2014 California STEM Symposium - San Diego - September 2014

Monday, September 22 • 1:25 p.m. - 2:25 p.m. • Ballroom 20 BC 

Engaging in NGSS Science Practices with Computer Supported Collaborative Science Table #4

Computer Supported Collaborative Science (CSCS) is a methodology that uses collaborative, cloud-based resources to engage all learners in the collection, analysis, and interpretation of individual data in the context of whole-class data. CSCS turns hands-on classroom activities into more authentic scientific experiences required by the Next Generation Science Standards (NGSS).

Norman Herr, Professor of Science Education, CSU, Northridge

• CSCS & NGSS

• Presentation

Engaging Students in the Science and Engineering Practices of the Next Generation Science Standards (NGSS) with Computer Supported Collaborative Science (CSCS)

Norman Herr

Department of Secondary Education

California State University, Northridge

Abstract: 

Computer Supported Collaborative Science (CSCS) is a methodology that uses collaborative cloud-based resources to engage all learners in the collection, analysis, and interpretation of individual data in the context of whole-class data. CSCS turns hands-on classroom activities into more authentic scientific experiences, engaging students in the science and engineering practices specified in Dimension-1 of the Next Generation Science Standards (NGSS).  During this roundtable, participants will learn how to  engage students in the science and engineering practices mentioned in Dimension-1 of the NGSS using the Computer Supported Collaborative Science (CSCS) approach.

Science and Engineering Practices in the NGSS

In 2013, Achieve Inc, operating on behalf of the twenty-six states and partners, published the Next Generation Science Standards (Achieve, Inc., 2013). It is anticipated that the vast majority of states will adopt these standards. The Standards recommend that science education be built around three dimensions:  (1) scientific and engineering practices, (2) cross cutting concepts that have common application across fields, and (3) core ideas in four disciplinary areas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and applications of science. The Standards draws upon ideas set forth in earlier reform documents such as Project 2061 (American Association for the Advancement of Science, 1993), and the National Science Education Standards (NRC, 1996) but are destined to be more influential since most states have already adopted the Common Core Standards (National Governors Association, 2012) in mathematics and English and have expressed an intent to adopt the Next Generation Science Standards as well.  The Next Generation Science Standards will provide a roadmap for reforming science education and will create a need for new teaching strategies to traverse this map.  Fortunately, recent advances in collaborative cloud-based computing have provided the technological tools which allow the implementation of new teaching methodologies for engaging students in the scientific and engineering practices specified in Dimension-1 of the NGSS.

Continuous Formative Assessments (CFA) in Science Instruction

Computer Supported Collaborative Science (CSCS) is a teaching methodology that uses collaborative web-based resources to engage all learners in the collection, analysis, and interpretation of individual data in the context of whole-class data. CSCS fosters scientific inquiry by using collaborative online resources to assess prior knowledge, collect and analyze student ideas, data, and comments, and provides instructors the opportunity to perform continuous formative assessments to inform and reform their own instruction. CSCS turns hands-on classroom activities into more authentic scientific experiences -- shifting the focus from cookbook data collection to thoughtful data analysis. (d'Alessio, & Lundquist, 2013; Herr, Rivas, Chang, Tippens, Vandergon, d’Alessio, & Nguyen-Graff,  2013; Herr, Rivas, Foley, Vandergon & Simila 2013).  The CSCS model engages all students in learning science and provides experience in how science is actually done. The CSCS model provides a pedagogical framework for science teachers seeking to implement the goals of the NGSS.

• Prior Knowledge and Student Engagement. Often, science lessons ignore prior knowledge and cultural influences, complicating the challenge of teaching in a diverse classroom (Brown, 2004). CSCS uses online surveys to assess students’ initial understanding of new topics. This allows teachers to learn about preconceptions to be addressed and helps students to become aware of their naïve conceptions. Students remain engaged when they are regularly asked to commit responses to formative assessment. (Herr et.al, 2012)

• Collecting large data sets. In traditional classes, lab groups collect data independent from other lab teams. By combining data sets online, students recognize patterns that are only visible when students pool their data. Students compute averages, plot data together and gain firsthand experience for what it means for an experiment to be repeatable.

• Focusing on interpretation. In verification labs, experiments stop once data are collected because the results are known before they start. In CSCS, students post collaborative lab reports online linking to relevant data and graphs. Shared conclusions allow for further discussion and the consensus building that is essential for inquiry (Berland & Reiser, 2009). Automated graphing of data using CSCS tools can reduce the load on working memory, allowing for more cognitive resources to be devoted to data analysis (Hmelo-Silver, Duncan, & Chinn, 2007).