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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 22:53, 9 February 2014
, 11 years agoworking on new session
JanetBlair (talk | contribs) m (notes for additional session) |
JanetBlair (talk | contribs) m (working on new session) |
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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. | ||
=Making predictions= | |||
Recall that: | |||
* 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 ''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 | * a ''prediction'' is a statement of what you think will happen before it does so | ||
and that it is possible to make a prediction based on a hypothesis or without a hypothesis. | |||
We know that 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. | |||
{{activity|wcd| on making predictions.|20 }} | |||
* What other positive consequences could there be of students predicting the outcomes of their enquires? | * What other positive consequences could there be of students predicting the outcomes of their enquires? | ||
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You should observe that the steps are very similar to the EBL steps. The steps in italics should be a particularly helpful reminder to what enquiry activities you have carried out, in the context of a scientific investigation method. | You should observe that the steps are very similar to the EBL steps. The steps in italics should be a particularly helpful reminder to what enquiry activities you have carried out, in the context of a scientific investigation method. | ||
{{activity|stgw| on analysing data.|20} | |||
Before you carry on to analyse your data, discuss these questions: | Before you carry on to analyse your data, discuss these questions with the other members of your group: | ||
# What is your ‘best guess’ at this point in time? Why? | # What is your ‘best guess’ at this point in time? Why? | ||
# Do you think the data help you to | # Do you think the data help you to {{activity|stgw| on collecting and interpreting data.|10 }} to the enquiry? Why? | ||
# How do you know that you can ‘trust’ the data that has been collected? Why? | # How do you know that you can ‘trust’ the data that has been collected? Why? | ||
# What is the best way to make sense of the data so that you are able to find some solutions to the enquiry? | # What is the best way to make sense of the data so that you are able to find some solutions to the enquiry? | ||
# Thinking back to the videos of the students measuring their height, how might inaccurate results affect their BMI calculation/hypothesis/conclusion? | # Thinking back to the videos of the students measuring their height, how might inaccurate results affect their BMI calculation/hypothesis/conclusion? | ||
Between this session and the next | Make a start on analysing your data in this session. Between this session and the next, continue to analyse your data and be ready to present your findings to your colleagues during the next session You should arrange a time to get together with the other members of your group or alternatively divide up the tasks relating to the analysis and presentation between you now. You will also have a short time to finalise your presentation at the beginning of the next session . | ||
{{background|text= | |||
Is your data reliable? | |||
The analysis of the data involves responding to the questions above. These questions help you evaluate your guesses, and assess whether the data collected is '''valid '''(ie. whether it can actually answer the enquiry questions) or '''reliable '''(ie. whether the data comes from a rigorous and trustworthy method of data collection cf. the discrepancies in measuring height highlighted in the videos). If you do not think the data fulfills the qualities of validity and reliability, then you should immediately highlight the problem and try to find out why this could have happened. It may be that you need to to rethink or repeat the data collection process. If you are satisfied with the data collected, you can then go ahead to make sense of the data so that you are able to present a solution, or different solutions, to the rest of the participants next week. | The analysis of the data involves responding to the questions above. These questions help you evaluate your guesses, and assess whether the data collected is '''valid '''(ie. whether it can actually answer the enquiry questions) or '''reliable '''(ie. whether the data comes from a rigorous and trustworthy method of data collection cf. the discrepancies in measuring height highlighted in the videos). If you do not think the data fulfills the qualities of validity and reliability, then you should immediately highlight the problem and try to find out why this could have happened. It may be that you need to to rethink or repeat the data collection process. If you are satisfied with the data collected, you can then go ahead to make sense of the data so that you are able to present a solution, or different solutions, to the rest of the participants next week. | ||
