Transcript VIRTUAL ECOLOGICAL INQUIRY MODULE: A Collaborative Project Between TAMU-ITS Center and CAS-CNIC

VIRTUAL ECOLOGICAL
INQUIRY MODULE:
A Collaborative Project Between
TAMU-ITS Center and CAS-CNIC
Presented by:
X. Ben Wu and Stephanie L. Knight
Department of Rangeland Ecology and Mgt.
and Department of Educational Psychology,
Texas A&M University
• Virtual science museums (VSM)
• provide rich ecological contents otherwise
inaccessible to users
• enhance user’s understanding of ecology
and appreciation of biodiversity
• VSMs also present great opportunities for
• scientific inquiry-based learning in diverse
ecological settings, for both informal and
formal science education
• novel approaches for assessment of
learning
• science education research on the impact
of IT on learning.
I. IT-based Learning Environment
1. Virtual Ecological Inquiry, set in the
mountain landscape of the Wolong
Nature Reserve for authentic
ecological inquiries
2. IT-based assessment tools – novel
approaches and rubrics for assessing
learning outcomes
II. Research on influence of IT and
culture on student learning and
attitudes
1. Virtual Learning Environment
A. Ecological Background
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Spatial distribution of plants and influence of climate
(temp and precip; latitudes vs. altitude) and topography
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Environmental factors and their measurement
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Plant adaptation (function groups)
B. Virtual Tour of Wolong
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3D rendition of Wolong landscape –
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3D rendition of topography, vegetation types,
remote sensing imagery, plus general physical
features
Virtual tour of individual vegetation types –
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Video show of general characteristics
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List of dominate plant species, with photo guides
and a simple key for dominant plants
Photo guide and a simple key of the main
plant (mostly tree) species
C. Developing Testable Hypotheses
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based on observations (virtual tour), by students
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pattern/distribution of plants (types and abundance)
along the altitudal and topographic gradient
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causes of the pattern (influence of environmental
factors and their spatial pattern); ecological
relationships
• List 2 or more observed patterns in the
vegetation distribution.
• For each of them, offer as many possible
reasons for the pattern as one can.
• Choose one of the observed patterns and
one of the reasons for the pattern;
formulate 2 testable hypotheses, one for
the observed pattern and one for the
reason.
• Describe data needed to test (support or
refute) each of the hypotheses.
D. Virtual Field Investigation
• Design virtual field investigation
• Select two (or more) sites for a comparative
study to test the hypotheses generated
• Determine number of plots and relevant
variables to sample
• Conduct virtual field sampling
• Collect data in each plot (2D stem map)
• trees (sp, dbh)
• Bamboo/shrub (sp, cover)
• Environmental factors (elevation, slope,
aspect, micro-climate, etc.)
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Instruments:
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Researcher
Research site
Plot #
Slope, %
Temprature, oC
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Species: [Chinese]/[English], [Latin]
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D
Diameter at breast height (DBH): xx.x cm
Tree #
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Date
Aspect
Rel. Humidity
[pulldown menu/icons for instruments]
Spesies and DBH (cm) of each tree in the plot
Sp 1 Sp 2 Sp 3 Sp 4 Sp 5 Sp 6 Other sp
Intercepts of shrub specise by line transect, m
transect 1 (L)
transect 2 (R)
Bamboo
Rhododendron
Other shrubs
Notes:
E. Analysis, Interpretation and Synthesis
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Data analysis •
Summary statistics of relevant variables
(species, density, and size of trees; specie
and relative abundance of shrubs) at
different sites (use spreadsheet)
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Correlation between these variables and env.
Factors (with X-Y plots)
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possibly simple statistical tests (t-test, 2
goodness-of-fit test)
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Simple figures and/or tables (tools made
available)
E. Analysis, Interpretation and Synthesis
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Data analysis -
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Interpretation of results –
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What were your major findings?
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Did your results support your hypothesis?
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What other questions do you have based on
your findings?
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Suggestions for future investigations?
Scientific report, presentation
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Scientific writing, on-line presentation
(level of complexity and expertise)
2. IT-based Assessment Tools
A. Determine users’ attitudes toward
ecology/science (online survey), conceptual
knowledge.
Attitude Survey Scales & Examples
1) Interest
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2)
Time goes quickly when I work on the
Virtual Ecological Inquiry.
Task Value
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I expect to make use of the ecological
knowledge I have learned.
3) Achievement Motivation
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I usually finish the Virtual Ecological
Inquiry modules I start.
4) Uncertainty of Science
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5)
I learn that ecological inquiries can
yield unexpected results
Shared Control
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I decide how much time I spend on
learning activities when I’m doing
Virtual Ecological Inquiry.
6) Collaborative Learning
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Other VEI learners explain their
ideas to me.
2. IT-based Assessment Tools
B. Develop and test rubrics for assessing
learning outcomes related to components
of the ecological inquiry (e.g., developing
testable hypotheses based on observations,
design of field investigation, data
collection and analysis, and ecological
interpretation).
Virtual Ecology Inquiry Module
Assessment Rubric*
Category
4
The VEI user completes all important components of the task and
communicates ideas clearly.**
The VEI user demonstrates in-depth understanding of the relevant concepts
and/or practices.
Where appropriate, The VEI user chooses more efficient and/or sophisticated
processes.
Where appropriate, the VEI user offers insightful interpretations or
extensions (hypotheses, generalizations, applications, analogies.
Category
3
The VEI user completes most important components of the task and
communicates clearly.
The VEI user demonstrates understanding of major concepts even though
he/she overlooks some less important ideas or details.
Category
2
The VEI user completes some important components of the task and
communicated those clearly.
3
The VEI user completes most important components of the task and
communicates clearly.
The VEI user demonstrates understanding of major concepts even though
he/she overlooks some less important ideas or details.
Category
2
The VEI user completes some important components of the task and
communicated those clearly.
The VEI user demonstrates that there are gaps in his/her conceptual
understanding.
Category
1
The VEI user shows minimal understanding.
The VEI user addresses only a small portion of the required task(s).
Category
0
Response is totally incorrect, incomplete, or irrelevant.
*Adapted from General Scoring Rubric of the Kentucky Department of Education (KDE)
**A separate scoring guide provides operational definitions for these four categories
including 1) a list of important task components, 2) a list of relevant major concepts and
processes, 3) a list of less important but relevant ideas or details, 4) operational
definitions for the terms all, most, some, in-depth, insightful, understanding, appropriate,
efficient, sophisticated that appear as qualifiers in the rubric.
2. IT-based Assessment Tools
C. IT-enabled Novel Assessment Approaches:
• tracking user behavior to assess thought
process;
• determining level of engagement by
capturing length of time actively involved
online;
• investigating cultural influences on ITbased learning (differential behavior of
users with different cultural background –
different countries, classes, or mirror site
users)
II. Research
Assessing the influence of IT and culture on
student learning and attitudes
1. ITS Cohort III – Landscape Ecology and
Conservation Project
Through research of ITS center participants
at high school and undergraduate levels
2. Large ecology lecture classes (up to 500
students/semester) at Texas A&M
3. Multiple-session ecology labs (up to 200
students/semester) at Texas A&M
4. Other settings
Museums, web users, classes in China and US