This document provides an overview of a workshop on scientific writing and inquiry. It discusses the uniquely challenging aspects of scientific writing, including its concealment of rhetoric, use of grammatical metaphors, role of evidence, addressivity to other scientists, and integration of multiple modes. The workshop will explore how to engage students in scientific practices like defining terms empirically and using notebooks. Examples from a course on scientific inquiry show how students negotiated definitions through discussion and experimentation. Developing a rubric for notebooks based on examples from famous scientists will help students participate in scientific practices.
Composing Science: Using Writing Effectively in Science ClassroomsCSU, Chico
1. The presenters will use Google Docs during their workshop presentation and the materials can be accessed on the Composing Science website.
2. The session will include background on composition studies, examples from the presenters' course, reading text together, using whiteboards to develop ideas, providing peer feedback through "silent science," and a final discussion.
3. The presenters will discuss key hallmarks of scientific writing including concealing rhetoric, using grammatical metaphors, the role of evidence, addressing other scientists, and integrating multiple modes of representation.
This document discusses strategies for teaching writing in science courses. It presents examples of activities used in a composition science course including: lab notebooks, whiteboards, peer feedback through "silent science", presentations through "gallery walks", and formal papers. These activities are designed to help students learn to write through practice and feedback by engaging in the writing processes that scientists use.
In this presentation given at the Social Media for Teaching and Learning event in Boston this fall, Jeff Borden of Pearson explains that as technology informs educational processes for delivery, assessment, content creation, and more, the evolution of that technology is transforming teaching and learning. But, as we shift from Web 2.0 to Web 3.0, education must filter through the glitz and "shiny objects" to best understand what actually works and what does not. This presentation will draw on educational best practices from past to present (and even look to the future). From Bloom to Kolb to Johnson and Johnson, rote memorization to authentic assessment, learning theory to practical application, the World Wide Web has tools that not only help educators promote sound pedagogy, but advance it.
Open science and 21st century naturalist skillsjdanielian
This document outlines a curriculum for developing 21st century naturalist skills in students. The curriculum aims to awaken students' interest in the natural world by focusing on field work methodologies like observation, documentation, classification and inquiry-based problem solving of local natural issues. It provides guiding questions for student inquiries on topics like natural history, observations, species classification and connections in nature. It also outlines basic principles, general skills, methodological skills and habits of mind needed for naturalist work. Finally, it discusses using content standards and providing tools to support students' naturalist studies. The overall goal is to allow students to pursue interests in nature through hands-on field investigations.
This document discusses instructional strategies for engaging students with reading comprehension and analysis. It provides examples of having students participate in book talks and reviews, summarizing texts, thinking aloud about what they are reading, and creating multimodal representations of texts through activities like storyboarding and book trailers. The goal is to help students actively engage with texts by connecting to prior knowledge, asking questions, visualizing, and synthesizing what they read.
The document provides tips and strategies for nurturing creativity in the classroom. It discusses establishing a creative classroom environment by encouraging idea generation, questioning assumptions, allowing mistakes, utilizing creative problem-solving strategies like SCAMPER, and assessing student creativity through rubrics and observations. The goal is to support innovative thought and help students develop creative skills and habits of mind.
Scientific writing as emergent from scientific activityCSU, Chico
The document discusses scientific writing and how it emerges from scientific activity. It notes that writing in science takes many informal forms like lab notebooks, whiteboards, emails, and sketches, which allow scientists to work through ideas with colleagues and receive feedback. Formal papers represent a more developed final form of scientific thinking, but are preceded by these various informal types of writing that support the scientific process and help build understanding. The document argues that writing instruction in science courses should engage students with these same informal writing activities that mirror scientists' real work, rather than focusing only on final papers.
This document summarizes materials and activities from a workshop on scientific writing. It includes:
1. An overview of the workshop structure and topics to be covered, including background on composition studies and what makes science writing uniquely difficult.
2. Examples of activities used in related science courses, including using annotated Google Docs to read and discuss texts together.
3. A discussion of the challenges of scientific writing and how participating in scientific practices can help students develop literacy skills.
4. A description of an activity where students worked in groups to explain a light phenomenon on whiteboards and then provided each other feedback.
Composing Science: Using Writing Effectively in Science ClassroomsCSU, Chico
1. The presenters will use Google Docs during their workshop presentation and the materials can be accessed on the Composing Science website.
2. The session will include background on composition studies, examples from the presenters' course, reading text together, using whiteboards to develop ideas, providing peer feedback through "silent science," and a final discussion.
3. The presenters will discuss key hallmarks of scientific writing including concealing rhetoric, using grammatical metaphors, the role of evidence, addressing other scientists, and integrating multiple modes of representation.
This document discusses strategies for teaching writing in science courses. It presents examples of activities used in a composition science course including: lab notebooks, whiteboards, peer feedback through "silent science", presentations through "gallery walks", and formal papers. These activities are designed to help students learn to write through practice and feedback by engaging in the writing processes that scientists use.
In this presentation given at the Social Media for Teaching and Learning event in Boston this fall, Jeff Borden of Pearson explains that as technology informs educational processes for delivery, assessment, content creation, and more, the evolution of that technology is transforming teaching and learning. But, as we shift from Web 2.0 to Web 3.0, education must filter through the glitz and "shiny objects" to best understand what actually works and what does not. This presentation will draw on educational best practices from past to present (and even look to the future). From Bloom to Kolb to Johnson and Johnson, rote memorization to authentic assessment, learning theory to practical application, the World Wide Web has tools that not only help educators promote sound pedagogy, but advance it.
Open science and 21st century naturalist skillsjdanielian
This document outlines a curriculum for developing 21st century naturalist skills in students. The curriculum aims to awaken students' interest in the natural world by focusing on field work methodologies like observation, documentation, classification and inquiry-based problem solving of local natural issues. It provides guiding questions for student inquiries on topics like natural history, observations, species classification and connections in nature. It also outlines basic principles, general skills, methodological skills and habits of mind needed for naturalist work. Finally, it discusses using content standards and providing tools to support students' naturalist studies. The overall goal is to allow students to pursue interests in nature through hands-on field investigations.
This document discusses instructional strategies for engaging students with reading comprehension and analysis. It provides examples of having students participate in book talks and reviews, summarizing texts, thinking aloud about what they are reading, and creating multimodal representations of texts through activities like storyboarding and book trailers. The goal is to help students actively engage with texts by connecting to prior knowledge, asking questions, visualizing, and synthesizing what they read.
The document provides tips and strategies for nurturing creativity in the classroom. It discusses establishing a creative classroom environment by encouraging idea generation, questioning assumptions, allowing mistakes, utilizing creative problem-solving strategies like SCAMPER, and assessing student creativity through rubrics and observations. The goal is to support innovative thought and help students develop creative skills and habits of mind.
Scientific writing as emergent from scientific activityCSU, Chico
The document discusses scientific writing and how it emerges from scientific activity. It notes that writing in science takes many informal forms like lab notebooks, whiteboards, emails, and sketches, which allow scientists to work through ideas with colleagues and receive feedback. Formal papers represent a more developed final form of scientific thinking, but are preceded by these various informal types of writing that support the scientific process and help build understanding. The document argues that writing instruction in science courses should engage students with these same informal writing activities that mirror scientists' real work, rather than focusing only on final papers.
This document summarizes materials and activities from a workshop on scientific writing. It includes:
1. An overview of the workshop structure and topics to be covered, including background on composition studies and what makes science writing uniquely difficult.
2. Examples of activities used in related science courses, including using annotated Google Docs to read and discuss texts together.
3. A discussion of the challenges of scientific writing and how participating in scientific practices can help students develop literacy skills.
4. A description of an activity where students worked in groups to explain a light phenomenon on whiteboards and then provided each other feedback.
This document describes a course called Scientific Inquiry developed at California State University to help non-science majors meet writing proficiency requirements. The course aims to engage students in writing that replicates how writing is used in science, such as having, remembering, sharing, vetting, and stabilizing ideas, rather than focusing on scientific writing conventions. Examples are provided of how student notebooks from this course resemble scientist notebooks, with sketches, questions, reflections on experiments and ideas. A rubric is developed based on what students notice in scientist notebooks to guide requirements for their own notebooks, balancing subjective elements like curiosity with objective elements like dated entries. The results are notebooks that look scientific and students report valuing for representing their work.
This document provides an overview of a workshop on strengthening science communication skills at the National University of Mongolia. The workshop aims to help scientists better communicate their research to colleagues, the public, and potential funders. It will provide tools and strategies for creating professional communication materials like CVs, abstracts, and research talks. The workshop encourages clear communication in science by having participants practice "elevator talks" about their research and receive feedback. Effective science communication is important for advancing scientific understanding and contributing new knowledge.
This document provides an overview of a workshop on strengthening science communication skills at the National University of Mongolia. The workshop aims to help scientists better communicate their research to colleagues, the public, and potential funders. It will provide tools and strategies for creating professional communication materials like CVs, abstracts, and research talks. The workshop also discusses the importance of clear communication for advancing scientific understanding and contributing new research. Participants will practice "elevator talks" - brief explanations of their research area and goals. The document provides examples of effective elevator talks and encourages participants to develop and refine their own 30-45 second talk to describe their work to a non-scientist.
Academia has a mixed reaction to collaborative work. On the one hand, it is a practice widely used by academics; on the other hand students are warned against the evils of plagiarism. This paper will look at these seemingly paradoxical attitudes and ask how, if at all, student learning can be both collaboratively generated yet individually original, and also how the products of a collaboratively generated student submission could be formally assessed. I’m going to begin by briefly looking at two different views about the role of the scholar in HE and then considering two different ideas about originality. After that I’m going to look at how collaboration works in the Sciences before highlighting some collaborative practices in the Humanities. I’ll end by asking what type of learning design could support a collaborative approach to learning in the Arts and Humanities and suggesting a couple of promising ones.
This document summarizes a gallery walk activity. Students are invited to explore student work around the room, notice what they observe and wonder about the work, and share their comments and thoughts by writing them on sticky notes to post near the student pieces. The purpose is for students to wonder, discover, and share about what they see.
A presentation I did in April 2012 for the Preparing Future Physicists group at CU-Boulder. Discusses my career in science writing and education, and effective communication strategies.
The document discusses various methods and issues in participant observation, a key method in anthropological research. It describes how early anthropologists like Haddon imposed Western assumptions rather than seeking to understand cultures on their own terms. Participant observation aims to gain an insider's perspective through both observation and participation. However, complete objectivity is impossible and reflexivity is needed to acknowledge the researcher's own perspective. The document also outlines an experiential exercise where students learn about ethnography by taking on roles in simulated cultures.
Five things every teacher needs to know about researchChristian Bokhove
Christian Bokhove gave a presentation on "Five Things Every Teacher Needs to Know About Research". He discussed how education research creates a "softer" form of knowledge than natural sciences due to human unpredictability. He explained challenges with determining cause-and-effect and how single studies don't define fields. Bokhove also emphasized accounting for context and definitions when measuring concepts. The key takeaways are that education research has its own strengths; correlation doesn't imply causation; one study doesn't negate others; context is important; and measurement requires understanding what is being measured.
The document provides advice on how to earn a first class degree, emphasizing the importance of taking innovative approaches in essays such as developing original arguments, making unexpected connections between ideas, and questioning underlying assumptions. It also discusses how different disciplines have differing expectations for writing and demonstrating knowledge. Specific examples are given of students who took innovative approaches to essay topics and earned high marks as a result.
1) The lesson plan is about teaching 7th grade students about Nikola Tesla through reading his biography.
2) The lesson involves dividing students into groups to research and discuss questions about Tesla's life and inventions.
3) The main goals are for students to understand biographies as a literary genre, recognize Tesla's contributions as a scientist, and develop research skills.
Isla Kuhn JIBS User Group Resource Discovery event February 2013sherif user group
The document discusses the transition from traditional library research instruction to instruction focused on using the Summon discovery tool. It describes how pre-Summon classes focused on teaching students to search individual library databases to find specific sources, while post-Summon classes teach students how to critically evaluate search results and engage with different scholarly formats uncovered through a single search. The document also notes the debate around whether users should have to learn library systems or if systems should be intuitive to use.
This document summarizes the key aspects of using idea notebooks for inquiry-based learning. It discusses inspecting notebooks from famous figures like scientists and authors to understand how to organize notes. Mentor texts that model notebook structures are analyzed, such as those by Marissa Moss. Authors' writing processes are studied through videos and articles. Students learn to examine writing styles, structure, and how authors develop topics. The document advocates developing an individual research process through reflection and repeating the process across different units, genres, and formats to strengthen writing skills.
This document summarizes the objectives and content of a creative writing workshop for science students. The workshop aims to:
1) Familiarize students with recent articles on creativity in science and define the creative process and characteristics of creative people.
2) Introduce the Creativity Assessment Scale for evaluating creative works.
3) Motivate students to participate in a creative writing competition by having them select a prompt and write a creative text.
1. creative writing workshop april 2015 final (1)ramoncolon7
This document summarizes the objectives and content of a creative writing workshop for science students. The workshop aims to:
1) Familiarize students with recent articles on creativity in science and define the creative process and characteristics of creative people.
2) Introduce the Creativity Assessment Scale for evaluating creative works.
3) Motivate students to participate in a creative writing competition by having them select a prompt and write a creative text.
This document summarizes an upcoming creative writing workshop for science students. The objectives of the workshop are to familiarize students with recent articles on creativity in science, define the creative process and characteristics of creative people, introduce the Creativity Assessment Scale, and motivate students to participate in a creative writing competition. The workshop will have students select a creative writing prompt and write a text. References are provided on topics like how creativity powers science, experiments showing scientists can be creative writers, and defining creativity.
This document summarizes the objectives and content of a creative writing workshop for science students. The workshop aims to:
1) Familiarize students with recent articles on creativity in science and define the creative process and characteristics of creative people.
2) Introduce the Creativity Assessment Scale for evaluating creative works.
3) Motivate students to participate in a creative writing competition by having them select a prompt and write a creative text.
This document summarizes the objectives and content of a creative writing workshop for science students. The workshop aims to:
1) Familiarize students with recent articles on creativity in science and define the creative process and characteristics of creative people.
2) Introduce the Creativity Assessment Scale for evaluating creative works.
3) Motivate students to participate in a creative writing competition by having them select a prompt and write a creative text.
1. creative writing workshop april 2015 finalNicole Rivera
This document summarizes the objectives and content of a creative writing workshop for science students. The workshop aims to:
1) Familiarize students with recent articles on creativity in science and define the creative process and characteristics of creative people.
2) Introduce the Creativity Assessment Scale for evaluating creative works.
3) Motivate students to participate in a creative writing competition by having them select a prompt and write a creative text.
Introduction to-narrative inquiry-workshop_2012Esko Johnson
Here is a draft of part one of your story as a music student:
I have always had a passion for music from a young age. I started playing the piano when I was 7 years old. My piano teacher, Ms. Smith, had a huge impact on me and is the reason I fell in love with music. She brought so much joy and enthusiasm to our lessons. I have fond memories of practicing for hours to prepare for my annual recitals.
In high school, I joined the choir and began singing lessons. I discovered I had an alto voice range that I really enjoyed using. Our choir director, Mr. Jones, challenged us to strive for excellence. Performing in concerts and competitions helped build my confidence on stage
Fresno State Workshop: Teaching Writing in Large ClassesCSU, Chico
This document discusses strategies for teaching writing in large classes. It proposes organizing students into small, permanent research teams and assigning mentors from more advanced peers. A variety of participation structures are recommended, including using social media and digital platforms. Key questions are posed to guide course design, such as how to highlight student work and make the instructor less central. Small working groups of 10 students plus a mentor are proposed, with each larger group further divided into teams of 5. The goals are to consider new roles for teachers and students and strengthen connections between peers.
This document discusses the connections between making and composing/writing. It explores how the ancient Greek word "poiesis", meaning "to make", relates to modern concepts of poetry and the creative arts. Keywords are listed that relate to making and writing spaces. Similarities are noted between making as an action that transforms the world and writing as a means of communication and expression. The document suggests making connections between different types of making and composing to continue transforming and repairing the world through creative works.
More Related Content
Similar to National Writing Project Annual Meeting: Composing Science
This document describes a course called Scientific Inquiry developed at California State University to help non-science majors meet writing proficiency requirements. The course aims to engage students in writing that replicates how writing is used in science, such as having, remembering, sharing, vetting, and stabilizing ideas, rather than focusing on scientific writing conventions. Examples are provided of how student notebooks from this course resemble scientist notebooks, with sketches, questions, reflections on experiments and ideas. A rubric is developed based on what students notice in scientist notebooks to guide requirements for their own notebooks, balancing subjective elements like curiosity with objective elements like dated entries. The results are notebooks that look scientific and students report valuing for representing their work.
This document provides an overview of a workshop on strengthening science communication skills at the National University of Mongolia. The workshop aims to help scientists better communicate their research to colleagues, the public, and potential funders. It will provide tools and strategies for creating professional communication materials like CVs, abstracts, and research talks. The workshop encourages clear communication in science by having participants practice "elevator talks" about their research and receive feedback. Effective science communication is important for advancing scientific understanding and contributing new knowledge.
This document provides an overview of a workshop on strengthening science communication skills at the National University of Mongolia. The workshop aims to help scientists better communicate their research to colleagues, the public, and potential funders. It will provide tools and strategies for creating professional communication materials like CVs, abstracts, and research talks. The workshop also discusses the importance of clear communication for advancing scientific understanding and contributing new research. Participants will practice "elevator talks" - brief explanations of their research area and goals. The document provides examples of effective elevator talks and encourages participants to develop and refine their own 30-45 second talk to describe their work to a non-scientist.
Academia has a mixed reaction to collaborative work. On the one hand, it is a practice widely used by academics; on the other hand students are warned against the evils of plagiarism. This paper will look at these seemingly paradoxical attitudes and ask how, if at all, student learning can be both collaboratively generated yet individually original, and also how the products of a collaboratively generated student submission could be formally assessed. I’m going to begin by briefly looking at two different views about the role of the scholar in HE and then considering two different ideas about originality. After that I’m going to look at how collaboration works in the Sciences before highlighting some collaborative practices in the Humanities. I’ll end by asking what type of learning design could support a collaborative approach to learning in the Arts and Humanities and suggesting a couple of promising ones.
This document summarizes a gallery walk activity. Students are invited to explore student work around the room, notice what they observe and wonder about the work, and share their comments and thoughts by writing them on sticky notes to post near the student pieces. The purpose is for students to wonder, discover, and share about what they see.
A presentation I did in April 2012 for the Preparing Future Physicists group at CU-Boulder. Discusses my career in science writing and education, and effective communication strategies.
The document discusses various methods and issues in participant observation, a key method in anthropological research. It describes how early anthropologists like Haddon imposed Western assumptions rather than seeking to understand cultures on their own terms. Participant observation aims to gain an insider's perspective through both observation and participation. However, complete objectivity is impossible and reflexivity is needed to acknowledge the researcher's own perspective. The document also outlines an experiential exercise where students learn about ethnography by taking on roles in simulated cultures.
Five things every teacher needs to know about researchChristian Bokhove
Christian Bokhove gave a presentation on "Five Things Every Teacher Needs to Know About Research". He discussed how education research creates a "softer" form of knowledge than natural sciences due to human unpredictability. He explained challenges with determining cause-and-effect and how single studies don't define fields. Bokhove also emphasized accounting for context and definitions when measuring concepts. The key takeaways are that education research has its own strengths; correlation doesn't imply causation; one study doesn't negate others; context is important; and measurement requires understanding what is being measured.
The document provides advice on how to earn a first class degree, emphasizing the importance of taking innovative approaches in essays such as developing original arguments, making unexpected connections between ideas, and questioning underlying assumptions. It also discusses how different disciplines have differing expectations for writing and demonstrating knowledge. Specific examples are given of students who took innovative approaches to essay topics and earned high marks as a result.
1) The lesson plan is about teaching 7th grade students about Nikola Tesla through reading his biography.
2) The lesson involves dividing students into groups to research and discuss questions about Tesla's life and inventions.
3) The main goals are for students to understand biographies as a literary genre, recognize Tesla's contributions as a scientist, and develop research skills.
Isla Kuhn JIBS User Group Resource Discovery event February 2013sherif user group
The document discusses the transition from traditional library research instruction to instruction focused on using the Summon discovery tool. It describes how pre-Summon classes focused on teaching students to search individual library databases to find specific sources, while post-Summon classes teach students how to critically evaluate search results and engage with different scholarly formats uncovered through a single search. The document also notes the debate around whether users should have to learn library systems or if systems should be intuitive to use.
This document summarizes the key aspects of using idea notebooks for inquiry-based learning. It discusses inspecting notebooks from famous figures like scientists and authors to understand how to organize notes. Mentor texts that model notebook structures are analyzed, such as those by Marissa Moss. Authors' writing processes are studied through videos and articles. Students learn to examine writing styles, structure, and how authors develop topics. The document advocates developing an individual research process through reflection and repeating the process across different units, genres, and formats to strengthen writing skills.
This document summarizes the objectives and content of a creative writing workshop for science students. The workshop aims to:
1) Familiarize students with recent articles on creativity in science and define the creative process and characteristics of creative people.
2) Introduce the Creativity Assessment Scale for evaluating creative works.
3) Motivate students to participate in a creative writing competition by having them select a prompt and write a creative text.
1. creative writing workshop april 2015 final (1)ramoncolon7
This document summarizes the objectives and content of a creative writing workshop for science students. The workshop aims to:
1) Familiarize students with recent articles on creativity in science and define the creative process and characteristics of creative people.
2) Introduce the Creativity Assessment Scale for evaluating creative works.
3) Motivate students to participate in a creative writing competition by having them select a prompt and write a creative text.
This document summarizes an upcoming creative writing workshop for science students. The objectives of the workshop are to familiarize students with recent articles on creativity in science, define the creative process and characteristics of creative people, introduce the Creativity Assessment Scale, and motivate students to participate in a creative writing competition. The workshop will have students select a creative writing prompt and write a text. References are provided on topics like how creativity powers science, experiments showing scientists can be creative writers, and defining creativity.
This document summarizes the objectives and content of a creative writing workshop for science students. The workshop aims to:
1) Familiarize students with recent articles on creativity in science and define the creative process and characteristics of creative people.
2) Introduce the Creativity Assessment Scale for evaluating creative works.
3) Motivate students to participate in a creative writing competition by having them select a prompt and write a creative text.
This document summarizes the objectives and content of a creative writing workshop for science students. The workshop aims to:
1) Familiarize students with recent articles on creativity in science and define the creative process and characteristics of creative people.
2) Introduce the Creativity Assessment Scale for evaluating creative works.
3) Motivate students to participate in a creative writing competition by having them select a prompt and write a creative text.
1. creative writing workshop april 2015 finalNicole Rivera
This document summarizes the objectives and content of a creative writing workshop for science students. The workshop aims to:
1) Familiarize students with recent articles on creativity in science and define the creative process and characteristics of creative people.
2) Introduce the Creativity Assessment Scale for evaluating creative works.
3) Motivate students to participate in a creative writing competition by having them select a prompt and write a creative text.
Introduction to-narrative inquiry-workshop_2012Esko Johnson
Here is a draft of part one of your story as a music student:
I have always had a passion for music from a young age. I started playing the piano when I was 7 years old. My piano teacher, Ms. Smith, had a huge impact on me and is the reason I fell in love with music. She brought so much joy and enthusiasm to our lessons. I have fond memories of practicing for hours to prepare for my annual recitals.
In high school, I joined the choir and began singing lessons. I discovered I had an alto voice range that I really enjoyed using. Our choir director, Mr. Jones, challenged us to strive for excellence. Performing in concerts and competitions helped build my confidence on stage
Similar to National Writing Project Annual Meeting: Composing Science (20)
Fresno State Workshop: Teaching Writing in Large ClassesCSU, Chico
This document discusses strategies for teaching writing in large classes. It proposes organizing students into small, permanent research teams and assigning mentors from more advanced peers. A variety of participation structures are recommended, including using social media and digital platforms. Key questions are posed to guide course design, such as how to highlight student work and make the instructor less central. Small working groups of 10 students plus a mentor are proposed, with each larger group further divided into teams of 5. The goals are to consider new roles for teachers and students and strengthen connections between peers.
This document discusses the connections between making and composing/writing. It explores how the ancient Greek word "poiesis", meaning "to make", relates to modern concepts of poetry and the creative arts. Keywords are listed that relate to making and writing spaces. Similarities are noted between making as an action that transforms the world and writing as a means of communication and expression. The document suggests making connections between different types of making and composing to continue transforming and repairing the world through creative works.
Digital Humanities Panel Discussion at Chico StateCSU, Chico
Dr. Kim Jaxon (English), Dr. Patrick Newell (dean, Library), Dr. Corey Sparks (English and Humanities) and Dr. Daniel Veidlinger (Comparative Religion).
Scholars are increasingly using computational methods and digital media to open up new vistas in our pursuit of humanistic inquiry. In this panel, Dr. Kim Jaxon will share how digital platforms can connect students to communities and how game design can inform course and program design. Dr. Patrick Newell will consider the important conjunctions of scholarly communications, digital humanities, and academic libraries. Dr. Corey Sparks will examine the ways digital media can aid our understanding of ecologies of the medieval English prison. Dr. Daniel Veidlinger will discuss the use of algorithms to search for previously unknown word patterns in religious texts.
Dr. Kim Jaxon: Digital Designs for Teaching & LearningCSU, Chico
Digital platforms can be used to enhance teaching and learning by offering students multiple ways to participate, helping them create a professional digital identity, professionalizing their workflow, giving them agency over their learning and design aesthetics, and connecting them to communities of practice. A study from 2013-2016 with 806 students found that freely available platforms like Google Docs, Wordpress, and Twitter were effective for these goals.
Composing Play: Epic Learning in Literacy SpacesCSU, Chico
tl;dr A short talk about using game design to hack a crappy remediation mandate. Links to resources in this URL http://tinyurl.com/jaxonepic and on my website.
Purposeful Play: Designs for Creative Teaching and LearningCSU, Chico
This document discusses purposeful play and creative teaching and learning. It provides frameworks and examples of designing courses to encourage play, participation, and open learning. Students are given choices in assignments, such as creating book trailers, reviews, discussions or other artifacts to demonstrate their learning. The goal is for students to take on new identities and participate in communities through open-ended, daily work. Courses should ask how they can reduce barriers to students' participation. Learning is framed as a social and participatory process.
Kim Jaxon "Digital Platforms for Networks, Community, and Participation"CSU, Chico
This document discusses using digital platforms like Twitter to facilitate professional communities and participation. It examines Twitter's advantages as a public, immediate and multi-layered medium, but also its shortcomings as something that is short and ephemeral. The document also explores how to use hashtags and following each other on Twitter to help build a community, and questions how to expand participation across multiple platforms and share curation responsibilities.
Composing Play: Epic Learning in Literacy SpacesCSU, Chico
I adopt Jane McGonigal's framework of "epic scale" to talk about elements of epic learning in and through the teaching of writing (Reality is Broken, 2011). It may be that no writing course can ever match the intensity of a campus wide tournament of Humans vs. Zombies or the sheer scale of World of Warcraft, but the language helps us think through ways that we use game design, paired with writing and writing pedagogy, both to make large class spaces feel intimate and to encourage small classes to feel empowered over their learning. This talk shares the design and success of two large "epic," game-based college experiences: the design of a "jumbo" writing class that infuses game design and play within the activities and structures, and an augmented reality, quest-driven, adventure game created for incoming freshmen called Early Start: EPIC. Data drawn from these game-based course designs show that the spaces provide contexts for action as a form of service to larger, shared goals, encourage wholehearted participation, and provide mechanisms for the exchange of expertise.
Wikis, Blogs, and Tweets, Oh My!: Creating Avenues for Student Participation ...CSU, Chico
This document discusses using digital platforms like wikis, blogs, and tweets to increase student participation. It describes theories of social cognition and situated learning that view learning as social and participatory. Specific structures are proposed for a writing class, including small research teams, mentors, and varied participation roles. Examples of using tools like Google Docs, Tumblr, and Twitter are provided. The goal is to expand how students participate and tell their stories.
The document discusses using digital platforms and technologies to facilitate networking, community building, and participation for an organization called the English Council. It describes the group's current communication methods like biannual meetings and emails, and proposes expanding to new digital texts and practices. The rest of the document explores ideas for how social media like Twitter could be used to engage members, share resources, and build the community.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
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2. STRUCTURE OF WORKSHOP
• background on our course & book
• what makes reading and writing in science uniquely hard?
• what can we do about it? - examples from our course
• getting started: scientific notebooks
• Q&A
4. WHAT IS UNIQUELY HARD
ABOUT SCIENTIFIC WRITING?
1.Concealment of rhetoric
• “it is not a laboratory notebook... Cleansed of messiness,
portrays knowledge as unproblematic, unambiguous,
repeatable truths...” (Collins & Shapin)
2.Use of grammatic metaphors
• turn “happenings” into “stable phenomena” (parameter-
induced stochastic resonance) (Halliday, 2004)
5. 3.Empirical evidence as a tool of persuasion
• “Observation and experiment ... are the handmaidens to the
rational activity of generating arguments in support of
knowledge claims...” (Driver, Newton & Osborne)
4.Addressivity of science texts
• high degree of intertexuality,“invites, in fact solicits, responses
from others and seeks to engage them...” (Sharma & Anderson)
5.Coordinates multiple modes
• connecting representation, mathematics, images, text
Hallmarks of scientific writing
6. EXCLUDE PARTICIPATION IN
SCIENCE:
• concealment of rhetoric:
• “final form,” a “rhetoric of conclusions” (Duschl; Schwab)
• grammatic metaphors:
• ambiguous, abstract, remote from concrete experience
• role of evidence:
• easily misunderstood as proof or goal of inquiry
• addressivity:
• requires a knowledge of the ongoing debate
• multiple modes:
• requires understanding and translating between modes
8. WHY NOT DOTHAT?
• it’s not what scientists do. Practices emerge in the context of
their use.
9. NSCI 321: SCIENTIFIC INQUIRY
• undergraduate Liberal Studies majors (future elementary
teachers)
• 21 women, 2 men
• engage students in scientific inquiry into perception
• co-taught with a biologist (neuroscience)
• week 2/3
10. EXPLANATIONS FOR A SPOT
OF LIGHT
tube as “blocking”
tube as “concentrating”
11.
12.
13.
14. CONSTRUCTING “THE
SECONDS”
Student-constructed term:
- perceptually distinct (“fuzzy edge”)
- highly theoretical:“there’s the fuzzy edge...”“those are...”
- creates a category of objects (via nominalization of
“second”)
- experimental role in “carving at the joints”- a reason to
believe in this “happening” as a thing to be nominalized
- largely an individual effort, but a strong role of others (Dee)
- particularly dissension / skepticism
19. “I KNEW IT WAS GOINGTO
BE A SECOND.”
• Amanda, who invented the term, recognizes that her use of it
is not as sensible as someone else’s.
• subtle change in the ontology of “second” (rays become
seconds)
• through these negotiations the ambiguities inherent in spoken
language become increasingly precise
• the diagrams, in particular provide a referent for referent and
signal for these ambiguities -- but how to resolve them?
21. SHAPING A DEFINITION
• Recognition of a the social construction:“are we agreeing to call a
second...?”
• Demand for precision:“I need a more set definition before I feel
comfortable using it.”
• Pedagogical moves:
• “We need to agree on terminology...”
• “They’re calling it a second...”
• Reframing for precision:“Your question is:‘If it bounces off of the
mirror, is it a first or a second?’”
22. CHARACTERISTICS OF
DEFINITIONS
• Definitions in science as:
• socially constructed
• a nominalization (seconds)
• subject to agreement
• representational
• identified (stabilized) experimentally and gramatically
• demanding precision (intersubjectivity)
23.
24. OPERATIONALIZING
“SECONDS”
• Definitions: a matter of convention?
• Courtney looks to instructors - is our role to help select a
definition that will prove productive?
• Pedagogical moves: nature of objects in theories
• Dee: So I guess the real question is: when it hits the
mirror is any of the light absorbed? Because to me the
definition of a second is, when it hits something, some of
the light is absorbed, so not all of it is coming back out.
25. DEFINITION AND CLASSIFICATION
TOSSED BACKTO EXPERIMENT
• Is any light absorbed?
• Is light off of a mirror a “second”?
• In what way are mirrors and paper reflecting light “much
differently”?
• Can we distinguish 2nd, 3rd, 4ths?
26. “The transition [from talking to writing science]... is facilitated
when students are provided with opportunities to express
themselves... utilizing means of expression that bear iconic
relations with the situations they experienced and the gestures
they used...” -Roth, 2004
27. “If our knowledge is to be organized systematically (especially if this
depends on being able to measure things), we need phenomena
that are stable: that persist through time, and can readily be
grouped into classes.’’ - Halliday, 2004
28. “Scientific literacy... is the ability to make meaning conjointly with
verbal concepts, mathematical relationships, visual representations,
and manual-technical operations.” - Lemke
29. “It is more productive not to converge on a definition
until further empirical and theoretical progress points
us toward the best way to ‘cut up [nature] ... along its
natural joints.” -Elby, 2009
30. DEE’S DEFINITION IS WRONG?
• Dee:“To me, the definition of a second is when it hits and
some of the light is absorbed, so not all of it is coming back
out.”
• a negotiation with the world regarding our definitions:“carving
nature at its joints”
31.
32. PARTICIPATION IN SCIENTIFIC
PRACTICES AS LEVER
1.concealment of rhetoric
2.Use of grammatic metaphors (nominalization)
3.Empirical evidence as a tool of persuasion
4.Addressivity of texts
5.Coordinating multiple modes
36. SCIENTISTS WRITE.
• Latour (1990) found that when scientists were unable to
access their graphs, they “hesitated, stuttered and talked
nonsense” (p. 22) and were only able to resume the
conversation when a graph was scribbled onto whatever scrap
of paper was at hand.
37. SCIENTIFIC INQUIRY
• The Premise:
• to understand scientific claims, you need to know how the
game of science is played
• to understand how the game is played, there is no substitute
for playing it
• The Goal:
• design a course where - to the degree possible - students are
“playing the game” of science instead of “doing the lesson”
38. THE GOAL
• as much as possible, the demands of “doing science”-- creating
coherent, mechanistic models of physical phenomena-- would drive
scientific practices
• operational definitions, precise language
• role of evidence (as “handmaiden”)
• experimentation as a test of theory
• precise diagrams as predictive tools
• lab notes
39. LAB NOTEBOOKS
• without a lecture, would it be clear to students that there
would be a role for notebooks?
• for taking notes on their peers’ ideas?
• their nascent ideas?
• their diagrams, data, experiments?
• more broadly, to see writing as a powerful way of learning
and knowing
40. STUDENTTASK
On the following pages are images from several famous scientists’ research
notebooks-- the notebook used to keep track of ideas, observations and
experiments as he worked. With your group, discuss what you notice
about these notebooks. Do not describe the actual work the scientist did,
but ways in which s/he took notes and organized information.
Below is a list of a few things you might notice, but be sure to generate more
observations than just these:
• what does the page look like?
• are there procedures described?
• what is the style of writing? Personal, objective, colloquial, etc.?
• how do these famous scientists’ research notebooks compare to lab
notebooks you have kept in other science classes?
• what is a scientists’ research notebook for?
Keep track of your groups’ ideas on the whiteboard you have been provided.
We will generate a rubric with guidelines and standards for keeping a
research notebook in this class based on the lists you have generated.
41. “I am astonished! It is 18 days
since I started thinking about
bottinoite. Only last night, in
bed, did I recognize that the
formula Ni(OH2)6Sb(OH)6 is
wrong. It would required SbII,
which is unlikely. It is a pale blue-
green mineral.
Two possibilities...
But I have now noticed that
(scientists) give the formulas as...
Hence all of my preceding
discussion needs to be revised.”
-Linus Pauling
42. “I think
Case must be that [in] one generation
there should be as many living as now.
To do this and to have [as] many
species in same genus (as is) requires
extinction.
Thus between A & B immense gap of
relation; C & B the finest gradation, B
& D rather greater distinction.Thus
genera would be formed, bearing
relation...”
- Charles Darwin
43. “success at put down.
Build a structure to demonstrate...
success at pick up
success at put down...
I'm really having fun!!
Do some more: successful
pickup.”
-Don Eigler (wrote the letters
IBM with 35 xenon atoms on a
nickel surface)
44. “A model:
Lonely 5 cells: cannot bind to each
other.
Lonely 21 cells: cannot bind to each
other either.
But
Happy
5+21 cells can bind with many cells,
but first come, first serve (as far as sex
is concerned).
If trypsin or BME added to 21 cells...”
- James Hicks
48. DEVELOPING A RUBRIC
if our goal is for students to do science, what should be
evidence that students are doing science?
49. NSCI 321 - Scientific Inquiry
Notebook Rubric
Your research notebook should be meaningful and useful to you-- the requirements should not feel
arbitrary or irrelevant to the work you are doing. At the same time, it should meet the standards of
scientific notebooks: this is neither a personal diary of ideas and thoughts, nor a simple
documentation of observations. This rubric should be helpful in making sure that you strike a
balance between the two.
When you submit your notebook, you should do a self-assessment of your strengths (+) and your
weaknesses (-) -- not every item needs a + or a -, but if something stands out to you as an area where
you excel or an area where you need to work harder, you should note that.
You should also indicate a few pages from your notebook that provide good evidence that you are
meeting the requirement. We will look over all of your pages when considering your grade, but it
will be helpful for us to know which pages are particularly strong examples.
If you miss a day, you should photocopy the lab notebook from one of your research team members
and include this in your notebook. This will be useful in making sure you have all the information
you need for homework and exams. If you turn your notebook in late (why would you? we don’t
know...) it’s 10% off for each day late.
Subjective requirements:
These requirements are, in general, a measure of your personality as a researcher. Does
your notebook demonstrate that you are reflecting, thinking, curious and engaged rather
than simply going through the motions and copying down the data?
Subjective requirements:
These requirements are, in general, a measure of your personality as a researcher. Does
your notebook demonstrate that you are reflecting, thinking, curious and engaged rather
than simply going through the motions and copying down the data?
Subjective requirements:
These requirements are, in general, a measure of your personality as a researcher. Does
your notebook demonstrate that you are reflecting, thinking, curious and engaged rather
than simply going through the motions and copying down the data?
Subjective requirements:
These requirements are, in general, a measure of your personality as a researcher. Does
your notebook demonstrate that you are reflecting, thinking, curious and engaged rather
than simply going through the motions and copying down the data?
requirement ✓± pages? grade
includes some notion of what you’re thinking,
expecting, and/or assuming
(what you’re thinking at the time - “know”)
includes some kind of questions about what
you’re hoping to understand/answer/show (what
you want to know)
reflection and analysis of what it is you’ve
observed, some notion of a “trajectory” of ideas
and thinking (what you have learned)
some obvious engagement, creativity,
individuality and personal expression (this could
be, for example, through your sketches, ideas,
notes in the margin -- or through your careful
attention to detail, precision, organization, etc.)
Scientific Inquiry L. Atkins & I. Salter
50. Objective requirements:
These requirements, in general, are a measure of how useful your notebook will be as a
reference for you and others in following the sequence of ideas, experiments, and
discussions from this course.
Objective requirements:
These requirements, in general, are a measure of how useful your notebook will be as a
reference for you and others in following the sequence of ideas, experiments, and
discussions from this course.
Objective requirements:
These requirements, in general, are a measure of how useful your notebook will be as a
reference for you and others in following the sequence of ideas, experiments, and
discussions from this course.
Objective requirements:
These requirements, in general, are a measure of how useful your notebook will be as a
reference for you and others in following the sequence of ideas, experiments, and
discussions from this course.
requirement ✓± pages? grade
all pages are numbered, all days are dated
titles when starting something new (use your own
sense of organization to decide when/where/how
often)
clear descriptions, including diagrams with
labels, of what you’re doing to answer your
questions/curiosities (how you’ve learned it)
detailed, accurate observations
any references (to other classmates’ work/ideas or
outside readings) are noted clearly when used
Scientific Inquiry L. Atkins & I. Salter
51. Personal relevance:
These requirements are, in general, a measure of your personality as a researcher.
Does your notebook demonstrate that you are reflecting, thinking, curious and
engaged rather than simply going through the motions and copying down the data?
Is your notebook clearly relevant to you?
requirement pages? grade
shows evidence of a “progression” of ideas and thinking,
shows how you got to your answer and why you think that
as part of this progression of ideas, mistakes and ideas that you
later disagree with are not erased; rather, these are crossed out
includes questions about what you’re hoping to understand/
answer/show, questions about what confuses you, or new
questions that your research has raised
some obvious personal expression, personality, individual
style, engagement, and creativity (for example, sketches, ideas,
notes in the margin, careful attention to detail, organization,
etc.)
space in the margins or between sections to fill in ideas later
and refer back to earlier questions and work
52. Publicly useful:
These requirements are a measure of how useful your notebook is as a reference for
others in following the sequence of ideas, experiments, and data.
requirement pages? grade
all days are dated
a sense of organization (titles/headings for different topics;
labels on diagrams)
diagrams and illustrations with labels
detailed, accurate observations
clear descriptions of experiments so that others could build off
of your work (or check on the accuracy of your findings) if
necessary
54. sketches out ideas. notes:
“Maybe the lens has nothing to
do with flipping the image. If
the lens can’t move far enough
away from the eye...:
55. ... BUT, after drawing my
prediction, I changed my
mind!...
What actually happened!...
When we blocked off half the
light... what we saw looked no
different the the beam without
the tape...
56. Without the tube, the beam
was illuminated on the
opposite side the tape was on.
This must be because of the
mirror. The tube has acted like
a mirror.
57. My group’s discussion.
We have all agreed upon the
notion that light seems to
“kush” out when it hits a
surface...
58. We were thinking this is what
happens. But Breanna’s group
pointed out that it crosses at
the pupil, so it would look like
this.
59. Epiphany!
The distance the light source is
from the lens is the same
distance the light passes the
midline on the other side of
the lens.
60. Well my group and I disagree... On if louder means
more air particles. I believe that the louder we are
the more air particles are used... although they
don’t move any faster.
61. Newton’s picture is confusing me - it bends at the
back of the lens and there is no pupil... does it not
matter? Now I am really confused. I thought I
understood what the lens was doing...
64. THOUGHTS
• the notebooks look scientific... (“procedural display?”)
• students report really valuing and keeping these notebooks - great
pride in what they are and represent
• “Hi Leslie, It’s Janeal. I just moved and was unpacking old boxes when I
found my inquiry notebook. I am so proud of that thing! I just spent an
hour explaining the human eye and pinhole theater to my boyfriend.”
• students report “I journal all the time, but it never occurred to me to
do this with my classes...”
• I love reading through them and grading them
65. QUESTIONS
• what kinds of classes would benefit from this kind of
notebook?
• what does that say?
• how to characterize writing to document v. writing to learn?