Inquiry-Based Science Instruction
and Virtual Learning Objects
What just happened here?
What
happened
here awhile
ago?
What happened here?
What happened here?
Virtual Learning Objects
--Resources from the Internet
 Becoming
increasingly important in instruction
 Little research has been done
 Preliminary findings are that current uses are
primarily to illustrate lectures
What role can “virtual learning objects” play in
inquiry-based science instruction?
Goals:
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Describe “Inquiry-Based” Science Instruction
Display several “Virtual Learning Objects”
Demonstrate a range of uses of Virtual
Learning Objects (VLOs)
Discuss the relationship between those uses
and elements of Inquiry-Based science
instruction
Explore ways to assess/frame uses of VLOs
A Few Thoughts First
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The audience is a mix in terms of:
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subject area
teaching experience
experience with ICT and other technologies
familiarity with inquiry-based science teaching
I can do some modeling, with your help
This is informal, we can all share ideas
I’m still learning, so please raise questions
What is meant by “Inquiry-Based”
Science Instruction?
That leads to a question…
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How is it possible for something to rest on
top of water without sinking?
What do you think?
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Which of these things could float on top of
water?
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A small piece of paper
A wooden toothpick
A coin
A paperclip
Grains of black pepper
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Think of one more small thing that you could try.
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Try It!
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Using a fork, hold a paperclip above a cup of
water.
Hold the paperclip on the fork so the
paperclip is parallel with the water’s surface.
Lower the fork into the water slowly.
Can you make the paperclip float?
Water Molecules
1.
Dipole
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1
2
Dipoles align
and pull on each other
So…
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How is it possible for something to rest on
top of water without sinking?
Explain the role of surface tension
in what you see.
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1
Pepper activity
Re-float the paperclip
Break the Tension
How is this like/unlike a mosquito?
Let’s Talk About Inquiry
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What does the term “science inquiry”
mean to you?
How much emphasis should “inquirybased” science teaching get?
What is the relationship between “science
inquiry” as an approach to instruction and
as something that scientists do?
Virtual Learning Objects
Photos (Rainbow, Tree, Heat, Clouds)
Hurricane Video
Water Molecule Model
Dipole Animations
Surface Tension Force Animation
Virtual Learning Objects
“Small interactive programs that are
available online and are focused on
specific content topics” (Gadanidis & Schindler, 2006)
•Small
•Interactive
•Programs
•Specific Content
What is important?
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Control
Exploration
Transformation
Science Processes
Consider the Attributes of
Virtual Learning Objects
More “Generative”
Allows Transformation
More Learning
Based on Science Processes
More Teacher
Controlled
Less Learning
More Student
Exploration
Pre-set Results
Photos (Rainbow, Tree, Heat, Clouds)
Hurricane Video
Water Molecule Model
Dipole Animation
Surface Tension Force Animation
Allows Transformation
Based on Sci Processes
More Teacher
Controlled
Less Learning
More Learning
More Student
Exploration
Pre-set Results
Virtual Learning Objects
How can VLOs be effectively used in
science instruction—especially inquirybased instruction—to enhance learning?
Allows Transformation
Based on Sci Processes
More Teacher
Controlled
Less Learning
More Learning
More Student
Exploration
Pre-set Results
Do we
believe this
photo is real?
What would
we look to
for clues?
Watch Closely
Group 1 – Water temperature under each storm
Group 2 – Water temperature everywhere,
especially along gulf stream
Group 3 – Clouds as storm moves
Group 4 – Notice where each storm stops
Group 5 – Describe the change in the number of
storms over time
A Key Point—In Two Parts
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Learning that takes place with the use of virtual
learning objects is NOT primarily a matter of the
qualities of the virtual learning object itself.
What matters for learning is the way that the
virtual learning object is used in instruction—it is
reasonable to think that more inquiry-based
approaches will increase learning.
Mt. Pinatubo
What were the events…
16th July 1990
Large earthquake 100 km northeast of Mt Pinatubo.
3rd August 1990
Loud rumbling heard, a landslide near the summit, and steaming
ground. First volcanic activity in 500 years.
August 1990
Five earthquakes near Pinatubo.
15th March 1991
Rumbling and earth tremors.
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1
2
3
What might be some effects far away?
What happened here?
This can lead to many questions…
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How do we know what’s inside Earth
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Sound waves (“loud rumbling” “tremors”)
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Waves inside Earth
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medium
In gas
In solid
P-waves
S-waves
Seismology
Volcanology
Exploring waves and energy
Virtual Learning Objects
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Photos
Simulations
Videos
Archived Remote
Sensing Data
Models
GIS Products
Activities
Generative
Tools
Virtual Learning Objects
Libraries, Galleries & Catalogs
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Earth Science World Image Bank
http://www.earthscienceworld.org/images/
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USGS Photo Library
http://libraryphoto.cr.usgs.gov/
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NOAA Photo Library
http://www.photolib.noaa.gov/
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NASA Space Science Data Center Photo Library
http://nssdc.gsfc.nasa.gov/photo_gallery/
Virtual Learning Objects
Libraries, Galleries & Catalogs
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National Science Digital Library
http://nsdl.org/
Digital Library for Earth Science Education (DLESE)
http://www.dlese.com
Goddard Space Flight Center Sci. Visualization Studio
http://svs.gsfc.nasa.gov/
Visible Earth
http://visibleearth.nasa.gov/
Earth Observatory
http://earthobservatory.nasa.gov/
Virtual Learning Objects
Simulations
 Science Courseware.org
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http://www.sciencecourseware.org/
National Geographic Forces of Nature
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http://www.nationalgeographic.com/forcesofn
ature/
Generative Products
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NASA WorldWind
http://worldwind.arc.nasa.gov/download.html
National Atlas
http://www-atlas.usgs.gov/mld/geology.html
National Geospacial Data Center: Interactive Map Services
http://www.ngdc.noaa.gov/maps/#whatisthis
Consider the Attributes of
Virtual Learning Objects
Allows Transformation
Based on Sci Processes
More Teacher
Controlled
Less Learning
More Learning
More Student
Exploration
Pre-set Results
Principles that seem important…
Teacher Agency & Curriculum Interpretation
Identifying Curriculum Potential:
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Types of knowledge available
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Declarative Knowledge
(episodic, semantic conceptual, conventional)
Procedural Knowledge
Types of teaching promoted by a specific learning object
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Receptive, Directive, Guided Discovery, Exploratory
Pedagogical Content Knowledge
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Knowledge of the relationship between content and
learner
Think Web 2.0
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Go to http://www.wikispaces.com
 here you can set up a website to store and share resources
see also http://robeckukm.wikispaces.com
see also http://virtuallabs.wikispaces.com/
Go to http://del.icio.us/
 This is a “social bookmarking” site
see also http://del.icio.us/ecrobeck
Go to http://zaidlearn.blogspot.com
 This is the blog of a guy REALLY committed to getting the word
out about Web 2.0 tools and how they can be used in education
see also http://zaidlearn.blogspot.com/2008/04/free-learningtool-for-every-learning.html
What to do to get started…
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Begin collecting resources and saving them
Learn about “webquests”
Learn how to take and load your own photos & movies
Learn how to cut and paste photos from other places
Learn how to download players and plug-ins
Learn how to save “Flash-9” objects—e.g., “Saveflash”
Get access to “Quicktime Pro” so you can save movies
Commit to using the VLOs in inquiry-based ways
Watch for Generative VLOs in your
subject matter area
(and learn how to operate them)
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Google Earth/Microsoft Virtual Earth
LeoCrystal
Scratch
Phun
Data Sets analyzed with IT applications
such as Excel, Access, and GIS
Virtual Learning Objects
Libraries, Galleries & Catalogs
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Earth Science World Image Bank
http://www.earthscienceworld.org/images/
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USGS Photo Library
http://libraryphoto.cr.usgs.gov/
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NOAA Photo Library
http://www.photolib.noaa.gov/
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NASA Space Science Data Center Photo Library
http://nssdc.gsfc.nasa.gov/photo_gallery/
Virtual Learning Objects
Libraries, Galleries & Catalogs
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National Science Digital Library
http://nsdl.org/
Digital Library for Earth Science Education (DLESE)
http://www.dlese.com
Goddard Space Flight Center Sci. Visualization Studio
http://svs.gsfc.nasa.gov/
Visible Earth
http://visibleearth.nasa.gov/
Earth Observatory
http://earthobservatory.nasa.gov/
Generative Products
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NASA WorldWind
http://worldwind.arc.nasa.gov/download.html
National Atlas
http://www-atlas.usgs.gov/mld/geology.html
National Geospacial Data Center: Interactive Map Services
http://www.ngdc.noaa.gov/maps/#whatisthis
Virtual Learning Objects
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Real Time Data Sources--USGS
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USGS: Real-Time Water Data for the Nation
http://waterdata.usgs.gov/nwis/rt
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USGS: Earthquake Hazards Record
http://earthquake.usgs.gov/
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USGS: Real Time Data Search Assistance
http://www.usgs.gov/search/time.html
Virtual Learning Objects
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Real Time Data Sources--NOAA
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National Buoy Data Center
http://www.ndbc.noaa.gov/
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Tropical Atmospheric Ocean Project
http://www.pmel.noaa.gov/tao/
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NOAA nowCOAST
http://nowcoast.noaa.gov/
Virtual Learning Objects
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Real Time Data Sources--NASA
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Satellite Tracking
http://science.nasa.gov/realtime/
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Human Space Flight Real Time Data
http://spaceflight.nasa.gov/realdata/
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Near-Real-Time Image Distribution Server
http://nereids.jpl.nasa.gov/cgi-bin/nereids.cgi
Virtual Learning Objects

How can VLOs be effectively used in
science instruction—especially inquirybased instruction—to enhance learning?
Consider the Attributes of
Virtual Learning Objects
Allows Transformation
Based on Sci Processes
More Teacher
Controlled
Less Learning
More Learning
More Student
Exploration
Pre-set Results
But…
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Sometimes for discussion…
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Sometimes for fun…