life. For many
  others it represents their last best chance to
  avoid a diminished future.
• Carnegie Council on Adolescent Development,
  1989.

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Science teaching

• Create engaging experiences for content learning
  and critical thinking
• Technology can help achieve this

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Critical thinking in Experiments

• Most hands-on activities are not experiments
• In experiments a variable is changed and the
  effects are observed
• When students experiment, analyze, and explain
  data they develop critical thinking skills.
• Adaptive Curriculum Mutualism

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Mutualism

• Critical thinking skills analysis, inference,
  interpretation, evaluation
• NY Content Standards 7.1c In all environments,
  organisms interact with one another in many ways.
  Relationships among organisms may be competitive,
  harmful, or beneficial. Some species have adapted
  to be dependent upon each other with the result
  that neither could survive without the other.
• Inquiry Abilities

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Determining Planet Layers from Seismic Waves

• 2.2b Analysis of earthquake wave data
  (vibrational disturbances) leads to the
  conclusion that there are layers within Earth.
  These layersthe crust, mantle, outer core, and
  inner corehave distinct properties.
• Critical Thinking
• Help students learn HOW we know what we know.

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Heat Conduction of Different Materials

• 4.2a Heat moves in predictable ways, flowing from
  warmer objects to cooler ones, until both reach
  the same temperature.
• 4.2b Heat can be transferred through matter by
  the collisions of atoms and/or molecules
  (conduction)

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• Dancing with the Bees
• Key Idea 5 Organisms maintain a dynamic
  equilibrium that sustains life. Introduction All
  organisms must be able to obtain and use
  resources, grow, reproduce, and maintain stable
  internal conditions while living in a constantly
  changing external environment. Organisms respond
  to internal or environmental stimuli.
• 5.1g The survival of an organism depends on its
  ability to sense and respond to its external
  environment.

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• Find the Heir Genetics Applied
• 2.2b Some genes are dominant and some are
  recessive. Some traits are inherited by
  mechanisms other than dominance and
  recessiveness.
• Physical and Chemical Changes
• PERFORMANCE INDICATOR 3.2 Distinguish between
  chemical and physical changes.

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• Hamerling's Experiment with Cells
• 1.1c Most cells have cell membranes, genetic
  material, and cytoplasm. Some cells have a cell
  wall and/or chloroplasts. Many cells have a
  nucleus.
• Inquiry
• History of Science
• Critical Thinking

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Physical versus Virtual Learning Experiences

• Learning gains equivalent to physical
  manipulatives
• Learning can be done in much less time
• Often easier for the teacher to implement

For example, see Hands on What? The Relative
Effectiveness of Physical Versus Virtual
Materials in an Engineering Design Project by
Middle School Children (Klahr, Triona,
Williams, 2007, Journal of Research in Science
Teaching)
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Do you Goo?

• The World of Goo, free trial download
• How can Goo be used for
• Science content?
• Critical thinking?
• Or both?

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The World of Goo

• Key Idea 5 Energy and matter interact through
  forces that result in changes in motion.
• http//2dboy.com/games.php

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Creature Creator

• prelude to Spore
• Free trial edition
• How can students making creatures
• Develop science content?
• Develop critical thinking?
• Or both?

www.spore.com/
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Creature Creator and Critical Thinking

• Make a carnivorous creature with adaptations to
  survive in a watery environment with larger
  predators. Students evaluate each others work to
  select the Most Likely to Survive. Then change
  the environment (hot and dry). Select again.
• Standard 4, Key Idea 3 Biological adaptations
  are differences in structures, behaviors, or
  physiology that enhance survival and reproductive
  success in a particular environment.
• 5.1a Animals and plants have a great variety of
  body plans and internal structures that
  contribute to their ability to maintain a
  balanced condition. 5.1b An organisms overall
  body plan and its environment determine the way
  that the organism carries out the life processes.

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Inquiry Abilities
Team Skills
Critical Thinking
Guided Inquiry
Problem Solving
Independent thinking
Content Achievement
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Conclusions

• Critical thinking Analysis, Inference,
  Explanation, Interpretation, Evaluation, and
  Self-Regulation
• Critical thinking, inquiry skills, and science
  content can be part of science experiences
• Virtual experiences can reduce the time of
  activities and teacher prep
• Virtual experiences can engage learners

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• Adolescents, Critical Thinking, Science Content
  and Online Activity Objects

May 18, 2009
Peter Rillero, Ph.D. rillero_at_asu.edu
Blog on technology for science teaching and
learning
www.ed-tech-4-science.com