Module for RWS100*Module for RWS100*

Evaluating Global Climate ChangeWebsites to Enhance

Learning Across the Curriculum

Kathy Williams, Biology in collaboration with

Annette Cavender, RWS

Evaluating Global Climate ChangeWebsites to Enhance

Learning Across the Curriculum

Kathy Williams, Biology in collaboration with

Annette Cavender, RWS

Biology Undergrad Curriculum Goals (for RWS100*)

Biology Undergrad Curriculum Goals (for RWS100*)

Help students learn to …

Integrate knowledge among disciplines of science

Construct a scientific argument & support it with appropriate evidence

Use diverse sources of information: Evaluate sci. arguments on websites; distinguish scientific fact from fiction

Recognize contextual aspect of argument (even in science); consider biases!

Help students learn to …

Integrate knowledge among disciplines of science

Construct a scientific argument & support it with appropriate evidence

Use diverse sources of information: Evaluate sci. arguments on websites; distinguish scientific fact from fiction

Recognize contextual aspect of argument (even in science); consider biases!

Design: 4 aspectsDesign: 4 aspects

Brainstorming activity (carousel) engage students in GCC concepts & learn what

students brought to class (“pre-test”)

Speakers - professional biologists discuss writing in science

WebQuest activity - students explored websites about GCC

Evaluation - subjective & objective questions fundamental science concepts & GCC

misconceptions (“post-test”)

Brainstorming activity (carousel) engage students in GCC concepts & learn what

students brought to class (“pre-test”)

Speakers - professional biologists discuss writing in science

WebQuest activity - students explored websites about GCC

Evaluation - subjective & objective questions fundamental science concepts & GCC

misconceptions (“post-test”)

Assessing how well it workedAssessing how well it worked

Inspection of carousels & questions submitted (knowledge pre-test)

Recruited speakers & interviewed them

Products of WebQuest

Self-report evaluations: responses & content

Objective questions (knowledge post-test)

Interviewed instructor

Inspection of carousels & questions submitted (knowledge pre-test)

Recruited speakers & interviewed them

Products of WebQuest

Self-report evaluations: responses & content

Objective questions (knowledge post-test)

Interviewed instructor

Conclusions about the TL module

Conclusions about the TL module

Generally worked better than planned; expected and unexpected outcomes

Positive response from students and faculty; would do again, was worthwhile

Need to a) allot more time to activity, b) add more structure to exploring links, &c) give more direction to speakers & get formative feedback from students

Generally worked better than planned; expected and unexpected outcomes

Positive response from students and faculty; would do again, was worthwhile

Need to a) allot more time to activity, b) add more structure to exploring links, &c) give more direction to speakers & get formative feedback from students

ConclusionsConclusions

surprises: alternative viewpoints & arguments (context), changes in knowledge, didn’t expect it to work as well as it did (logistically)

wish I could have compared responses from all non-sci.majors section, too

surprises: alternative viewpoints & arguments (context), changes in knowledge, didn’t expect it to work as well as it did (logistically)

wish I could have compared responses from all non-sci.majors section, too

Problems?Problems?

deploying anonymous assessments

getting evaluation on web easily and analyzing results (Bb problems)

time!!

deploying anonymous assessments

getting evaluation on web easily and analyzing results (Bb problems)

time!!

Factors contributing to success

Factors contributing to success

Great educator to work with (Annette Cavender) students had worked in groups, analyzed issues,

examined arguments, had computer lab practice and access

Students were “good” somewhat self-selected for innovation (chose

special sections, probably attended orientation), classes were different (all-sci. vs. blended)

students were enthusiastic & very focused

Support: pICT, WebQuest

Great educator to work with (Annette Cavender) students had worked in groups, analyzed issues,

examined arguments, had computer lab practice and access

Students were “good” somewhat self-selected for innovation (chose

special sections, probably attended orientation), classes were different (all-sci. vs. blended)

students were enthusiastic & very focused

Support: pICT, WebQuest

Role of TechnologyRole of Technology-addresses the role of internet as a major disseminator of scientific information to public (& our students)

- how that form of communication is similar and different than other forms (eg. books, primary journal literature, popular literature like magazines and newspapers, and movies)

- computer skills will be developed and used throughout the course

-addresses the role of internet as a major disseminator of scientific information to public (& our students)

- how that form of communication is similar and different than other forms (eg. books, primary journal literature, popular literature like magazines and newspapers, and movies)

- computer skills will be developed and used throughout the course

AssessmentAssessment

Students compare & evaluate selected websites on global climate change, using appropriate language and argument structure; reflect on own perceptions & communicate those and ideas of others both orally and in writing.

written & oral presentations

possibly website postings & discussion boards

Also 3 speakers - scientists visit & lead a discussion about the value of writing and communication skills in science > reflection

Students compare & evaluate selected websites on global climate change, using appropriate language and argument structure; reflect on own perceptions & communicate those and ideas of others both orally and in writing.

written & oral presentations

possibly website postings & discussion boards

Also 3 speakers - scientists visit & lead a discussion about the value of writing and communication skills in science > reflection

Basic approachBasic approach

Give examples of 3 SCIENTIFIC strengths and 3 SCIENTIFIC weaknesses of each site.

Strengths might be things like:

- strong of evidence presented to support ideas with credible

references.

- interpretation of data is scientifically logical.

Weaknesses might be things like:

- little supporting evidence presented.

- evidence not credible (no references or references weak).

- arguments appeal to emotions not science and facts.

Give examples of 3 SCIENTIFIC strengths and 3 SCIENTIFIC weaknesses of each site.

Strengths might be things like:

- strong of evidence presented to support ideas with credible

references.

- interpretation of data is scientifically logical.

Weaknesses might be things like:

- little supporting evidence presented.

- evidence not credible (no references or references weak).

- arguments appeal to emotions not science and facts.

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