bringing data-intensive approaches to K-12 teaching and learning
We have developed iSENSE, a web-based collaborative data visualization platform, and we are working with teachers to develop ways to bring data-intensive approaches to core subjects in middle school.
References
2018
Redefining Science Learning with a Platform for Sharing Experimental Data
Maureen Melanson*, Glenda Javier*, Caitlin Canane*, and 1 more author
In Society for Information Technology & Teacher Education International Conference, Jul 2018
This article focuses on integration of the technology of iSENSE into the secondary education as a teaching and learning tool to design, develop, and infuse digital learning experiences that utilize technology. The objective of each lesson was to use this application to achieve redefinition, create new tasks previously inconceivable, and transform the education process using the SAMR model as presented by Dr. Ruben Puentedura. The objective was to create higher-order thinking tasks that have a significant impact on student learning. Data was collected from high school biology, chemistry, and biotechnology classrooms and integrated into lessons using iSENSE, a web based program, created from a collaborative effort of the University of Massachusetts Lowell and Machine Science Inc, for compiling, sharing, visualizing and analyzing data. Through our research, we were able to conclude that the utilization of iSENSE technology helps students manipulate data to gain a deeper understanding of math and science concepts and encourages further research in the 9-12 classroom.
2017
Empowering middle school students to create data-enabled social apps
Lijun Ni, Farzeen Harunani*, and Fred Martin
Journal of Computing Sciences in Colleges, Jul 2017
MIT App Inventor has enabled middle school students to learn computing while creating their own apps-including apps that serve community needs. However, few resources exist for building apps that gather and share data. There is a need for new tools and instructional materials for students to build data-enabled, community-focused apps. We developed an extension for App Inventor, called AppVis, which allows app-makers to publish and retrieve data from our existing web-based collaborative data visualization platform. We used AppVis with supporting instructional materials in two one-week summer camps attended by a total of 33 middle school students. Based on student interview data and analysis of their final apps, we found that this approach was broadly accessible to a diverse population of students and motivated them to build apps that could be used by their own communities.
2016
Inquiry learning with data and visualization in the STEM classroom
Samantha Michalka, James Dalphond*, and Fred Martin
In Society for Information Technology & Teacher Education International Conference, Jul 2016
Understanding data is a crucial 21st century skill for students in STEM education. At the core of the latest science and math standards is the principle that students should be able to apply real world science and engineering principles to work with and understand data. Here, we discuss three styles of integrating collaborative data analysis and exploration in the classroom using a web-based data visualization system that was purpose-built for middle through high school use (iSENSE). We discuss each of these styles/strategies, potential benefits and reasons for use, and give concrete examples of classroom use by teachers.
2015
Probability with Collaborative Data Visualization Software
Melinda BN Willis, Sue Hay, Fred G Martin, and 2 more authors
The data collection and analysis tool iSENSE helps algebra students collect, share, and explore their own experimental data while learning about the law of large numbers.
We examine how young learners can gain early exposure and engage in rich computational experiences in K-8. These experiences can build students’ computational thinking, understanding of CS concepts, programming skills and confidence as critical thinkers as well as provide experience with collecting and analyzing data. We discuss how three types of computational activities—digital storytelling, data collection and analysis, and computational science investigations—can be used to incorporate computational thinking (CT) across the curriculum.
2010
iSENSE: A web environment and hardware platform for data sharing and citizen science
Fred Martin, Sarah Kuhn, Michelle Scribner-MacLean, and 6 more authors
The Internet System for Networked Sensor Experimentation (iSENSE) enables users to store sensor data on the web, view data from other contributors, and combine data from multiple sources to examine regional, national, and global phenomena. Intended for educational use and citizen science applications, the system is compatible with a wide range of classroom probes and sensors. We have also prototyped a custom data-logging device—the Portable iSENSE Network Point, or PINPoint—which features on-board sensors, a GPS receiver, and a connector for external probes. By pooling their data on the web, users can create an expanded sensor network and engage in collaborative research on STEM topics ranging from human health to environmental science and energy conservation.
Impact of a professional development program using data-loggers on science teachers’ attitudes towards inquiry-based teaching
Sachiko Tosa*, and Fred Martin
Journal of Computers in Mathematics and Science Teaching, Aug 2010
This study examined how a professional development program which incorporates the use of electronic data-loggers could impact on science teachers’ attitudes towards inquiry-based teaching. The participants were 28 science or technology teachers who attended workshops offered in the United States and Japan. The professional development program emphasized (a) guided inquiry activities, (b) participants’ own exploration within the range of given tasks, (c) instructors’ guidance on the processes of inquiry and technology, and (d) discussions of the ways to bring their inquiry experiences in their classrooms. Data sources included field notes, video recordings, artifacts, and survey responses. Analysis of participants’ discourse identified many instances in which the program helped the teachers deepen their understanding of inquiry-based teaching. The findings are presented as three assertions: (a) all the elements incorporated in the program contributed positively to participants’ engagement in inquiry, (b) connections between participants’ sensory experiences and graphical representations of data led them to have new understanding of the phenomena under the investigation, and (c) there were strong connections between their experiences about inquiry and teaching strategies that they wanted to incorporate in their classrooms. Applications of the findings into the development of more effective professional development programs will be discussed.
