Systematic Decisions

8/14/2019 Systematic Decisions

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Please do not distribute without permission from the GEODE Initiative

Anna Switzer, University ofMichiganDaniel Edelson, NorthwesternUniversityMeredith Bruozas, NorthwesternUniversity

Developed by: GEODE InitiativeNorthwestern University

Published by Its About Time

Teaching HS Students to Make Systematic Decisions

About the Environment


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Research-based Pedagogy:

Learning-for-Use Approach

Case-based

Evidence-based Decision MakingEvidence-based Decision Making

Integrated Technology

Interactive Media

Interactive Models

Aspects ofCASES


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Pedagogy: Learning-for-Use

Create Demand Elicit Curiosityor

Reflect

Balance of direct experience,indirect experience, and explanation

Reflect

Reflect

Apply

Motivate

Construct Knowledge

Organize Knowledge


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Research-Driven Development Process

Informed by research on science learning

Developed by inter-disciplinary teams, includingteachers

Field tested three times and revised over 5-year period

Rigorous scientific review


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Each Unit is organized around a major environmental issue

The three major units:

Land Use(8 weeks)

Energy Generation(12 weeks)

Water Resources(12 weeks)

A fourth unit:

Teacher selected favorite or investigation of local issue

Scope and Sequence


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Case:A school population is growing and in need of more space.The community has designated land for the new school.The land is home to a species of special concern.

Problem:How can we build a school that satisfies the needs of thecommunity and also saves the ecosystem of the species ofspecial concern?

Unit 1: Land Use

Key Content:

PopulationResources

Ecosystems

Introduces major curriculum elements:

Tension between populations andresources

Decision making of individuals andgroups


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8/27Please do not distribute without permission from the GEODE Initiative

Why Teach a Decision Making Process?

While teaching students

science content and inquiry

practices is important, it is not

sufficient to prepare students to

make well-reasoned decisions.

Arvai et al. 2004



Goals of Teaching the Decision Making Process in CASES

Provide students with a meaningful context for understanding

science and scientific practices.

Help students learn to establish decision-making criteria and to

identify consequences of a decision.

Provide students with a framework for applying personal values

in order to make a decision.

Provide teachers with an opportunity to assess students

understandings of science in the real world.



Decision making in CASES:

Identify the constraintsconstraints and considerationsconsiderations of decision-makers

Brainstorm possible optionsoptions

Identify consequencesconsequences to each solution (via scientific evidence)

Identify stakeholdersstakeholders

Articulate the decision makers valuesvalues (via making trade-offs)



Constraints - are absolute requirements needed to make the

decision. Constraints cannot be violated.

Considerations - are things that would be nice to have but are not

absolutely necessary when making this decision.

It would be nice tohave a larger

extracurricular space.The community can usethe extra space.

It would be nice to havesome land put aside as a

forestpreserve.

At least 50 gophertortoises must survive.

All three buildingsneed to be built on thisland.

ConsiderationsConstraints



Option 1

Option 3

Option 2

Determine at least three viable options:

*Detail maps



Cascading Consequences



Stakeholders Charts

Who are the

stakeholders

that will be

affected by

this action?

In what way(s) will

they be affected?

+ or

Is this

effect the

intended

goal of

the action

or is it a

sideeffect?

Has the stakeholder

placed themselves in

this position

voluntarily and with

understanding of the

risks involved?

How important to you

are the interests of

this stakeholder?

1=very important

2= somewhat

important3=unimportant

If the effect is

negative, do

you feel it is

directly offset

by greater

goodelsewhere?

*Look at car



B.A. in Physics

Taught high school Physics and

MathInstructed Outward Boundcourses in NC Mountains, FLEverglades, and Mexico

M.S. in Marine Science

Taught on board oceanographyschool-ship program

Taught 6th graders in museumprogram focused on water quality

Taught college-level EarthScience

My path to studying environmental decision making:



How do students

bring together

Science and

Social

knowledge?

Bounded

rationality

Biases and rules forsimplifying decisions

More isbetter

Bigger

is better

There

isalways

more

where

that

came

from*Individual decisions having huge impact on environment



My Research on high-schoolersDecision-Making (via CASES):



Scoring Consequences

42

31# of

options

discussed:

# of tiers of consequences:

one

Two or

more

one Two or more



Case:As human population grows, so does theneed for electricity. Different places in theUS can generate electricity in different

ways. Selecting an appropriate energysource to meet the needs of a specificlocation (Vermont, New Mexico, orWyoming)

Problem:Given a specific US location,what type ofalternative energy would be best for theresources in this area?

Key Content:

Energy Transformation

Emissions, acid rain, global climate change

Energy sources (fossil fuels & alternative

Unit 2: Energy Generation



Unit 2: Energy Generation Chapters

Chapter 1: Electricity

Chapter 2: Fossil Fuels

Chapter 3: Impacts (of fossil fuels)

Chapter 4: Plant Siting

Chapter 5: Global Climate Change

Chapter 6: Alternative Energy



Case:A community has a limited supply of water that needs to satisfythe needs of many people (farmers, industry and citizens).

Problem:How to meet the growing demand for water to support agricultureand domestic water use in Californias Central Valley?

Key Content:

Human water use Agriculture, soils, and water budgets Dams and aquifers Environmental and ecosystem impacts

of water engineering

Unit 3: Water Management


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Unit 3: Water Management Chapters

Chapter 1: Soil

Chapter 2: Agriculture

Chapter 3: Dams

Chapter 4: Salmon

Chapter 5: Aquifers

Chapter 6: Water Management


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Simulations of complex processes


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Visualize and Analyze real world data

Role of Technology (GIS)


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Research-based Pedagogy:

the Learning-for-Use Approach

Case-based

Evidence-based Decision Making

Integrated TechnologyInteractive Media

Interactive Model

GIS

Aspects ofCASES:


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Professional Development Opportunity

NSF-funded research study on professionaldevelopment.

Available to teachers implementing CASES for the firsttime.

Commitments: Teach at least Units 1 & 2

Teach the course for two years

Agree to random assignment to pure face-to-face or face-to-face + online

Participate in all PD workshops Participate in data collection

Benefits No cost for PD

48 hours of PD conducted by course developers

$1500 stipend for participation in study All travel and accommodations paid for.


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For More Information:

http://www.geode.northwestern.edu/investigations/index.html

Investigations in EnvironmentalScienceA Case-Based Approach to the Study of Environmental Systems(CASES)

Systematic Decisions

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