OER4Schools/Collecting and interpreting information part 2: Difference between revisions
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Add some videos of Pindi describing in detail how to draw up and fill in results table. Include a student completed worksheet (measuring pulse rate) for critique. | Add some videos of Pindi describing in detail how to draw up and fill in results table. Include a student completed worksheet (measuring pulse rate) for critique. | ||
{{background|text= | |||
'''Making predictions''' | |||
Simply put: | |||
* a ''hypothesis'' is an explanation of why something is happening (or will happen) and so is a good starting point for investigation/argument/further observations/tests | |||
* a ''prediction'' is a statement of what you think will happen before it does so | |||
It is possible to make a prediction based on a hypothesis or without a hypothesis. | |||
You can read about hypotheses in more detail in this | |||
[http://nrich.maths.org/6178 NRICH article on understanding hypotheses]. | |||
Encouraging students to make predictions about the outcomes of their enquiries allows them to exercise higher order thinking skills as they must think about the many possibilities that might occur/exist. | |||
* What other positive consequences could there be of students predicting the outcomes of their enquires? | |||
* What are the potential drawbacks of encouraging students to make predictions? | |||
Here are some video clips of students working on making predictions for the outcome of an enquiry that they will soon do. Watch a few of them now (begin watching the first one from 1:34) and the rest in your own time after the session. Notice how motivated the students are and how they support and encourage each other. Think about the following questions and discuss them as a group if you have time: | |||
* What do you think the teachers role is during this stage of the enquiry process? | |||
* How could you ensure that all students are actively involved in making predictions? | |||
* What strategies could you have in place to make sure that any misconceptions uncovered at this stage would be picked up and dealt with? | |||
{{: Video/Aggie_Fitness_A06.m4v }} | |||
{{: Video/Aggie_Fitness_A07.m4v }} | |||
{{: Video/Aggie_Fitness_A08.m4v }} | |||
{{: Video/Aggie_Fitness_A09.m4v }} | |||
}} | |||
Notes for additional session | |||
{{ednote|text= | |||
An enormous amount of valuable, deep and exciting information is available on the Internet, but an enormous amount of total nonsense, falsities, half-truths and unsupported theories is also out there. Your students have to learn to distinguish between the two, but you cannot give them hard-and-fast rules. Everything that comes out of an established publishing source isn't good information, and everything that comes from a personal home page isn't bad information. The kinds of things that students ask may be answerable only by other people, perhaps only by a knowledgeable person other like a teacher, parent, medical specialists, etc. | |||
}} | |||
{{activity|stgw| on collecting data for analysis.|5 }} After the discussion, assess if the resources that you have prepared so far would be adequate for the students to embark on the data collection process (whether is it in the form of experiment or enquiring through the Internet/asking people). If not, make some changes or consider creating additional worksheets or perhaps a spreadsheet for the students. If you would like your students to make a prediction and/or form a hypothesis, make this clear on your worksheet. You should make sure that you have included an ICT element in each of your enquiry ideas. | |||
{{activity|otr|: Video sequence and discussion.|5 }} | |||
Imagine that you are the students who are going through the data collection process. | |||
Watch the following video sequence of some students collecting data for an enquiry into BMI and being healthy (Idea E). The students have been collecting data independently and the teacher has noticed a problem. | |||
{{: Video/Judith_body_A06.m4v }} | |||
{{: Video/Judith_body_A07.m4v }} | |||
{{: Video/Judith_body_A08.m4v }} | |||
Try to anticipate where these types of problems (procedural errors) might occur as you collect data for your 'idea' in the following activity. It is likely that you will need to refine your data collection procedure in a similar way that you have just refined your resources in the previous part of this activity. | |||
{{Background|text = | |||
As an aside: Once your students are used to working in the spirit of enquiry you can pose short enquiry problems to be solved for homework or at various stages of a lesson. For example, the teacher in the above clip might have asked the students to work out a solution to the problem of the measuring tape not starting at the floor with the proviso that the solution should not include measuring Martha again or moving the measuring tape. The answer of course is to measure the gap between the tape and the floor and add this to Martha's incorrect height measurement. By giving the students a few minutes to discuss the problem in groups of thee or four, they may have come up with this (or perhaps another even better) solution - students can sometimes surprise us with their ingenuity. Once the size of the gap has been worked out, this result can be added to all other measurements carried out using that tape - the students will see this as a worthwhile exercise because it means that they don't have to measure everyone who used that tape again! | |||
}} | |||
Revision as of 11:23, 5 February 2014
Additional material to help with recording results from enquires.
if you are planning for you students to collect some experimental data you might like to watch the following sequence of videos that show a South African teacher preparing her students to draw a graph of some data.
video 1 - making sure everyone understands the table
Pindi Graphs 3.4.mp4
- Why does the teacher remind the students of what they had done previously?
- What are the benefits to the students of the teacher drawing the table on the chalk board?
- Do you think it was a good idea to leave the table blank? Why?
The teacher reminds the students of work they had done on this enquiry in a previous lesson. She has planned for the students to do quite a lot of graph drawing as part of this enquiry on exponentials.
Add some videos of Pindi describing in detail how to draw up and fill in results table. Include a student completed worksheet (measuring pulse rate) for critique.
Making predictions
Simply put:
- a hypothesis is an explanation of why something is happening (or will happen) and so is a good starting point for investigation/argument/further observations/tests
- a prediction is a statement of what you think will happen before it does so
It is possible to make a prediction based on a hypothesis or without a hypothesis.
You can read about hypotheses in more detail in this NRICH article on understanding hypotheses.
Encouraging students to make predictions about the outcomes of their enquiries allows them to exercise higher order thinking skills as they must think about the many possibilities that might occur/exist.
- What other positive consequences could there be of students predicting the outcomes of their enquires?
- What are the potential drawbacks of encouraging students to make predictions?
Here are some video clips of students working on making predictions for the outcome of an enquiry that they will soon do. Watch a few of them now (begin watching the first one from 1:34) and the rest in your own time after the session. Notice how motivated the students are and how they support and encourage each other. Think about the following questions and discuss them as a group if you have time:
- What do you think the teachers role is during this stage of the enquiry process?
- How could you ensure that all students are actively involved in making predictions?
- What strategies could you have in place to make sure that any misconceptions uncovered at this stage would be picked up and dealt with?
VIDEO
Observation of small group completing lung capacity worksheet together
Small group working together to discuss and complete lung capacity worksheet
Video/Aggie Fitness A06.m4v, https://oer.opendeved.net/wiki/Video/Aggie_Fitness_A06.m4v,This video is available on your memory stick in the video/Aggie Fitness folder. Duration: 4:35 watch on YouTube, local play / download options / download from dropbox) (Video filmed in 2012, at CBS.)(Series: Aggie Fitness, episode 06)
VIDEO
Small group discusses how to measure lung capacity displacement
Small group working together to guess lung capacity displacement
Video/Aggie Fitness A07.m4v, https://oer.opendeved.net/wiki/Video/Aggie_Fitness_A07.m4v,This video is available on your memory stick in the video/Aggie Fitness folder. Duration: 1:48 watch on YouTube, local play / download options / download from dropbox) (Video filmed in 2012, at CBS.)(Series: Aggie Fitness, episode 07)
VIDEO
Group revises original estimates of lung capacity
Small group decides to adjust their guesses on lung capacity
Video/Aggie Fitness A08.m4v, https://oer.opendeved.net/wiki/Video/Aggie_Fitness_A08.m4v,This video is available on your memory stick in the video/Aggie Fitness folder. Duration: 0:51 watch on YouTube, local play / download options / download from dropbox) (Video filmed in 2012, at CBS.)(Series: Aggie Fitness, episode 08)
VIDEO
Small group discusses how many millilitres are in a litre
Small group discussion on how many millilitres make up a litre
Video/Aggie Fitness A09.m4v, https://oer.opendeved.net/wiki/Video/Aggie_Fitness_A09.m4v,This video is available on your memory stick in the video/Aggie Fitness folder. Duration: 2:36 watch on YouTube, local play / download options / download from dropbox) (Video filmed in 2012, at CBS.)(Series: Aggie Fitness, episode 09)
Notes for additional session
An enormous amount of valuable, deep and exciting information is available on the Internet, but an enormous amount of total nonsense, falsities, half-truths and unsupported theories is also out there. Your students have to learn to distinguish between the two, but you cannot give them hard-and-fast rules. Everything that comes out of an established publishing source isn't good information, and everything that comes from a personal home page isn't bad information. The kinds of things that students ask may be answerable only by other people, perhaps only by a knowledgeable person other like a teacher, parent, medical specialists, etc.
Same-task group work (5 min) on collecting data for analysis. After the discussion, assess if the resources that you have prepared so far would be adequate for the students to embark on the data collection process (whether is it in the form of experiment or enquiring through the Internet/asking people). If not, make some changes or consider creating additional worksheets or perhaps a spreadsheet for the students. If you would like your students to make a prediction and/or form a hypothesis, make this clear on your worksheet. You should make sure that you have included an ICT element in each of your enquiry ideas.
Observing, thinking, reflecting (5 min): Video sequence and discussion.
Imagine that you are the students who are going through the data collection process.
Watch the following video sequence of some students collecting data for an enquiry into BMI and being healthy (Idea E). The students have been collecting data independently and the teacher has noticed a problem.
VIDEO
Collecting accurate data
Judith shows pupils again how to measure their height accurately, emphasising the importance of using the correct method and paying attention to detail. Using a straight tape measure that starts at the floor (at zero), Marsha measures 1.45m.
Video/Judith body A06.m4v, https://oer.opendeved.net/wiki/Video/Judith_body_A06.m4v,This video is available on your memory stick in the video/Judith body folder. Duration: 1:04 watch on YouTube, local play / download options / download from dropbox) (Video filmed in 2012, at CBS.)(Series: Judith body, episode 06)
VIDEO
Checking for anomalous results
Judith draws the pupils' attention to differing height measurements for the same pupil. Using this tape measure, Marsha measures 1.29m.
Video/Judith body A07.m4v, https://oer.opendeved.net/wiki/Video/Judith_body_A07.m4v,This video is available on your memory stick in the video/Judith body folder. Duration: 0:51 watch on YouTube, local play / download options / download from dropbox) (Video filmed in 2012, at CBS.)(Series: Judith body, episode 07)
VIDEO
Collecting data for the BMI enquiry
Judith guides pupils to help each other to discover the source of an error when measuring height.
Video/Judith body A08.m4v, https://oer.opendeved.net/wiki/Video/Judith_body_A08.m4v,This video is available on your memory stick in the video/Judith body folder. Duration: 1:44 watch on YouTube, local play / download options / download from dropbox) (Video filmed in 2012, at CBS.)(Series: Judith body, episode 08)
Try to anticipate where these types of problems (procedural errors) might occur as you collect data for your 'idea' in the following activity. It is likely that you will need to refine your data collection procedure in a similar way that you have just refined your resources in the previous part of this activity.
As an aside: Once your students are used to working in the spirit of enquiry you can pose short enquiry problems to be solved for homework or at various stages of a lesson. For example, the teacher in the above clip might have asked the students to work out a solution to the problem of the measuring tape not starting at the floor with the proviso that the solution should not include measuring Martha again or moving the measuring tape. The answer of course is to measure the gap between the tape and the floor and add this to Martha's incorrect height measurement. By giving the students a few minutes to discuss the problem in groups of thee or four, they may have come up with this (or perhaps another even better) solution - students can sometimes surprise us with their ingenuity. Once the size of the gap has been worked out, this result can be added to all other measurements carried out using that tape - the students will see this as a worthwhile exercise because it means that they don't have to measure everyone who used that tape again!
