Sources with Scientists, Part 1

Returning to the project of evaluating data sources, I had a fruitful interview yesterday with two scientists, Katie & Bruce. We discussed the processes involved in their work, as well as applications to school. To reiterate, my objective is to explore how to teach students the process of evaluating data sources, since so much data is available to them.

One of the areas that arose from our discussion is determining the purpose of a data collection exercise. Two emerging thoughts: sometimes data collection is to meet discreet goals, and other times it is to construct understanding.

In the first case, we have an assignment akin to a scavenger hunt where we want students to find particular bits of information to satisfy the completion of a standard set of knowledge goals. An example would be asking students to file a report on the battle of Gettysburg that includes the setting, the duration of the battle, the number of casualties, the immediate results of the battle, and so forth – a fact-driven exercise.

In the case of constructing understanding, the goal is more indefinite and open to interpretation, and there are multiple conclusions that may be reached. The example would be a research report in which a student would have to support or dismiss the concept that Gettysburg was the turning point of the Civil War.

Without a doubt, it is possible, and even common, for school research projects to incorporate both kinds of thinking within a single report. But by recognizing two distinct processes, we can better start to prepare students for two types of data-collection even before we begin the process of evaluating sources.

More to come . . .