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OER4Schools/Collecting and interpreting information part 2: Difference between revisions
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OER4Schools/Collecting and interpreting information part 2 (view source)
Revision as of 11:23, 5 February 2014
, 11 years agonotes for additional session take two
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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. | ||
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'''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. | |||
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{{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. | |||
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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! | |||
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