Problematizing Complex Datasets for Students: Design Principles for Inquiry Curriculum.

Recent advances in computer technologies have provided new tools for accessing complex data for classroom inquiry. The effectiveness of these tools for learning depends on the extent to which students learn to engage them reflectively. From an analysis of the design of an earth science inquiry unit using complex datasets, the authors (researchers and a middle school science teacher) propose four design principles that promise to be effective in promoting the development of reflective inquiry habits and skills. These are: (1) cultivating the need for data; (2) introducing data through students' work; (3) promoting debate with evidence; and (4) building inquiry on earlier products of students' work. (Contains 8 figures and 19 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document. Problematizing Complex Datasets for Students: Design Principles for Inquiry Curriculum Josh Radinsky, Ben Loh, Jennifer Mundt, Sue Marshall, Louis M. Gomez, Brian J. Reiser, and Daniel C. Edelson PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY g.C4CA n& _6. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy.

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