Designing Web-Based Science Lesson Plans That Use Problem

DOCUMENT RESUME

ED 463 752

IR 021 174

AUTHOR

Koszalka, Tiffany A.; Grabowski, Barbara; Kim, Younghoon

TITLE

Designing Web-Based Science Lesson Plans That Use

Problem-Based Learning To Inspire Middle School Kids: KaAMS

(Kids as Airborne Mission Scientists).

SPONS AGENCY

National Aeronautics and Space Administration, Washington,

DC. Educational Affairs Div.

PUB DATE

2002-01-00

NOTE

18p.; Paper presented at the Annual Meeting of the American

Educational Research Association (New Orleans, LA, April

1-5, 2002).

CONTRACT

NCC5-432

PUB TYPE

Reports

Research (143)

Speeches/Meeting Papers (150)

EDRS PRICE

MF01/PC01 Plus Postage.

DESCRIPTORS

Active Learning; Elementary Secondary Education;

Instructional Materials; Lesson Plans; Middle School

Students; Middle Schools; *Problem Based Learning; *Science

Education; *Science Instruction; Sciences; Scientists;

Student Motivation; *Web Based Instruction

IDENTIFIERS

National Aeronautics and Space Administration

ABSTRACT

Problem-based learning (PBL) has great potential for

inspiring K-12 learning. KaAMS (Kids as Airborne Mission Scientists), an

example of PBL, was designed to help teachers inspire middle school students

to learning science, math, technology, and geography. The children

participate as scientists investigating environmental problems using NASA

(National Aeronautics Space Administration) aeronautics and airborne remote

sensing data. The general PBL process, characteristics, and impacts on

science education and K-12 students served as the theoretical foundation for

designing the Web-based KaAMS PBL lesson plans. The conceptual framework of

KaAMS, including KaAMS the PBL model and general characteristics of KaAMS

learning process emerged from this literature. Twelve lesson plans were

developed and tested in the classroom. Formative evaluation results are

presented. The paper concludes that through their high quality materials,

NASA can make an impact on science in the classroom, which in combination

with KaAMS strategies can change teaching practice and impress middle school

students with the importance of and strategies for conducting "good science."

(Contains 12 references.) (Author/MES)

Reproductions supplied by EDRS are the best that can be made

from the original document.

Designing Web-Based Science Lesson Plans that Use Problem-Based Learning to

Inspire Middle School Kids:

KaAMS (Kids as Airborne Mission Scientists)

Tiffany A. Koszalka, PhD.

Syracuse University

330 Huntington Hall

Syracuse, NY 13244

315-443-3704

[email protected]

Barbara Grabowski, Ph.D.

Penn State University

315 Keller Building

University Park, PA 16802

814-863-7380

[email protected]

Younghoon Kim

Penn State University

315 Keller Building

University Park, PA

16802

814-865-0473

[email protected]

Article submitted for presentation at the 2002 American Educational Research

Association, New Orleans, Louisiana

March, 2002

Running Head: KaAMS Problem Based Learning

PERMISSION TO REPRODUCE AND

DISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

T.A. Koszalka

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)

U.S. DEPARTMENT OF EDUCATION

Office of Educational Research and improvement

EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)

This document has been reproduced as

received from the person or organization

originating it.

O Minor changes have been made to

improve reproduction quality.

Points of view or opinions stated in this

document do not necessarily represent

official OERI position or policy.

BEST COPY AVAILA6LE

KaAMS Problem Based Learning

Designing Web-Based Science Lesson Plans that Use Problem-Based

Learning to Inspire Middle School Kids: KaAMS (Kids as Airborne Mission

Scientists)

Tiffany A. Koszalka, PhD.

Barbara Grabowski, Ph.D.

Younghoon Kim

Syracuse University

Penn State University Penn State University

Abstract

Problem-based learning (PBL) has great potential for inspiring K-12 learning. KaAMS

(Kids as Airborne Mission Scientists), an example of PBL, was designed to help teachers

inspire middle school students to learn science, math, technology and geography. The

kids participate as scientists investigating environmental problems using NASA

aeronautics and airborne remote sensing data. The general PBL process, characteristics,

and impacts on science education and K-12 students served as the theoretical foundation

for designing the web-based KaAMS PBL lesson plans. The conceptual framework of

KaAMS, including KaAMS the problem-based learning model and general

characteristics of KaAMS learning process emerged from this literature. Twelve lessons

plans were developed and tested in the classroom. Formative evaluation results are

presented.

Introduction

Kids can be motivated and inspired by making direct contributions to solving real

scientific problems. Can teachers be inspired too? Through a PBL approach, KaAMS, a

NASA funded project guides teachers to take middle school children on live and past

NASA airborne missions to collect data to study two environmental problems. The

ultimate goal of the project was to inspire kids to learn and develop a career interest in

science, math, technology and geography by their participating as scientists in activities

punctuated by "bursts" of interactive events culminating in the analysis of data from

NASA airborne missions.

The goal is realized by providing a variety of learning

resources to teachers to use with middle school children.

The KaAMS conceptual model (see figure 1) was designed to represent a holistic

framework for the project. The relationships among the varied components (e.g., NASA

resources, Web-Enhanced Learning Strategies Interface, NASA Mission, web-based PBL

learning processes, characteristics of middle school kids, and National Science, Math,

Technology and Geography Standards) are shown in this figure. In the center portion, the

four phases of the KaAMS PBL process include the problem scenario, propose ideas,

conduct the mission, and propose solutions.

These phases were selected based on a

review of both the problem based learning literature and the scientific process.

Based on this conceptual model of KaAMS, four PBL modules addressing two

different environmental problems-active lava flows and the health of the coral reefs in

KaAMS Problem-Based Learning 2

Hawaii were developed. The modules consisted of new lesson plans that could be used

flexibly by many teachers, and tap into existing NASA and other web resources. The

goal was to harness those resources that exist rather than create totally new ones.

.From concrete to

abstract thinking

Curious on a wide

range of topics, few

of which are

sustained

'Prefer active over

passive learning

*Respond positively

to participating in

real life learning

situations

Are inquisitive and

challenge adults

Desire recognition

NASA Resources

WR I Y,S

NASA Missions

Problem Scenario.

FRAM

INFORM

propose Solutio

Reflective

Thinking

Science

Math

Technology

Geography

Assessment

Fulfilling

National

Curriculum-Link

,Education

tandards

EXPI.ORF

Figure 1. The KaAMS Model

Conceptual Framework of KaAMS Model

Foundation and Components of KaAMS Model

Conceptually, the KaAMS framework, as shown in Figure 1, is built upon the

premise and foundation that among all NASA web resources from all aspects of the

agency, a multitude of resources can be used in the classroom. These resources are

filtered through a second-level premise, which is the Web-Enhanced Learning Strategies

(WELES) interface (Koszalka, Grabowski, & McCarthy, 2000). This interface helps to

sift through the available resources for elements and composite sites that are appropriate

for use by middle school teachers and students. These resources are then used in four

parts of a lesson planframe/inform/explore/try. The third premise is that teachers can

use real web resources from real NASA missions in a problem based lesson format.

Finally, these three levels of resources are harvested as part of the KaAMS PBL lesson

plans.

Students are presented with an environmental problem for which NASA had

collected airborne data on a previous mission. They begin a series of problem-solving

lessons from which they develop content and applied knowledge by participating in

problem solving activities. Through a series of framing and ifforming activities, students

search for additional information on the problem, develop an understanding of the

KaAMS Problem-Based Learning 3

science of the problem, and propose a solutions for conducting a mission that will

provide remote sensing data to solve the problem. Students become involved in "bursts"

of activities to conduct a mission, collect and analyze data. Finally, students summarize

their findings in several different ways and "go public" to share what they have learned

with classmate and/or other outside their classroom. One important note is that the

students participate in reflective activities throughout the entire process.

Links to Middle School Kids

Also evident in the design were the following key characteristics we found about

middle school students (This We Believe, 2000).

Moving from concrete to abstract thinking

Curious on a wide range of topics, few of which are sustained

Prefer active over passive learning

Respond positively to participating in real life learning situations

Are inquisitive and challenge adults

Desire recognition

Each of the problem-based learning modules involves students in active, concrete

activity bursts during which the students reflect on their learning.

Links to National Standards

To maintain the link to the National Standards, we have completed an analysis of

the NSTA/NRC standards and the AAAS Project 2061 Benchmarks to target in the

KaAMS Project. Each lesson plan links to the specific national education standards that

might be satisfied by completing the lesson activities

Flexibility of KaAMS Learning process

Since flexibility is very important to maximize the usability of this site, we have

designed the site for the teacher. The framework is constructed so that the teacher is in

control of how much and what types of the available activities that his or her students

actually see. He or she can start from Phase 1 and proceed to Phase 4, or he or she can

just go the activities of Phase 3, for example.

Understandings from Problem-Based Learning

The conceptual framework of the problem-based learning model for KaAMS is

based on the perspectives from the problem-based learning literature. Problem-based

learning as an instructional model is associated with the new learning-centered paradigm

(e.g., Reigeluth, 1999). PBL, in general, encourages the students to develop deep

understanding within a knowledge domain and problem solving skills by engaging them

in the learning process and activities to solve real world, authentic problems (Duffy &

Cunningham, 1996; Hmelo & Evensen, 2000). According to PBL researchers (Barrows,

1986, 1992; Hmelo & Evensen, 2000; Savery & Duffy, 1995; Schwartz, et al, 1999), PBL

KaAMS Problem-Based Learning 4

include the following six key characteristics. Real world problem as the learning context:

real-world problems with a motivational context drive students' learning. A real world

problem is used as a focus or stimulus for the student to get involved in learning activity.

Student generated learning goals: given a problem space, students generate their own

learning goals by questioning what they know, what they don't know but need to know,

and how to know it.

Student access to multiple learning resources: multiple learning

resources include print,

electronic and humans. With access to rich and varied

information, students are able to develop a deep understanding about the content related

to the problem so that they may apply that knowledge to the problem at hand. Students

as active problem solversexperimenting, gathering data, reflecting, collaborating and

communicating: students as active problem solvers work with their peers, teachers, and

experts to share their different perspectives. By engaging students, they must exhibit

problem solving skills, reflective thinking skills, and collaboration and communication

skills. While being engaged in the process, students can assume the roles of various

participants involved. Finally, teacher as coach or facilitator:

teachers play a role as

coaches or facilitators that support students' learning and problem solving activity, rather

than directly teaching entirely what students should know and how students should solve

a problem.

The PBL learning process, cycles students through the following five learning

stages (Barrows, 1986, 1992; West, 1992): students are presented with a problem,

students develop a plan-- generate what they know and what they need to know and list

possible actions, students collect information, analyze data and present and share

solutions.

Students are presented with a problemA real world problem is presented to

students, and students get clarification about the problem.

Students develop a plan: Generate what they know and what they need to know,

and list possible actionsStudents actively define problems and generate what

they know and what they need to know based on their prior knowledge and

experience. They are encouraged to identify learning issues or knowledge

necessary to construct an understanding about how to solve problems. Students

then discuss and generate strategies and activities for solving the problem.

Collect informationthe student engages in gathering information from available

learning resources ranging from print-based materials, electronic and human

resources (e.g., peer, teacher, and expert).

Analyze data-- after gathering the information, they analyze and evaluate

information in terms of what is most useful or what is not useful to solve the

problem. They discuss and negotiate their perspectives about alternative solutions

with peers, their teacher, and experts

Present and share solutions finally, students propose their solutions, share them

with their peers and experts who might provide different perspectives to the

solutions, and revise their solution based on feedback from their peers or experts.

PBL has been implemented in diverse content domains such as medical education,

KaAMS Problem-Based Learning 5

business education, social education, and science education. Many researchers have

investigated the effectiveness of PBL, especially in medical education. According to

Hmelo and Evensen (2000), the results of PBL research in medical education have

showed that students who engaged in PBL were able to solve problems and transfer their

learning better than students who studied under a conventional learning approach.

However, there have been few PBL research studies focused on middle or high school

science education. In one study, West (1992) addressed the benefits of PBL used in

secondary school science classrooms. He concluded that PBL could be an effective

instructional strategy or technique to stimulate students' science interest, enhance

knowledge construction and problem solving skills, and integrate science with other

knowledge domain.

Through the PBL literature, as described above, some design considerations and

strategies were incorporated into the KaAMS learning process. The following section

illustrates these design considerations and strategies.

Incorporating PBL and the Scientific Process into KaAMS

The PBL learning process defined from the literature and the scientific process used

by NASA scientists for solving environmental problems are similar, making the creation

of PBL lesson plans for middle school kids using NASA missions a natural development.

This cross over also made explaining the learning process to content experts very easy.

First, the PBL process was streamlined into four learning phases in the conceptual

model that naturally match the evolution of a lesson planframe, inform, explore and try

from the Web-Enhanced Learning Environment strategies framework (Grabowski,

Koszalka, & McCarthy, 1999). See figure 1. KaAMS phase 1 is to present the scenario.

At this point in the process, learning is framed by the context of the problem. Students

obtain clarification about the problem and what their task is. During phase 2, students

propose ideas and search for information. This is the inform phase.

Students create a

plan of study and review background information that will help them clarify issues

surrounding the problem so that they can plan for conducting a NASA mission that will

generate data to help them solve the problem. The third and fourth PBL phases were

combined into one, conducting the mission. During this learning phase, students explore

by collecting and analyzing actual NASA data. In the last phase, the students try out their

knowledge by proposing solutions in a public forum (Go public) (Schwartz, Lin, Brophy

and Bransford, 1999).

The scientific process follows the same path, but with a purpose of solving a real

problem, versus having learning as its primary goal. In this process, scientists identify the

problem, research ideas and develop a plan for investigation, collect and analyze data and

report their findings. The phases of the PBL process from the literature, the learning

phases of KaAMS, and the scientific process are mapped together in Table 1.

The last column exemplifies how these phases were actualized in the KaAMS

project.

KaAMS Problem-Based Learning 6

Table 1. Mapping KaAMS onto PBL and the Scientific Process

PBL

Process

Scientific

Process

KaAMS

Design Examples

Problem

Presentation

and

Clarification

Identify

Problem

Scenario

Two problemsfinding lava flows

for the Pacific Disaster Center, and

determining if the coral reef need

protection for a real Congressional

Executive Order

Plan

Development

-what

they know

-what

they need to

know

-list

actions

Research

ideas and

Develop plan

for

investigation

Propose

Ideas/Search

for

Information

Activity Sheets as Who, What,

When, Where, Why and How

questions to determine what the

students know

Students complete reflection

journals

Find information using existing

NASA web resources

Participate in activity bursts to

explore new concepts

Collect

Information

Collect

Data

Conduct

Mission and

Collect Data

Students think critically about

which aircraft can run their mission

and select from several possibilities

Students plan the actual mission and

compare it to the actual NASA

mission

Analyze

Information

Analyze

Data

Analyze

Data

Students use actual data from the

live missions to draw conclusions

Students use guidelines from NASA

scientists for interpretation of their

data

Present

Solutions

Report

Findings

Propose

Solution:

(Go

Public)

Write a report to the Pacific

Disaster Center,

Make recommendations to the

President in response to his

executive order

KaAMS Problem-Based Learning 7

Example of KaAMS "Active Lava Flows in Hawaii" Lesson Plans

Lesson Plans: Mission I

Active Lava Flows in Hawaii

This mission, Active Lava Flow in Hawaii, puts the students in the role of Airborne

Remote Sensing scientists concerned with identifying where the lava flows are active on

the Kilauea volcano. This mission consists of 12 lesson plans that are organized in four

learning stages associated with the processes of PBL and scientific inquiry, as described

above.

Figure 2 shows the main screen of this mission that includes a visual representation

of its learning cycle to help teachers understand the relationships between lesson plans

and where each fits within the entire learning process of KaAMS.

Probinnt

AMON,Mlittit:SS

Pathway

Move your cursor over the diagram to the left to

got a short description. or scroll down the page

to get a sightly longer description of each lemon

plan. Click on the circle o in the diagram to the left

or on the tithe below to go to the lemon plan

oveiview. Thie overview contains a thorough

deocription of each lemon plan and provider/ en

option to print or view a detailed version of the

letwon plan.

You aan oleo print the accompanying etudent

guide for either the aeronautice or remota sensing

pathway by clicking on the student guide imager,

to the bottom left.

Summary: Thie hos on plan providee an overai

context for KeAMS. Fired, it provides the

etude:do with an authentic and motivating

problem to investigate. Second. it providee en

explanation of the final project expectations An

Ibis series of lesson plans. Third, it prompt°

students to begin the proem of exploring the

overall problem by having them develop an

understanding of key concepts in aisbome

remote seneing. Finally. it provides students with

a ftamemork fbr being scientists who do

science rather than just learning about acience.

Figure 2. Main Screen of Mission I Active Lava Flow in Hawaii

Learning Phase 1: Problem Scenario

To motivate students and promote their engage in an authentic problem, the

problem scenario requests that students function as airborne mission scientists to

investigate the location of active lava flows on the Kilauea volcano, one of the world's

most active volcanoes (see figure 3). The problem scenario prompts students to begin the

process of exploring the overall problem by having them develop an understanding of

key concepts such as aeronautics, remote sensing, and airborne remote sensing. It also

provides students with a sense of being airborne mission scientists who use aeronautics

principles and remote sensing data to study an environmental problem of the earth.

BEST COPY AVAILABLE

KaAMS Problem-Based Learning 8

c>, D= call4aAls01.41)-4113-Bg

IN/fission request letter (ARS-1)

?ncific Dasastea. Mznagement Agency

NASA Airborne Mission Science Divieion

NASA Dryden Plight Research Center

Edwards. California 93336

Dear airborne mission scientist,

Ow agency studies many type,' of natural hazards in the Pacific region including taunamie landslides, earthquakes, and volcanic

eruptions Kilauea, an erupting basaltic abield volcano on the island of Hawaii., has been continuously active since January, 1983. Since the

beginning of the eruption. over 180 hornee in many communities have bean deer:eyed...In addition, the eruption hoe affected the irilend's road

network. The main Chain of Craters Road linking the area neer the top of Kilauea with the community ofKalepena has been covered by lava

causing problems for the residente. Out agency conatantly monitore Kilauea in a number of waye. We often utilize airborne image data to map

the locations of recant lava Row deposits and, more importantly the areas of the volcano where lava flows are clemently active.

We would like to request your help in locating active lava Rowe on Kilauea. The knowledge of their location will aid tha Agency in

providing information concerning the location and extent of lava flow activity and suppott the A gencys on-going effort to re-examine ow

emergency evacuation plans in the event of substantial eruptions.

Figure 3. An Example of the Problem Scenario

otD oftimrfoor4-

engem

Airborne Remote Sensing

a/fission: What do we need

to know?

Odom

Try

TRY

Toast:ex Awls/Mos

TRT using new knowledge about the typeo of questions needing to be

anewered to select the beat aircraft fora mission to solve the KaAMS

problem.

Break student° into several groups, aosign at haat one member Prom each of

the activitior completed above into each of theee group., and prompt

students to generate a complete list of questions that need to be addressed

in order to chowo the beet aircraft for this mio Won over Kilauea.

Engage otudento to think about important questions needing arplaration to

select the beat aircraft for locating the active lava &we on Kilauea. Moto

provide the students with a copy of the Eldhtittabsah..Estariatatatueuts

caRahlza to help them prepare their list.

Which questions are the most important to consider when selecting

an aircraft for the nriseion? Why?

What other questions do you think are important?

Ask cub group to present their queetion lista and the wagons why they

generated those questions. Student, ehould refer to the hAthuttamtt

Bkaths.6.EtIngsammthEitillaahltil

Ask each group to rimless and provide !Ned:beck about other groups'

Student AeltettEes

Semple student tespozwee

11311111

KaAMS[

Quaations on oelecting the appropriate aircraft given

the remote Gentling requirements.

Question* on outside &store such es weather.

Questions on flight planning information. (In line with

what they just etudierft.

Student activity:

Generate lime of queotions. Students should record

their Weakens on iftE.031ffAhlatalitmizahlIdats

arzzg2=1.61:6414.6.1

o Factoro relating to the aircraft and remote

sensing instrument®.

o Outeida factors such aa weather.

o Pastore relating to flight planning.

Figure 4. An Example of "Propose Ideas" Learning Phase

Learning Phase 2: Propose Ideas and Search Information

After studying the problem scenario, the learning stage of "Propose Ideas and

Search Information" encourages teachers and students to propose their initial ideas of

what they need to know to solve the problem and ways they might solve the problem (see

1 0

BEST C

YAVAILABLE

KaAMS Problem-Based Learning 9

figure 4). They are encouraged to explore existing NASA web resources to learn the basic

science necessary to solve the problem. A lesson plan within this learning stage, for

example, presents a variety of learning activities for students to develop an understanding

of who airborne mission scientists are, how they explore the world, and how these

scientists work together.

To support these activities, a guided reflective journal for students is provided.

Students are encouraged to write their own reflective journals while participating in

activity bursts to explore new concepts and principles such as aeronautics, remote

sensing, the roles of airborne mission scientists, and characteristics of volcanoes and lava

flows. The reflective journal helps students reflect on what they have learned throughout

the learning processes of KaAMS.

Learning Phase 3a: Conduct Mission

After searching information and developing an understanding of the problem,

students are given an opportunity to select which NASA aircraft they will use to run their

mission to collect actual data (see figure 5). In this learning stage, students are prompted

to think about how data can be collected using airborne remote sensing aircraft by taking

part in a kite aerial photography activity. To support students' learning in this learning

stage, for example, several hand-on activities such as flying a kite, developing film, and

analyzing data images are provided for students.

6it4e0**I'cl,wt-

PM-B12.

keno Protein

14:0.4

0 0 0 0 0 0

Collecting Data

°venial

weeny try

- Kito Aerial Photography

INFORM

Teacher Aetbtiles

INFORM that they will need to opfit into gioups to build a kite aerial photography

craft end develop the ;delft sweetie's), to fly en animate remote sensing mission.

DWI: student° into groups and have them split their team into two rater "eir

builder° end kde 'plots". See Aettetty skeet Team Assignment (CD-l)

Activity - Budding the

Guide live rigging etudente through the process of building the 'dr

using a projection panel to detrionetrate the step-by-step proc nut as

deacribed on the website.

Activity - Plenning for flying a bite aerial taiseion

Prompt °pilot etudento to develop a flight plan Sir the niselon and a

list of elrille the 'pilot' needs ta fly a controlled mission.

Teacher nate: Students may revisit the 'Developing the niosion flight plan lesoon'

to get ideas about how to develop a plan ibr flying a mission.

Student Actbttles

Student activitier

Divide etudento into poops.

See Activity sheen Team Assignment (CD-1)

Students readf view the explanation Poi

budding tig in 'hate to web site.

Students brainstorm mission flight plan and

necessary piloting ekillo.

Student activity:

Students view images flora remote sensing

miseions end think about how scientists

collect such images.

Figure 5. An Example of "Collect Data" Learning Phase

After collecting the data, students participate in numerous activities to learn how to

analyze and interpret both visible and infrared remote sensing images (see figure 6). They

analyze and interpret two actual NASA images about Kilauea volcano to locate the active

1 1

BEST COPY AVAILABLE

KaAMS Problem-Based Learning 10

lava flows. To support these learning activities, rich visual images existed in NASA

websites and guidelines from NASA scientists are provided for students to analyze and

interpret their data. These supports help students to understand how to interpret the data

and then find the location of active lava flows.

- - ID atiAm

PAZ"

Ferns

Eryryro taped

Analyzing Data

Teacher Actkides

Inform Try

EXPLORE

EXPL ORE concept° related to analyzing remote sensing data by participating in activities that make

use of vialge and non.visitile images.

Break students into 4 small Maim end have them explore one of the following activities and record

theix findings on orttiity ShIrtt

WAft. PTri ourolevirt VAIttrl

PVCA(it.D.2,), You can download

the entire liittitcbittt3Qviixchtx Montt fivitt icit or only the sections you choose.

tit Wbithui ritticIt

ta: Matching kitages with a desmiption of features

Fintt it OM: Finding end detenaining the location of features on an image

M seaming distance

glIElitt.aureAbs...aAV Me muting f een is so recognition. detezmining direction

rglfg.t.e..iglyily: There me nreny forest fires in every year. Satellite image can be used to

map the typo of vegetation, sources of water and areas that are difficult to travel over. In this

satellite image, vatious coloro show venous ereas. Student can identify the color of fbseet

fire by analyzing data image.

. Students can sofve multiple choice question using

image reading skills and intmpret images using contextual logic. (Flac activity should be

considered optional)

Teacher notes:

* . LanA,

Figure 6. An Example of "Analyze Data" Learning Phase

Learning Phase 4: Propose Solution

After analyzing and interpreting the data, students write results of their

investigation for the KaAMS mission, locating the active lava flows on Kilauea (see

figure 7). Each student group presents the best solution and shares it with the other

students and teachers. After all the solutions are presented, students have an opportunity

to revise their solutions based on feedback from their peers, teachers, and experts before

making their final statement. With this statement, they complete their investigation and

mission.

BEST COPY

AVMLABLE

KaAMS Problem-Based Learning

Go Pub licl

09.5. Worm Try

Presenting Your Results

Sedated oubject wet science

FRAME

Overall problem, Where ere the active lava flow located on the Kilauea volcano?

Relationship etproblem Itethin lesson to overall probbits Stirdents hew been wading through a moss.o to identify ie Mee, research

information, explore new ecientific concepts, gather and analyse dem, end 0010te1.Iii. findings During this Upsoca etudents complete the

research cycle by going public with their findinge. This session provides students with en opportunity to stemonatim the work they have done

in KaANIS and there i3 with othere. At this point they can describe how they researched the issue., what they heated end their answer to

the overall problem.

Estimated date required: 1 to 2 class periods (without clue thee for preparing final project)

Stedsed oatcomatdobjecaraot

A final product that exemplifieo the scientific process content covered in this unit, end conclusions to the probleme encountered.

Note: Up to thie point, etudents have been eroding in groups to document then inveetigatione during throughout die unia It is your option to

allow dace time for students to meats a poster.. webeite, multireedie project, or scientific report that presents their finding, end the wort they

did to reach those conclusione or assign final project preparation as homework

Prerequisite aki). or Iramsladge:

Analytia of the remote meting data

Sire& intemet stalls

Figure 7. An Example of "Propose Solution" Learning Phase

Across each learning Phase of KaAMS, the following characteristics of PBL can be

found:

Authentic, ill-structured problem situation

Assumption of roles by the students

Reflections about what they know, what they need to know

Planning the investigation procedure

Access to rich NASA web resources

Active investigation

Learning activities situated within real NASA missions

Reflective thinking exercises

Peer and expert collaboration

Learner activities/tools in interpreting data gathered

NASA scientist support

Shared solutions with peers and experts

Formative Evaluation of KaAMS

Overall Assessment and Research Strategy of KaAMS

The assessment strategy for the entire KaAMS project was divided into three major

phases designed to capture data that would support initial product development (alpha

testing), on-going resources development and implementation planning (beta testing), and

the KaAMS impact on the stakeholders in the learning environment (research-impact

analysis). See Figure 8. The diagram below illustrates the flow of alpha, beta, and

i 3

BEST COPY AVAILABLE

KaAMS Problem-Based Learning 12

research processes used for each of the two major products developed; (1) lava flow and

(2) coral reef missions. This report summarizes overall data collection methods and

procedures as well as the findings from the alpha development for the lava flow Mission.

ALPFIA TEST

BETA TEST (new classrooms)

IMPLEMENT

classrooms)>

12==-1" )1'.ARFES NG

- TAPA* from PA (Alpha)

- students from PA

- parents from PA

RESEARCH

(Beta)

new teachers from PA/CA/HI

new students from PA/CA/HI

,(new

RESEARCH

- new teachers PA/CA/HI

- other teachers

- administrators/school

Baseline

classroom and

TAPB teacher

characteristics

KaAMS

Baseline

Short-term

Long-term

formative /

summative /

test research

School

Environment

Baseline

student and

parent support

characteristics

-41

follow-up

I- /CA/HI

PA/CA/HI

new students t'

- new parents from

*TMTeacher Advisory Panel (A=alpha, B=Beta)

Figure 8. Overall Assessment and Research Strategy

Method of Formative Evaluation

During the Alpha testing, formative and summative evaluation data were collected.

With project enhancement in mind, data collected from key stakeholders included five

levels of assessment: (1) reaction, (2) learning gains, (3) performance, (4) education

system changes, and (5) impact on the greater society. Research protocols were also

tested to assess their effectiveness in measuring the effects of KaAMS materials on

teachers, students, and stakeholders in the surrounding community, namely parents. See

Table 2.

Table 2: Research questions and assessment

Research Questions

Assessment

How are teachers using KaAMS and NASA resources?

Performance

How are teachers changing their teaching practices (e.g. Performance/

teaching strategies, incorporation of NASA resources, etc.)

over time as a result of using KaAMS and NASA resources?

System Change

How are student levels of interest in pursuing science-related

career changing over time as a result of using KaAMS and

Learning Gains

NASA resources?

How does the use of KaAMS diffuse to the surrounding school Impact on

system?

Greater Society

KaAMS Problem-Based Learning 13

All formative evaluation instruments were administered throughout the alpha

testing phases to gather feedback from teachers while preparing for and using the

KaAMS materials. Interviews, observations, and focus groups were also conducted at

least once per week with teachers and students during the 6-month alpha classroom trials.

The summative instruments were administered to teachers at the end of the KaAMS

classroom trials and final interviews and focus groups were conducted with teachers and

students. The research instruments were administered to teachers and students for pre-

and post-test data collection and at and additional 1-month follow-up period for students.

Parents were surveyed at the beginning and end of the school year.

Participants

Three middle schools in a rural Pennsylvania school district participated in the

KaAMS alpha test classroom trials, East, West, and Distant. Six different classrooms

from these schools were actively involved. Four were 6th grade, one was 7th grade, and

one was an 8th grade honors class. The six teachers who participated provided data about

themselves, their classrooms, and success of using KaAMS materials during the alpha

testing cycle. Teaching experience ranged from 3 to 23 years; initial preferences for

primary teaching strategies included hands-on activities, collaborative activities, role

play, and problem-based learning; half of the teachers had moderate success using web

resources in their classrooms the other half had not used such resources in their

classrooms.

Data were collected from a total of 144 students, 82 were boys, 59 girls and 3 did

not respond to the gender question. On average, the students had a moderate level of

interest in pursuing science.

One hundred and fifty three parents of KaAMS students returned surveys indicating

their initial perceptions of science in their school and child's success and interest in

science as well as reporting their highest attained level of education. A majority of the

parents did not have college degrees, worked in non-science related jobs, and had a

neutral opinion of their child's school's science program.

Measures and Instruments

Formative and Summative evaluation: A series of instruments, observation

protocols, and interview protocols were developed to collect formative and summative

data from the teachers and students during the alpha testing development cycle.

Teachers were asked to review the KaAMS lesson plans, prepare to use the lesson

plans in their classrooms, and complete evaluation surveys after each lesson and at the

end of the trial indicating ease of use; value of resources, instructions, and assessment

guidelines provided; success of activities; amount of preparation time; descriptions of the

classroom activity during KaAMS lessons; and general feelings about using KaAMS for

teaching and learning. Teachers were also asked to share feedback during interviews and

focus groups including responses to questions such as: What did you like/not like about

the supporting website? What parts of the lesson plans did you use - why? What

additional support materials did you need to use these materials? What additional

KaAMS Problem-Based Learning 14

materials did the students need? What would you change?

Periodically students were asked, during interviews and focus groups, to respond to

questions such as: What did you like/not like about the KaAMS activities? How useful

were the internet sites? What was happening in the classroom during KaAMS? What did

you learn? and what would have made these activities more useful to you? Observational

data were collected several times during the classroom trial that lasted between 3 and 6

months, depending on the classroom teacher. Observation data were collected on how the

teachers used the materials, how the students participated in the activities, and artifacts

developed by the teacher or students during the KaAMS lessons.

Research: The research questions were focused on the teachers, students, and

parents. Teachers completed an on-line instrument eliciting background information,

preferences for classroom activities, and attitudes toward the use of web resources in the

classroom. The instrument was a combination of an attitude survey previously developed

and validated for similar research (Koszalka, 2000), a series of questions related to

perceptions of their school's ability to support the use of internet technology in the

classroom (McCarthy, Grabowski, & Koszalka, 1998), and preferences for teaching styles

(Grabowski, Koszalka, & McCarthy, 2000; Koszalka, Grabowski, & McCarthy, 2000).

This instrument was administered at the beginning of the classroom trial period and the

end (pre-post test).

Data were collected on student level of career interest in science, pre-, post, and 1-

month after using KaAMS materials. Student career interest surveys were purchased from

the APA. The survey also included a series of questions developed to assess reflective

thinking (Koszalka, Song, 2001) and gather demographic data.

Parents were asked to complete surveys at the beginning and end of the school year

to assess their perceptions of their child's school's science program. The questions were

taken from previous research on measuring parents' perceptions of school programs.

Results

The initial formative feedback provided guidance in designing support structures

for the KaAMS website that helped the alpha teachers connect NASA science to their

curriculum and prompt active student involvement, as scientists, during science class.

The results from the formative and summative evaluation resulted in: development of

enhanced lesson plan structures for the Ka.AMS website, new content support for teachers

that strengthened the relationship between the overall problem scenario and learning

activities, further instructions to 'coach' teachers in using PBL, web technology, and

activities that prompt student reflection, stronger ties between lesson plans and national

education standards and curriculum requirements, and enhanced activities that will better

meet kids' needs.

The initial research findings from the pilot classrooms were very encouraging.

Although caution is warranted in interpreting these results, analysis of the research data

collected during the alpha testing cycle showed significant, yet minor changes in

teachers, students, and parents after the use of KaAMS in the classroom. Table 3

KaAMS Problem-Based Learning 15

summarizes research findings in accordance with the KaAMS project research questions:

Table 3. Research questions and Alpha Preliminary Findings

Research Questions

Alpha Preliminary Findings

How are teachers using KaAMS

and NASA resources?

Teachers noted the flexibility of KaAMS

resources and used them in a variety of ways to

enhance or change the way they teach.

How are teachers changing their

teaching practices over time as a

result of using KaAMS and NASA

resources?

Several of the teachers tried new ways of

integating the web and collaborative activities

into their teaching; changed their preferred

method of teaching and the types of resources

they used regularly in their classrooms, and

their attitudes toward using web resources in

the classroom.

How are student levels of interest

in pursuing science-related career

changing over time as a result of

using KaAMS?

How does the use of the KaAMS

products diffuse to the surrounding

school system?

Significant increases in student level of science

career interest

Parent perceptions of their child's school's

emphasis on science, school's ability to

provide good science experiences, and use of

appropriate science resources were higher at

the end of the school year than in the

beginning.

Conclusions

We believe that we are providing teachers with a venue and structure for using

NASA web-based materials in their classroom in meaningful and contextualized ways

that will support student knowledge development in the content and processes of science.

Through their high quality materials, NASA can make an impact on science in the

classroom, which in combination with KaAMS strategies can change teaching practice,

impress middle school kids with the importance of and strategies for conducting good

sciencethe ultimate goal being to influence career aspirations of these kids toward

science.

Acknowledgement: This project was made possible through funding from the National

Aeronautics Space Administration, Leading Educators to Applications, Research, and

NASA-Related Educational Resources in Science (LEARNERS), a Cooperative

KaAMS Problem-Based Learning 16

Agreement Notice from the NASA Education Division and Learning Technologies

Project. Project Number: NCC5-432: Learning Using ERAST Aircraft for Understanding

Remote Sensing, Atmospheric Sampling and Aircraft Technologies, (LUAU II). In

addition, the authors would like to acknowledge the efforts of a multitude of individuals

who have contributed to this project, especially, the co-principal investigator, Dr. Luke

Flynn of the University of Hawaii, Department of Geophysics.

References

Barrows, H.S. (1986). A taxonomy of problem based learning methods. Medical

Education, 20, 481-486.

Barrows, H.S. (1992). The tutorial process. Springfield, IL: Southern Illinois University

School of Medicine.

Duffy, T.M., & Cunningham, D. J. (1996). Constructivism: Implications for the design

and delivery of instruction. In D.H. Jonassen (Ed.). Handbook of Research for

Educational Communications and Technology. New York, NY: Simon & Schuster

Macmillan.

Hmelo, C.E., & Evensen, D.H. (2000). Problem-Based Learning: Gaining Insights on

learning Interactions Through Multiple Methods of Inquiry. In D. H. Evensen and

C.E. Hmelo (Eds.). Problem-Based Learning: A Research Perspectives on Learning

Interactions. Mahwah, N.J: Lawrence Erlbaum Associates.

Grabowski, B., McCarthy, M., and Koszalka, T. (1998). Web-based Instruction and

Learning: Analysis and Needs Assessment. NASA Technical Publication 1998-

206547, NASA Center for Aerospace Information, Hanover, MD.

Grabowski, B., Koszalka, T. and McCarthy, M. (March 2000, March 1999, October 1998,

July 1997). Web-Enhanced Learning Environment Strategies: Handbook and

Reflection Tool, rt thru 11th edition.

Koszalka, T. (2000) The Validation of a Measurement Instrument: Teachers' Attitudes

Toward the use of Web Resources in the Classroom. Quarterly Review of Distance

Education. 1(2), 139-144.

Koszalka, T.,

Grabowski, B., and McCarthy, M (2000) Web-Enhanced Learning

Environment Strategies: Integrating NASA Web Resources into Science Instruction.

AECT 2000 Proceedings. (Sponsored by Research and Theory)

Reigeluth, C. M. (1999). Instructional Design Theories and Models: A New Paradigm of

Instructional Theory (Volume II). Mahwah, NJ: Lawrence Erlbaum Association.

Savery, J.R. & Duffy. T.M., (1995). Problem-based Learning: An Instructional Model

and its Constructivist Framework. Educational Technology, 35(5), 31-35.

Schwartz, D.L., Brophy, S., Lin, X., & Bransford, J.D. (1999). Software for Managing

Complex Learning: Examples

from an

Educational Psychology

Course.

Educational Technology Research and Development, 47(2), 38-59.

West, S.A. (1992). Problem-based learning: A viable addition for secondary school

science. School Science Review, 73(265), 47-55.

U.S.

oparlmt: nt fEthstIou

Office of Educational Research and Improvement (OERI)

National Library of Education (NLE)

Educational Resources Information Center (ERIC)

CTI N RELEASE

(Specific Document)

I. DOCUMENT IDENTIFICATION:

Title: le_sto v

Wd,

5 44

6c,t.e4c-,L.

1.4.,sso&

IcA s *kg-4- 0 1,&,

-Pr-0,42A4

PeMe-Cf

1.1

1141dgc

Sc_b-rot

k.A4r-ts (1.44.1- as

di-

b,.,,

Author(s):

rc.,_

Corporate Source:

Publication Date:

3/ 2-6

0 Z..

H. REPRODUCTION RELEASE:

In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced in the

monthly abstract journal of the ERIC system, Resounoes in Education (RIE), are usually made available to users in microfiche, reproduced paper copy,

and electronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document, and, if

reproduction release is granted, one of the following notices is affixed to the document

If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following three options and sign at the bottom

of the page.

The sample sticker shown below will be

aftbted to all Level 1 documents

PERMISSION TO REPRODUCE AND

DISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)

Level 1

Check here for Level 1 release, permitting

reproduction end dissemination in microfiche or other

ERIC archival media (e.g., electronic) and paper

coPY.

Sign

here,

please

The sample sticker shown below will be

affixed to ell Level 2A documents

PERMISSION TO REPRODUCE AND

DISSEMINATE THIS MATERIAL IN

MICROFICHE, AND IN ELECTRONIC MEDIA

FOR ERIC COLLECTION SUBSCRIBERS ONLY,

HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)

Level 2A

Check here for Level 2A release, pemnitting

reproduction end dissemination in microfiche and In

electronic media for ERIC archival collection

subscribers only

The sample sticker shown below will be

affixed to all Level 29 documents

PERMISSION TO REPRODUCE AND

DISSEMINATE THIS MATERIAL IN

MICROFICHE ONLY HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)

Level 2B

Check here for Level 2B release, permitting

reproduction end dissemination in microfiche only

Documents will be precasted ea Indicated provided reproduction quality permits.

if permisaion to reproduce la grented, but no box is checked, documents will be processed at Level 1.

I hereby grant to the Educational Resources Information Center (ERIC) nonexclusive petmission to reproduce and disseminate this document

as indicated above. Reproduction from the ERIC microfiche or electronic media by persons other than ERIC employees and its system

contractors requires permission from the copyright holder. Exoaption is mode for non-profit mproduction by libraries and other service agencies

to satisfy information needs of educators in response to discrete inquifies.

OrW/3

-1-0%-, OA \\

--sYgc

_Sy

cusg-

ALY.

I32j

1..4, el-

'ptra caSS0

SA-- U A-4 .

q3 -51263

yq3-

tcy-

E-Nlaitrkettross: Date:

+/*K0.5zreli-PMr.e..AU

7 el o -z--

(over)

In. D CU ENT AVAILABILITY INFOR MOON (FROM NO -ERIC

SOURCE):

0 a

If permission to reproduce is not granted to ERIC, or, if you wish ERIC to cite the availability of the document from another source, please

provide the following information regarding the availability of the document. (ERIC will not announce a document unless it is publicly

available, and a dependable source can be specified. Contributors should also be aware that ERIC selection criteria are significantly more

stringent for documents that cannot be made available through EDRS.)

Publisher/Distributor:

Address:

Price:

IV. REFERRAL OF ERIC TO COPYRIGHT/REPRODUCTION RIGHTS HOLDER:

If the right to grant this reproduction release is held by someone other than the addressee, please provide the appropriate name and

address:

Name:

Address:

V. WHERE TO SEND THIS FORM:

Send this form to the following ERIC Clearinghouse:

ERIC CLEARINGHOUSE ON ASSESSMENT AND EVALUATION

UNIVERSITY OF MARYLAND

1129 SHRIVER LAB

COLLEGE PARK, MD 20742-5701

ATTN: ACQUISITIONS

However, if solicited by the ERIC Facility, or if making an unsolicited contribution to ERIC, return this form (and the document being

contributed) to:

ERIC Processing and Reference Facility

4483-A Forbes Boulevard

Lanham, Maryland 20706

Telephone: 301-552-4200

Toll Free: 800-799-3742

FAX: 301-552-4700

e-mail: [email protected]

IiIIWW: http://ericfac.plccard.cac.com

EFF-088 (Rev. 2/2000)