Using the Virtual Exploratorium to Support Inquiry-based Learning

							 Using the Virtual Exploratorium to
 Support Inquiry-based Learning in
Introductory Geoscience Courses: An
           ENSO Example


                   Funded by
         National Science Foundation,
      Division of Undergraduate Education
     The Virtual Exploratorium

• A learner-centered scientific exploratory
  environment using the visualization tools of
  practicing scientists
• Combines:
   – advances in computing
   – new pedagogy
   – tools and practice of scientists
               A Diverse Team
• University of Illinois at Urbana-Champaign,
  Department of Atmospheric Science:
   – Dan Bramer, Mohan Ramamurthy and Robert Wilhelmson
• Digital Library for Earth Science Education
   – Mary R. Marlino
• Visualization Group, Scientific Computing Division,
  National Center for Atmospheric Research
   – Tim Scheitlin, Don Middleton
• University of Georgia,
  Learning and Performance Support Laboratory
   – Ken Hay and Dean Elliott
• West Chester University,
  Department of Geology and Astronomy
   – Rajul Pandya
     The Virtual Exploratorium

• An initial module built around the phenomenon of
  El Niño/Southern Oscillation
• development guided by:
   – A pedagogic model for Geoscience Education
   – Formative evaluation with students
   – Research into student visualization and inquiry
     processes
                 Why ENSO?

• Encourages Inquiry and Learning
   – Popular and relevant
   – Lots of misconceptions/misinformation
• Bridges Geoscience Disciplines
   – Depends on fundamental physical principles applicable
     across the geosciences
• Allows a systems-oriented approach
• Data intensive, visualization rich phenomenon
  benefits from scientific tools
A Pedagogic Model for the VE
                           What
                 A description of the
                 phenomena, including
                 conceptualization of the
                 complex


                           Why
                 Relation to the underlying
                 physical principles that
                 “explain” the behavior of
                 the natural world
Tools and a Strategy for Investigation
                                          construct visualizations of
                                          geophysical phenomena using
                                          real geophysical data sets


   Visualization Environment
                                            probe these visualizations
         and Data Sets                      to uncover relationships
                                            using interactive tools


       Interactive Tools
                                           investigate fundamental
                                           physical processes using
                                           the same tools in tutorials
         Tool Tutorials

                                              apply the physical
           consult an extensive, hyper-       principles to the
           linked virtual encyclopedia        phenomena
  Prototype Visualization Environment
• Students Can
   – Choose a data set
   – Construct 3D iso-surfaces
     and 2D slices
   – View multiple variables
     simultaneously
   – Save images
• Students will be able to
   – Use Java-based tools as
     probes within the
     visualization
An ENSO Data Sets for Students

            Complex Data from multiple
            sources reduced through filters
            for student users
              Basic Research

• Can students discover and interpret
  geophysical phenomena?
  – Investigated three geophysical phenomena
    associated with ENSO
     • Walker Circulation
     • Convection in a thunderstorm
     • Upwelling and motion of the thermocline
  – Investigated students ability to find phenomena
    with varying levels of intervention
      A student Constructed
    Visualization (Walker Cell)




Very few students can find and explain the Walker Cell using the
Visualization Environment and Data Sets
         Obstacles to Inquiry
• lack of strategy for systematic
  investigations
  – Student’s resent a perceived lack of support -
    “the professor was no help at all”
• Unfamiliarity with Multi-dimensional
  visualization
  – bias to temperature
  – bias to 2D
  – 20-40 minute learning curve
     A Strategy: Guided Inquiry
• Core Questions: the overarching goal of the inquiry
   – Why are storms so common in the western Pacific?
   – Uses Visualization and Data Sets
• Guiding Questions: help focus students on the things that
  they need to notice
   – How does temperature in the rising part of the circulation compare
     to temperature in the sinking part?
   – Uses Interactive Tools as probes
• Enrichment Questions: help students focus on
  fundamental physics
   – What is Temperature
   – Uses Interactive Tools in Tutorials
      Interactive Tools as Probes




• Probe 2D or 3D datasets
• Observe differences between
  regions of the dataset
• Relate phenomena to the
  underlying physical properties
        Interactive Tools as Tutorials




Students use the tool to:
• Help understand the
  fundamental principles
  which lay underneath
  the phenomena
• Create graphs of their
  observations
• Use these observations
  to discover new
  relationships
 For More Information

http://ve.atmos.uiuc.edu/
       A Unique Opportunity
• Community interest in educational isssues
• New pedagogy
• Technological advances
  – tools of science available to students
     Three levels of interventions
• Pure Discovery: student explores
  data set with no introduction to the    Inquiry
  phenomenon in question.
• Application: Student is given a
  conceptual introduction to the
  phenomenon, but must apply the
  phenomenon to the data set.
• Verification: Student is given a
  complete introduction to
  phenomenon and information about
  its location, extent, and timing.
                                         Instruction