I loved that this week’s articles focused on both the definitions of data and explanation as well as how to scaffold their use for students. Whether we were collecting first-hand data or analyzing second-hand data, a large undertaking this year has been explaining to my students the difference between credible and unreliable sources. Having grown up in the age of Google, Wikipedia, and Facebook, many of them are inclined to believe that any source they find online is reliable. I have shown them several methods of source-bias-analysis such as filtering for .edu urls, always looking for a published author, and identifying who, if anyone, has funded the study. However, I still struggle to adequately communicate the identifiable features of a truly credible source given the volume of information available online.
I think that starting with clear definitions of “claim,” “evidence,” and “explanation,” as provided in these readings will help my students with both their ideas and those of others. I know from my point of view, these readings have given me a more comprehensive understanding that I can use to better explain these concepts to my students. The last unit of the year for my freshman Environmental Science class is a PBL on recycling. As this unit is going to need to draw on first- and second-hand data I will try to make these distinctions for my students in the time remaining. However, even more so, looking towards next year I will work to introduce these concepts early on so that they can be applied and grown throughout the year. I think that differentiating between claim and evidence will be especially useful as most of what students read online falls under the banner of claims that are either insufficiently supported by data or simply not back by data at all. Hopefully, teaching them to be more critical in their own speaking, writing, and thinking will help them become more critical of the unsubstantiated opinions around them.
Harris,
ReplyDeleteI enjoyed reading your reflection and many of your insights resonate with me. Teaching students to check the reliability of their sources is quite the undertaking and doesn't always fit into traditional lessons. However, as you pointed out, this is an essential skill for them to have not only in science, but in a practical sense for life.
I really enjoyed your take on the readings. It made me realize that I probably do not force my students to find enough credible sources. This is something that seems fairly easy to me, and sometimes I overlook simple things that I know how to do because I assume it is something my students have been taught before high school. This is definitely something I will look into doing the three weeks we have after our EOC exams!
ReplyDeleteElyssa, I know that you and I both had a hard realization when we noticed how much our students struggled with graphs and data this summer when we taught together. I know I came into my first year with this in mind and Have tried to teach and make sure the essential skill moves on with them into high school.
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