Title: Datasets for inquiry in geoscience: a design model

Authors: Edys Quellmalz, Daniel Zalles

Addresses: WestEd, 400 Seaport Court, Suite 222, Redwood City, CA 94063, USA. ' Center for Technology in Learning, SRI International, 333 Ravenswood Avenue, Menlo Park, CA 94025, USA

Abstract: This article describes the results of a proof of concept project, Data Sets for Inquiry in Geoscience (DIGS), funded by the National Science Foundation. The three goals of the project were to: 1) study the impacts on student learning of web-based supplementary curriculum modules in which secondary students used real geoscience datasets, visualisations, and software tools to conduct investigations within two fundamental topics of study, climate change and plate boundaries; 2) develop designs and prototypes of technology-based performance assessments to provide evidence of students| geoscientific knowledge and inquiry skills; 3) develop extension scenarios to overview examples of curriculum modules and performance assessments that could be developed for other Earth Science standards and curriculum topics. The article describes the features of the climate module curricular activities and performance assessments that can serve as models for additional topics. The project promoted and tested knowledge and inquiry strategies not typically addressed in geoscience curricula and assessments.

Keywords: datasets; design models; performance assessment; data sets; DIGS; National Science Foundation; USA; United States; student learning; web-based curriculum modules; supplementary curriculum modules; world wide web; internet; online learning; e-learning; electronic learning; secondary level students; visualisations; software tools; climate change; plate boundaries; prototypes; technology-based assessments; geoscientific knowledge; inquiry skills; extension scenarios; earth sciences; curricular activities; geosciences curricula; inquiry strategies; secondary education; schools; learning technology.

DOI: 10.1504/IJLT.2010.038771

International Journal of Learning Technology, 2010 Vol.5 No.4, pp.338 - 355

Published online: 02 Mar 2011 *

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