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OER4Schools/Collecting and interpreting information part 2: Difference between revisions
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=Collecting and Interpreting Data: Part two = | |||
{{activity|stgw| on collecting and interpreting data.|10 }} Having collected your data in the previous session you should now be ready to analyse or find solutions to respond to appropriately during the enquiry. | |||
Students often enjoy collecting data but are more reluctant when it comes to analysing it; they are not always sure where to begin. | |||
Where should you begin and how will you proceed with this section of the enquiry? | |||
The follow are the steps in the scientific method as usually followed in many scientific investigations and enquiries. '''They are not in the right order'''. Working in small groups, arrange the steps in the right order by putting the numbers 1-8 next to them. | The follow are the steps in the scientific method as usually followed in many scientific investigations and enquiries. '''They are not in the right order'''. Working in small groups, arrange the steps in the right order by putting the numbers 1-8 next to them. | ||
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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. | ||
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. | |||
{{activity|stgw| on analysing data.|20}} | |||
Before you carry on to analyse the data that you collected during the last session, discuss these questions with the other members of your group: | |||
# What is your ‘best guess’ at this point in time? 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? | |||
# Thinking back to the videos of the students measuring their height, how might inaccurate results affect their BMI calculation/hypothesis/conclusion? | |||
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 . | |||
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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. | |||
Remember, to '''ensure that the data collected is reliable'''. It may be necessary to repeat the experiment a number of times. Averages can then be calculated if further processing is needed - for example in the paper airplane enquiry. To ensure that the data is valid, make sure to consider all the possible variables and which ones to control. | |||
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