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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 04:14, 10 February 2014
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|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* making predictions during enquiries | * making predictions during enquiries | ||
* dealing with unexpected outcomes | |||
* similarities between the scientific method and enquiry based learning | |||
* collecting accurate and reliable data | * collecting accurate and reliable data | ||
* preparing for an enquiry-based learning session through a series of lessons and a ‘project day’ or ‘field trip’ for maths or science classes | * preparing for an enquiry-based learning session through a series of lessons and a ‘project day’ or ‘field trip’ for maths or science classes | ||
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* watch a video sequence of students recording data and discuss the level of guidance provided by the teacher | * watch a video sequence of students recording data and discuss the level of guidance provided by the teacher | ||
* do an activity to correctly organise the steps in the scientific method | * do an activity to correctly organise the steps in the scientific method | ||
|ict={{ OER4SchoolsWSInfo/ICT intro}} | |ict={{ OER4SchoolsWSInfo/ICT intro}} | ||
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{{activity|wcd| on data handling videos.|15 }} The following sequence of videos show a South African teacher preparing her students to draw a graph of some data and offers some insight into what can go wrong when students are working independently on data handling. | {{activity|wcd| on data handling videos.|15 }} The following sequence of videos show a South African teacher preparing her students to draw a graph of some data and offers some insight into what can go wrong when students are working independently on data handling. | ||
{{: Video/Pindi_Graphs3-10.mp4 }} | |||
The teacher reminds the students of work they had done on this enquiry in a previous lesson. She has planned for them to do quite a lot of graph drawing as part of this enquiry on exponentials. | |||
* Why does the teacher remind the students of what they had done previously? | * 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? | * 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? | * Do you think it was a good idea to leave the table blank? Why? | ||
{{: Video/Pindi_Graphs3-12.mp4 }} | {{: Video/Pindi_Graphs3-12.mp4 }} | ||
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{{ednote|text= | {{ednote|text= | ||
Try to encourage participants to use the opportunity as a learning one for the whole class. This student has inadvertently discovered the beauty of a log graph, and that is to be celebrated! This is one of the benefits of EBL, there is plenty of room for creativity | Try to encourage participants to use the opportunity as a learning one for the whole class. This student has inadvertently discovered the beauty of a log graph, and that is to be celebrated! This is one of the benefits of EBL, there is plenty of room for creativity! | ||
}} | }} | ||
Students will often need a lot of guidance if they are to record meaningful results | {{activity|stgw| on recording meaningful results.|10} Students will often need a lot of guidance if they are to record meaningful results. Have a look at the following student worksheet and discuss in your groups the level of guidance that a student may require when completing such a sheet. | ||
Consider the following: | |||
* How might the worksheet be improved? | |||
* Is there any other information that you think should be on the sheet that currently is not? | |||
* What background work would you aim to cover before expecting students to be able to complete the worksheet? | |||
If you have time, draw up a new improved worksheet in your group and share it with members of other groups. | |||
[[image:pulseworksheet].png|500px] | [[image:pulseworksheet].png|500px] | ||
{{ednote|text= | |||
Students were measuring their pulse before and after exercise. They recorded it after 15 seconds and multiplied this by four to give the number of beats per minute. It is clear from the worksheet that this particular student needs help with how to work out the average pulse rate. The information on how to do this could have been added to the worksheet. Similarly there is no formula on the sheet for working out the BMI. Encourage participants think about these things when they are recording and analysing their data for the enquiry activities (A-E) and when they are presenting their findings. | |||
}} | |||
{{activity|stgw| on analysing data.|20}} | {{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: | 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? | # 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? | # How do you know that you can ‘trust’ the data that has been collected? Why? | ||
