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Survey toolkitnag cpost

  1. 1. The Survey Toolkit Collecting Information, Analyzing Data, and Writing Reports (Published at Key Curriculum Press) Thomas Walsh PhD Grade 6 ELP Teacher/Program Facilitator The Survey Toolkit: Integrated Curriculum Research Projects NAGC Conference November 11-14 2010 Note: Display of student projects and pictures was granted by permission.
  2. 2. Data and Statistics for the 21st Century • The widespread use of statistics in our life today has become even more paramount in the 21st century. The ability to collect, organize, describe, display, and interpret data, as well as making decisions and predictions on the basis of that information, are skills that are increasingly important in a society based on technology and communication. • Statistics and the use of probability data to help make decisions in business, government, research and everyday life is of uppermost significance. • Statistics has become an important tool in the work of many academic disciplines such as medicine, psychology, education, sociology, engineering and physics, just to name a few (Hung 1999). • The study of statistics provides students with the tools and ideas to use in order to react intelligently to quantitative information in the world around them (Garfield & Ben-Zvi, 2007).
  3. 3. NCTM Statistics Endorsement and Instructional Guidelines • National Council of Teacher of Mathematics (NCTM) Standards (2000) report the use of statistics in everyday life is staggering and is found in consumer surveys that guide the development and marketing of products, polls helping to determine political-campaign strategies, and experiments used to evaluate the safety and efficacy of new medical treatments. • The NCTM report also says statistics are misused to sway public opinion on issues or to misrepresent the quality and effectiveness of commercial products. • NCTM believes that students need to understand probability and statistics to become informed citizens and intelligent consumers. • The National Council of Teacher of Mathematics (NCTM, 2000) Data Analysis and Probability Standards report recommends that instructional programs for all students include these three areas related to data and statistical methods, and include the following grade six to eight expectations: 1. Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them 2. Select and use appropriate statistical methods to analyze data 3. Develop and evaluate inferences and predictions that are based on data. (NCTM, Data Analysis and Probability Standard for Grades 6-8, 2000).
  4. 4. Integration with Other Disciplines and Standards for the English Language Arts • Support and direction for teaching statistics suggests one way to help students value statistics may be to embed statistics within other disciplines (Garfield & Ahlgren, 1988; Rutherford & Ahlgren, 1990). • Creating and analyzing a survey, writing hypotheses, summarizing facts, and writing reports requires language arts skills, identified by the International Reading Association and National Council of Teachers of English in the Standards for the English Language Arts (1996). Correlation to National Standards (Walsh, viii-ix, 2009)
  5. 5. The Survey Toolkit Design Model • Is based on the scientific method or procedure for collecting and organizing information for testing and analysis (Moore, 1983). • It follows the steps for research methodology supported by Borg and Gall (1989).
  6. 6. The Survey Toolkit Four Part Process • Follow the four part text lesson plans in The Survey Toolkit and discuss additional resource activities provided in The Survey Toolkit Resource Manual. • Apply the design model following a student project on Alternative Energy. • View the integration of technology using the TinkerPlots program. • View other student survey research topics and project elements. • Discuss a staff development plan to implement the curriculum.
  7. 7. Part 1. Choosing Your Research Question What Do I Want to Find Out? • Students begin the survey research process by identifying research questions they can answer using a survey that is not intrusive of people’s privacy. • Research Questions on Energy Written by a Middle School Student 1. What are the different kinds of alternative fuels? 2. Which alternative fuels are better? 3. How do alternative fuels propel machines? 4. Is there a gender or age difference which alternative fuels they think are better or the best? Which alternative fuels will students prefer?
  8. 8. Research Question Topic Ideas Selected by Middle School Students ______________________________________________________________________________________________ Science, Health and Technology History and World Cultures Aircraft Ancient China Aviation Progression Ancient Egyptian Cultures Alternative Fuels Egyptian Gods / Goddesses Astronomy Ancient India Brain and Hemispheres Confucianism and Taoism Brain and Nervous System Easter Island Constellations Egyptian Mythology Eyes and Vision Famous People of Medieval Times Flying Devices Foods of the Renaissance Energy and Machines Greek Mythology Energy Sources (Forms) Han Dynasty Healthy Choices Hinduism Hovercrafts and Segways History of the Renaissance Light Reflection and Sound Waves Indian Festivals NASA: The Founding and Space Pilots Medieval Music Nanotechnology Medieval Period and Castles Planets Medieval Siege Weapons / Defenses Rockets Roman Infantry Simple Machines Rome Space Exploration Spartan’s Weapons Virtual Reality Machines Tudor Dynasty Weather Physics: Work, Energy and Power Technology Advances ________________________________________________________________________________________________
  9. 9. A Literature Review (Report) for Survey Background Knowledge Focusing on Student Research Questions • Students record facts related to their research questions. • Students complete bibliography cards based on the media sources used (e.g., web, book, interview or journal). • Writing requires categorizing and combining of facts for developing paragraphs including an introduction, conclusion, and bibliography in the report. • Support for inquiry-based composing process of writing (Hillocks, 1987; Joyce, Calhoun & Hopkins, 1999).
  10. 10. Energy Report Written by a Middle School Student Alternative Fuels People are realizing fossil fuels such as oil will not last forever. The answer to this is alternative fuels. Many people are uneducated on alternative fuels. They don’t know what their effects are or what it is. So they continue driving past the E85 pumps, pulling into the diesel ones. They don’t know diesel is slowly, breaking down our world. They don’t acknowledge the fact that glaciers are melting, and our atmosphere is deteriorating, is done partly by using diesel fuel. This is damaging our earth’s environment. Ethanol is a non fossil fuel that is made from plants, and doesn’t increase greenhouse effects. It is completely renewable and is biodegradable without harmful effects on the environment. Blends of ethanol and gasoline can be used in all petroleum engines without modifications. Fermenting makes ethanol, then distilling starch and sugar crops like maze, sorghum, potatoes, wheat, sugarcane, cornstalks, fruit and vegetable waste. Ethanol reduces many emissions that harm the health of humans and the earth. Pure ethanol as well as ethanol blends reduces emissions of cancer causing benzene and butadiene by more than fifty percent. It also reduces emissions of hydrocarbons, which is a major contributor to the depletion of the ozone layer. High-level ethanol blends reduce nitrogen oxide emissions up to twenty percent. Ethanol also reduces carbon monoxide by twenty-five to thirty- five percent, which is more than any other oxygenate, according to the U.S. Environmental Protection Agency (EPA). Ethanol also reduces emissions of volatile organic compounds, as well as other harmful exhaust emissions. Ethanol is also appealing in the business field. Ethanol production plants are good locally based industry, because it provides local jobs and markets for materials. This means that it keeps money and investment in the community. These are two reasons why farming states in the United States and provinces in Canada back ethanol fuel production.Biodiesel is a completely renewable fuel that can be made from common waste products such as used cooking oil and/or vegetable crops. Some of the fuel sources for biodiesel are: algae farms, vegetable crops and waste conversion. Biodiesel can be produced from fat or vegetable oil, including waste cooking oil. Biodiesel is usually made from soy, palm, or canola oil and can also be made from recycled fryer oil (e.g., McDonald’s or Chinese restaurants). Biodiesel has no carbon dioxide emissions, and is nearly carbon neutral, which means it, contributes almost zero emissions towards global warming.
  11. 11. Alternative Fuels Electricity is another versatile alternative fuel that already has a couple cars produced and in usage. Electricity can be used as a transportation fuel to power battery electric vehicles, fuel cell vehicles like hyper car vehicle and hybrid electric vehicles like the Toyota Prius, Honda Insight and Civic. Hydrogen is yet another versatile alternative fuel. Some people say hydrogen will be the ideal fuel for cars, homes, laptops and cell phones. Hydrogen is the simplest and most abundant element in the universe and is primarily found as water, which is what humans are primarily made of. Some people also think hydrogen is the fuel of the future. Alternative fuels including ethanol, biodiesel, electricity and hydrogen have been discussed in this report as alternatives to fossil fuels. Wind energy generated primarily by windmills and solar energy generated by solar panels are additional energy sources to also consider for the future. Every gallon of alternative fuels used is taking one-step forward, reducing environmental damage done by fossil fuels to our home, the earth. Bibliography Addison, Keith. 2006. “Biodiesel.” Journey to Forever. (accessed December 2, 2006). Addison, Keith. 2006. “Ethanol.” Journey to Forever. (accessed December 2, 2006). Independent EMR Information. 2006. “What is Biodiesel?” Biodiesel Now. (accessed December 5, 2006). Rocky Mountain Institute (RMI). 2006. “Profitable Innovations for Energy and Resource Efficiency.” RMI. (accessed December 3, 2006).
  12. 12. Part 2 Developing and Giving Your Survey How to Write the Survey, Hypothesis and Select the Sample Writing Survey Questions • Different types of survey questions (i.e., multiple-choice, free response, and rating scale) are presented. • Question guidelines are given along with strategies to write questions to determine interest in the topic, avoid bias, and not include leading or embarrassing questions. Choosing a Sample • Types of samples are presented with practice identifying the different types (e.g., convenience, random, cluster, and stratified). • Activities identifying the population and the types of sampling techniques permitting the ability to generalize findings. Writing a Hypothesis • Guidelines are given in writing hypotheses related to the research questions and about two survey questions. • Practice is provided in identifying well-written hypotheses using guidelines including writing style.
  13. 13. Hypotheses About Survey Questions Written by a Middle School Student 1. Do you think we should have a primary fuel source or a variety? Hypothesis: Students will report no significant differences in their opinion on various fuel sources. 2. Which alternative fuel would you like to learn more about? Hypothesis: There will be significant differences reported in alternative fuels students want to learn about.
  14. 14. Finishing and Giving the Survey • Final editing and typing draft with instructions • Survey administration procedures and checklist • Privacy and anonymity Directions: Do NOT put your name on the survey. Please complete the survey by making a circle around the ONE best answer or writing answers in the blank(s). Answer the questions with the level of openness you would use in a class discussion. I would like to find out your interest and knowledge in learning about this topic. Confidentiality: Students and teachers will see your answers. The results will be shared on a poster board in the media center. Although your name will not be associated with your survey answers, your privacy and anonymity cannot be guaranteed. If you decide while taking the survey that you do not want to participate, please put an X in the top right corner of the survey, and your survey answers will not be kept. Thank you for taking my survey!
  15. 15. Survey on Alternative Fuels 1. What grade are you in school? 2. How old are you? 3. Are you Male or Female? A. Male B. Female 4. Have you heard about alternative fuels before? A. Yes B. No 5. Which alternative fuel would you like to learn more about? A. Ethanol E. Solar B. Biodiesel F. Wind C. Hydrogen G. Geothermal D. Electricity H. Nuclear 6. Alternative fuels should be used instead of nonrenewable oil, if it is more expensive. 1 2 3 4 5 Not agree Maybe Definitely 7. Do you think the world should use alternative fuels for transportation? A. Yes B. No C. I don’t know
  16. 16. 8. Have you been in an alternative fuel vehicle (e.g., runs on E85, battery or hybrid)? A. Yes B. No C. I don’t know 9. Which alternative fuel do you think will benefit society the most? A. Ethanol E. Geothermal B. Biodiesel F. Nuclear C. Hydrogen G. Wind D. Electricity H. Solar 10. The health of the earth is deteriorating. 1 2 3 4 5 (Not true) (Kind of) (Very true) 11. Are you interested in learning about alternative fuels? 1 2 3 4 5 (Not true) (Kind of) (Very true) 12. What would you like to learn about alternative fuels? ________________________________________________________________________ 13. Which transportation vehicle do you think is the most important for using alternative fuels? A. Airplane B. Boat C. Car D. Other vehicle (write-in) ___________________________
  17. 17. 14. Which alternative fuel do you think the government should spend the most money on? A. Ethanol F. Wind B. Biodiesel G. Wind C. Hydrogen H. Solar D. Electricity I. Nuclear E. Geothermal 15. Would you spend more money on alternative fuels than traditional gasoline? A. Yes B. No 16. How much extra money would you spend on alternative fuels per fill-up? A. $ 0.00 B. $0.01 - 2.00 C. $2.01 - 4.00 D. $4.01 - $6.00 E. Other (write-in) _________________________ 17. We are running out of oil in the world? 1 2 3 4 5 (Not true) (Maybe) (Very true) 18. Would you invest in alternative fuel production plants? A. Yes B. No 19. What alternative fuel do you know the most about? ______________________________________ 20. Do you think we should have a primary fuel source or a variety? A. One primary fuel source B. Two primary fuels sources C. One primary fuel and other secondary fuel sources D. Use a variety of fuel sources
  18. 18. Part 3 Analyzing Your Survey Data The Survey Toolkit lesson and activities support students to use their collected surveys and responses to: • Describe the sample, record the number of cases, and calculate the response rate. • Label and write an attribute (variable) to describe each question on the survey. • Provide practice summarizing free response survey answers. Entering Data in TinkerPlots data cards: • Guidelines for entering survey data are presented in The Survey Toolkit along with support from the TinkerPlots help folder movies. • Teacher modeling and demonstration may be needed for some students. • Entering of data in student pairs (e.g., student survey reader and alternate student typing in data card responses for each case).
  19. 19. Using the TinkerPlots Software Program Exploring Categorical Attributes • Students create graphs showing different categorical attribute plots displaying numeric values (“n” values, percent, and mode). Exploring Quantitative Attributes (Measurement) • Graphs are created showing different quantitative attribute plots with statistical concepts and displayed values (i.e., spread, outliers, center clump, range, averages, box and hat plots). Comparing Attributes • Graphs comparing attributes to create a T-graph, binned scatter plots, and value bars plots are demonstrated with guidelines for creating.
  20. 20. Displayed TinkerPlot Data Cards, Text Free Responses, and Graphs on Energy Project by a Middle School Student Collection 1 case 1 of 22 Attribute Value Grade 6 Age 12 Gender female AltFuelHeard yes AltFuelLearn electricity AltFuelUseExp 5 AltFuelsTran… yes AltFuelRide yes AltFuelBenifit ethanol EarthHealthD… 5 LearnAltFuel r TransImport… Car GovMoneyAlt… ethanol MoreMoneyA… yes ExtraMoneyS… $4.01-6.00 OutOfOilWorld 5 InvestAltFuels yes AltFuelKnow ethanol FuelSource variety of fuel IntLearnAltF… 4
  21. 21. 12. What would you like to learn about alternateive fuels? Yes I think so / Everything How they help air pollution What is alternative fuel How much we can make Where to get them How are they found How it works (2) Nuclear How are they made and used (2) How much it costs
  22. 22. Counts and Percentages of Student Interest in Learning about Alternative Fuels Collection 1 electricity ethanol hydrogen nuclear solar wind 0 2 4 6 5 (23%) 2 (9%) 3 (14%) 6 (27%) 5 (23%) 1 (5%) count Circle Icon
  23. 23. Mode Value Showing Student Interest in Using Alternative Fuels if More Expensive Collection 1 1 2 3 4 5 0 10 3 AltFuelUseExp Circle Icon
  24. 24. Are you interested in learning about alternative fuels? Collection 1 1 2 3 4 5 0 5 3.19048 25-75 Percentile Hat Plot of IntLearnAltFuels IntLearnAltFuels Int… 1 5 Fuse Rectangular
  25. 25. Comparing support for spending government money in alternative fuels with opinions about fuel benefits. Collection 1 biodiesel electricity geothermal ethanol hydrogen nuclear solar wind 1 0 0 1 0 0 0 0 0 1 0 0 0 0 1 0 0 0 1 1 0 0 0 0 0 1 6 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 1 2 0 0 0 0 0 0 0 0 3 AltFuelBenifit AltFuelBenifit biodiesel electric… ethanol geother… Fuse Rectangular
  26. 26. Comparing if more money should be spent for alternative fuel production with extra money willing to spend at the gas pump. Collection 1 no yes 0 $0.00 $0.01-2.00 $0.01-2.01 $2.01-4.00 $4.01-6.00 1 0 3 2 4 2 0 1 0 3 1 3 MoreMoneyAltFuel Circle Icon
  27. 27. Graph With Mean Values Showing Student Views by Gender Rating Opinion about the Health of the Earth Deteriorating Collection 1 female male 1 2 3 4 5 1 0 3 2 5 0 1 2 5 2 3.90909 3.8 EarthHealthDeteriorating Square Icon
  28. 28. Part 4 Sharing Your Results Writing About Your TinkerPlot Findings, Conclusions and Recommendations The Survey Toolkit . . . Lesson and activities support students to complete the survey research project to: Write Findings and Conclusions • Students use evidence for conclusions based on TinkerPlots graphs and recorded information on the activity pages (e.g., hypotheses). Summarize Research • What to report (Form A or B) templates are provided. Present a Poster or Write a Report • Guidelines for making a poster board or writing a report are given. • A rubric for evaluation of the poster or report is provided.
  29. 29. Summary Report by a Middle School Student 1. Researcher: Student PURPOSE 2. Research question How do different alternative fuels benefit the environment? Are there significant opinions on or about alternative fuels? 3. Research Goal: To learn about alternative fuels, but also to learn about what other peoples’ opinions are. I also want to learn about alternative fuel sources and benefits for the economy. BACKGROUND RESEARCH 4. - 5. See report and bibliography (slide 10) SAMPLE 6. Describe the sample and why you selected the sample There are ten males and twelve females. All of the survey participants are in 6th grade. The student ages are 10 eleven-year-olds and 12 twelve-year-olds. 7. Population your conclusions should apply to The target population is the Middle School 6th grade students in Ms. Connor’s class. 8. Sampling method and possible sources of bias I used a convenient sample, and a possible source of bias is the knowledge of increasing production of ethanol and biodiesel in Iowa, the state where the survey took place. 9. The response rate was 22/24 or 92 percent.
  30. 30. Summary Report Continued . . . METHOD 10. I researched various alternative fuels on the Internet and transferred some of that researched information into a report. Then from my facts and report, I wrote up questions relating to my research field. Most of the questions on the questionnaire inquired about the students’ opinions. 11. See survey (slides 14-16) HYPOTHESES AND FINDINGS 12. First hypothesis statement Students will report no significant differences in their opinions on various fuel source choices. 13. First hypothesis findings My findings reject the hypothesis because the majority of the participants (n=12) answered a variety of fuel sources (graph 9). 14. Second hypothesis statement There will be significant differences reported in alternative fuel(s) students want to learn more about. 15. Second hypothesis findings My findings support my hypothesis because the participants’ answers were widespread and diverse. 16. TinkerPlots – See graph displays (slides 21-26)
  31. 31. Summary Report Continued . . . 17. Other important findings from the TinkerPlots graphs If asked are you interested in learning about alternative fuels a majority of students (males mean 2.8 and females mean 3.6) were “kind of’ interested in learning about alternative fuels (graph 2). A majority of students (n=11) were interested in learning more about solar and nuclear energy. It was also found that approximately 63 percent of the people surveyed responded to one of the free response questions about what would you like to learn about alternative fuels. Most people wanted to learn about how alternative fuels are made, work, quantity that can be made, and how they effect the environment. When asked, do you think we should have a primary fuel source or a variety there were significant differences in the participants’ taking the survey opinions on what kind of fuel source should be used (range = 11). Graph 5 shows of the 12 people said “yes” when asked if they would invest in an alternative fuel production plant, while 11 said they would spend extra money on alternative fuels per fill up. Graph 14 shows that of the six participants that “agreed” or “strongly agreed” that alternative fuel should be used instead of traditional gasoline, 66.6 percent said they’d spend $0.01-6.00 on alternative fuels per fill up. Finally, it was found the most common answers (mode = 4) were that people agree or strongly agree that the health of the earth is deteriorating (graph 3).
  32. 32. Summary Report Continued . . . MODIFICATIONS 18. Recommendations if the study is repeated I would recommend to future surveyors to include several right and wrong questions that would test their knowledge on alternative fuels and on present day topics (i.e. 1. Do you know what President Bush said on alternative fuels in his state of the Union speech? 2. What is ethanol made from?) I would also survey a variety of populations (i.e., one class from grades 1-6, 6-12, several researchers, farmers, teachers, and adults). CONCLUSIONS 19. Concluding ideas about your research question I found from my report different alternative fuels like ethanol, bio-diesel, hydrogen, wind and solar energy have benefits for the environment. From the survey it was learned that people had a variety of opinions and ideas on which alternative fuel they thought were the most beneficial, or wanted to learn more about.
  33. 33. Summary Report Continued . . . RECOMMENDATIONS 20. Recommendations for action based on your conclusions Since there appears to be interest among students in studying and using alternative fuels, along with knowing about the energy problem, this study should be followed-up by interviewing students, teachers and administrators on how to put into practice the use of these alternative energy choices at our school. Is it possible to raise money to place solar panels or install a wind generator at our school? REFLECTION 21. What I learned by doing this project I learned how some alternative fuels are made, and how alternative fuels affect the economy and environment. I also learned how to write a survey, use TinkerPlots and write the results and report the findings.
  34. 34. Middle School Poster Board Displays QuickTime™ and a TIFF (LZW) decompressor are needed to see this picture.
  35. 35. Other Student TinkerPlots Graphed Data on Integrated Topics . . .
  36. 36. Indian Culture and Religion 4. There are five topics in the study of India: religion, education, food, geography and jobs. When you order them in your mind is religion in the top two? A. Yes B. No 5. Have you read a book, watched a video or movie about India? A. Yes B. No collection 1 20 readorwatch No Yes Fuse Circular collection 1 No Yes 0 5 10 30% 70% religiontoptopic religiontoptopic No Yes Fuse Rectangular
  37. 37. 6. India has five major religions, which religion do you know most about? A. Hinduism B. Sikhism C. Buddhism D. Jainism E. Islam F. Other ________________ collection 1 1 2 3 4 5 Female Male 2 (18%) 1 (9%)4 (36%) 1 (9%)3 (27%) 3 (33%) 0 (0%)4 (44%)1 (11%)1 (11%) 3.18182 2.66667 Travel Travel 1 5 Circle Icon 7. Would you want to travel to India? 1 2 3 4 5 (Not true) (Kind of) (Very true) collection 1 Buddhism Hinduism Islam Jainism 0 2 4 6 8 10 11 7 1 1 mostreligion mostreligion Buddhism Hinduism Islam Jainism Fuse Rectangular
  38. 38. 4. Which god or goddess would you like to learn about? A. Brahm - the creator B. Shiva - the destroyer C. Krishna - symbolizes the universal soul D. Lakshmi -Vishnu’s wife E. Vishnu - the preserver F. Other _______________ Survey on Hinduism 7. How long ago do you think Hinduism developed? A. 10,000 years ago B. 5,000 years ago C. 3,000 years ago 9. Would you ever want to go to an Indian wedding? 1 2 3 4 5 Never Sometimes All the timeindia female male 0 2 3 1 1 0 7 1 3 0 2 2 3 3 GodorGoddess GodorGoddess Circle Icon india 1000Oyears 10000years 5000years 3000years 1 2 3 4 5 0 0 0 0 1 3 4 2 3 6 2 0 2 0 4 1 0 0 0 1 indianwedding Hinduismdev Circle Icon
  39. 39. Collection 1 1 2 3 4 5 0 5 10 15 20 25 Color_affect_feel Color_affect_feel 1 5 Value Bar Vertical Color_Affect_How_Feel = A scale how colors affect mood (feelings).
  40. 40. Wherespused = Where have you seen solar panels used? Collection 1 whcntusmse Australia Germany Japan U.S.A Fuse Circular
  41. 41. Visit = Would you like to visit Rome someday? Read = Do you read about Rome? Collection 1 3 5 4 3 3 3 2 3 5 3 4 3 3 3 4 4 1 5 2 3 5 4 1 2 3 4 5 0 2 4 6 8 10 3.40909 count Read 1.0 4.0 Circle Icon
  42. 42. Favtopic = Which of the provided topics do you like the most? Collection 1 ordered by Favtopic Favtopic algebra fractions geometry many measurem… operations Fuse Circular
  43. 43. Vidcamwhy = Why it is useful? Inventions No Yes Vidcamwhy Vidcamwhy Annoying Capture mem… Detail Distracting For memories I don't know Important ev… More interes… No need No point in it None See more cle… So you can h… Circle Icon
  44. 44. Place = Where earthquakes mostly occur in the world. What to do if an earthquake occurs 1.scream (6) (4) 3.Cover your body (6) 4.Follow the school rules 5.Stay away from buildings/windows (8) 6.Go to a safe place (8) 7.Get under the furnitures (9) 8.Make sure people around me are safe (6) 9.Get out of the building (2) Collection 2 California Everywhere In the Indian Ocean Indonesia Japan Near Oceans The ring of fire where plates meet together 0 2 4 6 count, ordered by Place Place California Everywhere In the Indian … Indonesia Japan Near Oceans Fuse Rectangular
  45. 45. PerUS = About what percent of the energy used in the United States does the student think is renewable? BestOceRes = Which form of ocean energy does the student think is best to use? Collection 1 11% 19.6% 2% 23% 57% 0 5 10 5 6 2 7 3 PerUS Gend… Female Male Square Icon Collection 1 10 11 12 13 N/A Thermal Energy Conversion Tidal Wave 0 1 0 0 0 2 2 0 0 2 3 0 1 4 7 1 Age G… Fe… M… Circle Icon
  46. 46. The Survey Toolkit Poster Planets and Constellations Research Report Planets and Constellations 0 1 2 3 4 5 6 7 8 9 0 2 4 6 0 0 1 0 4 2 2 3 6 3 6.47619 Listplan Listplan 2 9 Square Icon Planets and Constellations 0 5 7 (33%) 7 (33%) 6 (29%) 1 (5%) SendMars SendMars Agree No Response Strongly Agree Undecided Fuse Rectangular
  47. 47. QuickTime™ and a TIFF (LZW) decompressor are needed to see this picture. A Final note . . . Have been interested in survey research with younger learners and teaching probability and statistics since 1991. Earliest survey materials were used with third grade classrooms and evolved to current use today of The Survey Toolkit with sixth grade ELP students at the middle school. The additional resource materials provided to students as handouts along with text reading about the survey research process in the The Survey Toolkit Resource Manual is continually being revised. Thank-you for your interest, Thomas Walsh PhD
  48. 48. Recommended Readings and References Borg, W. & Gall, M. (1989). Educational Research. New York: Longman Inc. Franklin, C. & Mewborn, D. (2006). Statistics education in school mathematic: Challenges for teaching and teacher education. Retrieved March 16, 2008 from Garfield, J. & Ahlgren, A. (1988). Difficulties in learning basic concepts in probability and statistics: Implications for research. Journal for Research in Mathematics Education, 19(1), 44-63. Garfield, J. & Ben-Zvi, D. (2007). The discipline of statistics education. Retrieved March 15, 2008 from Hillocks, G. (1987). Synthesis of research on teaching writing. Educational Leadership, 44(8), 71-82. Hung, Derchieh. (1999). What is statistics? Retrieved August 23, 2001, from
  49. 49. Recommended Readings and References (continued) Joyce, B., Calhoun, E. & Hopkins, D. (1999). The New Structure of School Improvement: Inquiring Schools and Achieving Students. Buckingham, Great Britain: Open University Press. Moore, G. (1983). Developing and Evaluating Educational Research. Boston, Massachusetts: Little, Brown, and Co. National Council of Teachers of English. (1996). Achieving High English Language Arts Standards: A Call to Join the Literacy Compact. Retrieved March 26, 2010 from National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Retrieved March 14, 2008 from Rutherford, J. & Ahlgren, A. (1990). Science for All Americans. American Association for the Advancement of Science. New York: Oxford University Press. Starkings, S. (1993). In Pereira-Mendoza, L. (Ed.) Introducing data analysis into schools: Who should teach it? Proceedings of the International Statistical Institute Round Table Conference. Voorburg, The Netherlands: International Statistical Institute.