GLOBE ONE Case Study Preliminary Results

1
GLOBE ONE Case StudyPreliminary Results

• Presented at Annual GLOBE Conference
• August 1, 2005 Prague, Czech Republic
• Willow Sussex Bill Penuel
• SRI International

2
GLOBE ONE Science Question

• For corn and soybeans, what are the environmental
  impacts associated with different frequencies and
  intensities of soil tillage farming, as compared
  to prairie and urban sites?
• Photos courtesy of Washburne, McLaughlin

3
GLOBE ONE Case Study Questions

• To what extent can GLOBE ONE serve as a model for
  the GLOBE Program of students and scientists
  working in partnership in an Earth systems
  science field campaign?
• To what degree can the engagement of scientists,
  in combination with specific supports to
  teachers, lead to more student-led
  investigations?
• How were scientists questions shaped by regional
  characteristics, scientists collaboration with
  one another, local sociopolitical forces, and
  school realities?

4
GLOBE ONE as the GLOBE ideal

• Education and infrastructure goals
• Partner students and scientists in a
  collaborative relationship to answer relevant
  research questionsthe GLOBE ideal.
• Build a model for other such projects involving
  GLOBE protocols and schools.
• Foster student research.
• Create a GLC where multiple community entities
  collaborate to collect data.
• Generate publicity and aid GLOBE in fundraising
  and reaching out to the agricultural education
  community.
• GLOBE ONE White Paper, 2004

5
Data Sources

• Teacher Interviews (9, Fall 04, Spring 05)
• Scientist Interviews (16, Summer 04, Summer 05)
• Student Focus Groups (4, Spring 05)
• Partner Interviews (3, Summer 04, Spring 05)
• Community Member Interviews (2, Fall 2004)
• Meeting Minutes (GLOBE ONE Weekly Telecon and PI
  Telecon, 9/04-Present)
• Inquiry Workshop Data (Surveys, Inquiry Map
  Forms, Observation Notes, Teacher Projects)
• Iowa Newspaper Articles
• Student Research (Contrails)
• MUC-a-thon Materials

6
Data Sources Preliminary Analysis

• Teacher Interviews (9, Fall 04, Spring 05)
• Scientist Interviews (16, Summer 04, Summer 05)
• Student Focus Groups (4, Spring 05)
• Partner Interviews (3, Summer 04, Spring 05)
• Analysis based on Initial Coding Scheme,
  including Student Research, Data Collection
  and Data Entry and The Science of GLOBE ONE.
• Please give us your input on the analysis.

7
Goal Partner Students and Scientists

• To what extent can GLOBE ONE serve as a model for
  the GLOBE Program of students and scientists
  working in partnership in an Earth systems
  science field campaign?

8
Goal Partner Students and Scientists

• To what extent can GLOBE ONE serve as a model for
  the GLOBE Program of students and scientists
  working in partnership in an Earth systems
  science field campaign?

9
Goal Partner Students and ScientistsA Model for
GLOBE?

• What are the successes of GLOBE ONE that
  contribute to the model?

10
Goal Partner Students and ScientistsA Model for
GLOBE?

• What aspects of GLOBE ONE program implementation
  could be improved?

11
Goal Foster student research.

• To what degree can the engagement of scientists,
  in combination with specific supports to
  teachers, lead to more student-led
  investigations?

12
Goal Foster student research.

• Mixed success on student research. We know more
  about how it can be done (inquiry workshop,
  contrail study) but its too early to know the
  effects of GLOBE ONE on student research.
• Inquiry workshop provided teachers with tools for
  fostering student research BUT not all GLOBE ONE
  teachers attended (2 of 7).
• Students are asking questions about the data BUT
  few are doing research projects yet.

13
Summary

• GLOBE ONE made science more personal for
  students. Teachers and students understood that
  their work was contributing to a larger study and
  were motivated as a result.
• Motivation to participate stemmed largely from
  scientist visits and the perception that students
  were participating in real science that brought
  real scientists to Iowa.
• Participation at the school level still largely
  focused on data collection.
• Scientists are positive about publications that
  can result from the data.

14
Recommendations for NGG

• Encourage personal connections between students
  and scientists helps motivate data collection.
• Student datagiven the constraints of the
  curriculum and schedulemay never be enough on
  their own to support the project.
• For students, the benefits are that it helps them
  identify with scientists and science.
• GLOBE needs a wider array of resources for
  supporting student inquiry
• Offer inquiry workshop early in projects, and
  ensure participation of project teachers
• Teachers and students dont always know how to
  approach the task of data analysis and need more
  tools and support.

Photos courtesy of Washburne, McLaughlin