Abstract: Documenting the Scientific Process: A Computer-Based Tool for Journaling Research Experiences in K-12 Classrooms (2013 AAAS Annual Meeting (14-18 February 2013))

Sunday, February 17, 2013

Auditorium/Exhibit Hall C (Hynes Convention Center)

Jessica R. Bean , University of California at Davis, Bodega Marine Laboratory, Bodega Bay, CA

Sean Riddle , University of California Davis, Davis, CA

Renate Eberl , University of California at Davis, Bodega Marine Laboratory, Bodega Bay, CA

Judy Scotchmoor , University of California Museum of Paleontology, Berkeley, CA

Bertram Ludäescher , University of California Davis, Davis, CA

Susan L. Williams , University of California at Davis, Bodega Marine Laboratory, Bodega Bay, CA

Inquiry-based science instruction utilizing an interactive computer journaling tool introduces students to the dynamic, iterative nature of the scientific process. Middle and high school students participating in the UC Davis NSF GK-12 program CAMEOS (Coastal, Atmospheric, and Marine Environmental Observing Studies) experience first-hand the complexity of the scientific process while conducting open inquiry investigations of California coastal ecosystems. Working in groups, students design and implement their research projects with support from graduate student mentors and classroom teachers, and present their findings at a research symposium. We designed an interactive computer program that allows students to journal their research experiences using the framework of the scientific process flowcharts developed by the Understanding Science Project at the UC Museum of Paleontology. Documenting the research process allows students to assess the progress they make towards their research goals and provides feedback on student learning for instructors.

The Scientific Process Mapping Program supports an interactive flowchart screen where arrows are drawn to create a path through components of the scientific process. Users can add descriptions and attach photos to individual steps to supplement their research journal. The program exports flowchart maps, notes, and photos for saving and printing, and output can be used for scientific talks and presentations, thereby facilitating student preparation for the research symposium. The modular design of the program provides flexibility in analyzing data collected from student responses, allowing educators to compare students’ maps. Currently, the system analyzes element frequency and path length, and detects illogical steps taken, for example selecting “data supports hypothesis” before having formulated a hypothesis. This interactive journaling program is a reflection and self-assessment tool that supports implementation of open inquiry curricula and fosters students’ appreciation for the complex, non-linear nature of the scientific process.