VC Workshop, Alberta Education

Edmonton
April 27, 2007
 Purpose

 Examine the effects of an inquiry learning

environment with the support of broadband
interactive media (i.e. videoconferencing), on
both rural and urban secondary students’
mathematics and science learning.
• Connect classes with role models - scientists and
mathematicians, e.g. virtual visitations.
• Collaborative learning and interaction with role
models.
www.ucalgary.ca/~eVisit.html
 Results First 
 Significant math achievement gain
 Students’ broadened understanding of
math and science concept
 Students’ enlarged view about careers
related to math and science
 Students’ increased confidence and
interest in math and science learning
 The project…
 Linking students with:
• Female role models
• Other disciplines
• Real life
• Technology
 The Participants…
An urban school (all girls)
• 2 grade 9 classes
• 42 Female Students
• No control
• 2 Math/Science Teachers
• 1 Humanities Teacher A rural school (co-ed)
3 grade 8 classes
1 treatment (26 students)
2 control (41 students)
1 math teacher
We start with…
Teachers, researchers, role models meet and
decide:
 The most appropriate topics for students
• Their interest
 Align with the curriculum
• challenging topics - 2D & 3D
• Chemistry
As well…
Together we made sure….
 Align with the role model’s expertise
• Biodiversity
• Chemistry
 Multidisciplinary approach
• Admin. Support (urban)
• Need from the teacher (rural)
 Students worked on…
 Bear project
• Math concepts
• 2D, 3D
• Statistics (mean, std. dev)
• Science concepts
• Biodiversity
• Humanities
• Reading Skills , Media
Analysis, Letter Writing,   
Perspectives
 Gemstone project
• Chemistry
• Social Studies
 The Big Question
 How does understanding multiple
perspectives shape the way we live in
the world?
• In what ways does diversity shape our
understanding?

This question guided both the teachers and

the students for the whole semester.
 Set the stage…
 News articles
 Curriculum newsletter
• Students
• Parents
• Admin.
 Initial tasks
 Videos
 Web resources
Each aspect - students are a integral part …
 Integrating Science Curriculum:
Biodiversity
 Task 1: Investigate and Interpret Diversity
• Among species and within species
• How does diversity contributes to species survival?
 Task 2: Investigate Reproductive Processes
• Role in transmitting species characteristics
 Task 3: Role of Genetics
• Continuity and variation of species characteristics
• Reproductive technologies
 Task 4: Impacts of Human Action
• Species survival and variation within species
• Personal and public decision making
Perspectives
News Article Deconstruction
Student-Identified Perspectives…
 Economic  Ecological
 Agriculture  Ego-centric
 Environmental  Humanistic
 Recreational  Social
 Political  Ethical
 Scientific  Medical
 Educational  Technological
 Student Inquiries…
Where can
I find more Is it only bears in
information? Alberta and BC?
What
about other
species? How can I Who is
help the bears? studying
the bears?
Is this
a new Can I quantify
problem? the problem?
 Student Resources
 Current Events
 Videos
 Text Books, School Materials
 Data Analysis
 Non-profit Organizations
 Government
 Virtual Mentor
 Independent Learning
Hands-On Learning…
CPAWS Genetics Card Game
 Demonstrates:
• Gene pool diversity
• Influence of natural & man-
made boundaries
 Connections to body image
 Data Analysis
 Using critical
analysis skills
to address
issues from
student
inquiries
Text Book Resources
 Extirpation
 Bioindicator species
 Islands of isolated
populations
 Possible problems with
isolation
 Farming's affect on
bear populations
 Hunting of bears
 What about VC?
 A total of 4 vc sessions, each has
 Pre- session preparation, e.g.
• GPS
• Intro to basic math/science concepts
 VC session culminates the learning
experience
 Post-session reflection
• Consolidate student learning
• Feedback for next vc session (e.g. boredom)
• Formative evaluation for teachers
 Role of the Virtual Mentor
 Role model
 Provide expertise
 Relate science and math to real-world

Grizzly Bears Gemstones

• GPS, Remote Sensing • Geology
• Geography, Mapping • Mineralogy
• Graphing • Chemistry
• Area, Perimeter • 3-D shapes
• Statistics • Economics
• Biology • Humanities
• Humanities
 Virtual Visitation
 What does it look like? (movie)
 http://www.ucalgary.ca/~eVisit
 Habitat Area
 How can you use
math to describe a
bear’s habitat?
 What other methods
could you use?
 Grizzly Bear
52.00

Habitat
Latitude (degrees)

51.75

51.50

51.25

51.00
-116.00 -115.75 -115.50 -115.25 -115.00 -114.75 -114.50 -114.25 -114.00
Longitude (degrees)
 Bear Habitat Area
 Some Geometry…
• Area of a Circle: π x R2
• Circumference of a circle: π x 2 x R
 How might we define the location of
the center of the circle?

R
 Back to school…
 Students are asked to focus on tasks
that would answer some questions
posed by the role model…
Rocky Mountain Foothills Habitat
 Tell me more…
• Describe the habitat of your bears.
• What are important features for bear
habitat?
• Are the requirements different for
different bear species? Bears of
different gender?
• What risks do humans pose to bear
habitat?
 Shape of the Beam
 When GPS sends a signal to the Earth,
what shape does the beam make?
What area of the ground does the
beam cover?

Area = πr2

Perimeter = 2πr
What recommendations
would you make to the
government to protect
the habitat of your
bears?
 Connections…
 Area/perimeter used in math, science,
& real life, e.g.
• Task: how do the scientific studies of
biodiversity and bears connect to our
work with area and perimeter?
 Math and science with humanities
• e.g. writing letters to Ralph, Ministers
Connections: Relating Math & Humanities
Area Bears need their own area and area is
the surface of this space
When tracking bears with radio collars,
scientists can map out the area(s) in
which they go in
Using the proper formula scientists can
figure out the measurement of a bear’s
habitat
Bears and humans need their own area
We need to put aside space (area) for
them
Humans have a lot more area than bears
because there are more of us than
them
Bears use to have an area from Canada
to Mexico
Sometimes bears got outside of their
areas and sometimes humans go into
their’s
Business Letters
 Provincial
Government
 Minister of
Sustainable
Resource
Development
 Academic
Influence
 Creative visual
study guides
 Confidence in
curriculum
material
 Challenges (pedagogy)
 Initial novelty wore down…
• Design tasks/focus for students in vc
sessions
• Pre- plan from role model
• Develop tasks for students
• More interactive approach
• Question-answer
• Student presentation
More challenges (technology)
 Bandwidth/network issue –causing delays in sound
transmission and broken picture frames
• Whole school network shut down
• Different day, back up plan important
 Still more…
 Physical setting
• Visual – Camera and Monitor limitations -
how many/what you can see, how can you
arrange the sitting of students
• Audit – can you hear?
 More challenges
 Role models’ familiarity with pedagogy,
curriculum
• Supply lists of important concepts
• Learning along the way
• How to teach
• How to present using vc (e.g. facial
expression)
• Importance of teacher as facilitator
Even more…are you ever going to
stop?
 Role model
• Eye contact
• Body-language
• Encouraging Participation
• Distraction (e.g. buttons)
• Classroom control
Highlight the importance of the in-class
facilitators (teachers)
 Finally….results
 Quantitative
 Qualitative
 Findings (quantitative)…
 Achievement-
treatment vs.
control, a marginally
significant gain
(P=.056)

Sign. Achievement
gain:
• Post-test vs. pre-test
Findings (qualitative)…
 Connecting
students with
female role model
using vc, coupled
with the inquiry
approaches, can
bolster student
interest in
math/science.
 Findings…
 Broadened
students’ views
about math- and
science- related
careers.
Increased student
confidence level
• Social responsibility
(letters to government
officials)
• Body image
 Findings…
 Broader understanding of math and science:
• Take ownership of their learning (e.g. willingness to
share their learning)
• To analyze significant issues (e.g. biodiversity,
backed scientifically by extensive research)
• To examine the world from multiple perspectives
(news articles, realize that media does not always
portray a full scope of the issues)
• To challenge what is often taken for granted
(understand human impact on nature that can be
positive, preventative, and proactive)
 Students realize they ARE cared about
(interview)!
Findings (teachers)…
 Enhanced teachers’
understanding
about technology
integration and
feminist pedagogy
• Heightened
awareness of
gender issues
• Changed teaching
practices
 Questions?
Dr. Qing Li
qinli@ucalgary.ca
Sponsors: Social Sciences and Humanities Research Council of
Canada
University of Calgary