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REINVENTING SCIENCE EDUCATION THROUGH VIRTUAL
WORLDS
Learning to be scientific
Diane Jass KetelhutTemple University
“WE’VE MANAGED TO TURN PEOPLE OFF OF SCIENCE BY MAKING
IT SOME KIND OF ROTE LEARNING
EXERCISE”
Bruce M. Alberts (1995)
Diane Jass Ketelhut, Temple University 3/30/2010
Science education issues
Career Interest1/3 high school students take one year of science
Of all doctorate-holding scientists: 5% are either African-American or Hispanic
25% are womenRising above the gathering storm; Nation’s report card 2005
3/30/2010
Science education issues
Conceptual Understanding31% say humans evolved through natural selection
46% do not know that an electron is smaller than an atom
AAAS and Pew Survey 3/30/2010
What turns students on?
3/30/2010Diane Jass Ketelhut, Temple University
World of warcraft www.worldofwarcraft.com
92% of all 2-17 year olds play video and computer games
97% of teens play videogames
45 Million homes own a videogame console
National institute on media and the family 2001; Pew Foundation , 2008 3/30/2010
“When individuals play modern video and computer games, they experience environments in which they often must master the kinds of higher-order thinking and decision-making skills employers seek today.”
3/30/2010fas summit on videogames, 2006
“…games that incorporate simulations provide …a way to translate what is learned in training to application in the workplace.”
Role for sims and games
Scientific inquiry: Provide access for all Model integration with content
Immersion: Identify formation Engagement
Situated learning Learning in contexts close to where knowledge
will be usedContextualized assessmentDiane Jass Ketelhut, Temple University 3/30/2010
Two example projects
River city http://muve.gse.harvard.edu/
rivercityproject/ collaborative scientific inquiry-based
learning Epidemiology content
SAVE science Series of assessment quests for 12-14 year
old Assess local school curriculum Problem-based
3/30/2010Diane Jass Ketelhut, Temple University
River City
Middle school curriculum Modeled scientific inquiry for teachers Integrated content with inquiry A non-linear approach to learning
Immersive Situated learning experiences without
leaving the classroom! Ability to explore identity as a scientist
Diane Jass Ketelhut, Temple University 3/30/2010
Virtual Inquiry Tools
Diane Jass Ketelhut, Temple University 3/30/2010
Before Change After drying up the bog
Controlled virtual experimentation
3/30/2010Diane Jass Ketelhut, Temple University
Outcomes
Better understanding of student processes
EngagementLearning content and Scientific inquiry
Increase in career interest
3/30/2010Diane Jass Ketelhut, Temple University
Student comments
‘we had to figure out things and ask questions and use our brains and think really hard ... because we had to figure out what was wrong’
‘It was different by exploring by myself not being told what things to test out.’
‘...when I was making the experiment and going around asking everything I kind of felt like a detective’
‘more challenging’3/30/2010Diane Jass Ketelhut, Temple University
http://www.wonderville.ca/
http://muve.gse.harvard.edu/rivercityproject/
Not all games are created equal!
Diane Jass Ketelhut, Temple University 3/30/2010
Situated assessment in VEs for science content & inquiry
Diane Jass Ketelhut, Temple University 1/13/2010
Motivation: Text based high stakes test Separation of inquiry and content “Students do not come to understand inquiry simply
by learning words such as ‘hypothesis’ and ‘inference’ or by memorizing procedures such as "the steps of the scientific method” (NRC)
Series of modules to assess local curriculum 7th and 8th grades Integrate scientific inquiry with content Students demonstrate understanding of inquiry and
content by engaging in context-based quests
Initial learning
Contextualizing the problem helps
Inferences about scientific inquiry
Illuminated misconceptionsEngaging!
3/30/2010Diane Jass Ketelhut, Temple University
Teachers
Good games require a teacher to embed in classroom culture and curriculum
Requires rethinking pre-service and in-service education
3/30/2010Diane Jass Ketelhut, Temple University
Pre-service educators
Something like this should be used in classroom
“We are currently living in an age where video games, ipods, laptops and cell phones rule. In order to compete schools must find ways to engage and maintain our students' attention. We have to incorporate more computer based research and activities into our lessons.”
Diane Jass Ketelhut, Temple University 3/30/2010
But beyond the value…
“I am a teacher who has two computers at home, I occasionally use my daughter's ipod, I play video games with my son and who doesn't have a cell phone. I have all of these devices at the tip of my hand and yet I rarely use technology in my classroom.”
Diane Jass Ketelhut, Temple University 3/30/2010
How do we help teachers?
Create models in K-12 and higher edTime on task*Technical and social support*Previous Experiences
One on one works best but unsustainableFully online sustainable but ineffectiveSuccess with hybrid, teacher videos,
stories, collaboration
3/30/2010*Schifter, 2008
In summary…
“It is simply my unwillingness to think out of the box when it comes to technology. I'll try the latest teaching strategy or do something out of the norm that my colleagues won't do and yet I refuse to give technology a try. Here I go with the excuses: lack of working computers, time, the curriculum, standardized testing, students' behavior, school walkthroughs, etc, etc, etc. In spite of these I know I have to do better by my students. Hopefully, this summer I'll be able to create some lessons and reformat activities that will incorporate more interactive technology. Sadly, this statement sounds familiar. Oh yeah, I think I said it last spring......”
Diane Jass Ketelhut, Temple University 3/30/2010
Thanks
For more information, contact: Diane Jass [email protected] The instructional practices and assessments discussed or
shown in this presentation are not intended as an endorsement by the U. S. Department of Education.
This material is based upon work supported under Grant No. 0310188 and 0822308. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.
Diane Jass Ketelhut, Temple University 3/30/2010