The Academic Truth According to Cathie, Dave and Jeff

How about teaching Inductive Thinking using databases…

Teaching Higher Order Thinking Skills with Databases Inductive-Thinking model fits especially well with database activities as it offers strategies that help students to organize, synthesize, and evaluate information. The database is the medium through which the inductive model is implemented. Jim Watson & Neal Strudler The Computing Teacher, c

Watson & Strudler Bloom’s higher order of thinking skills analysis, synthesis, evaluation appear to be natural sequences found in database activities. These are critical skills for successful learning in the information age

Teaching Database Search Strategies Database activities potentially aid students in developing higher-level thinking skills. Searching databases provides opportunity for creativity as well as developing analysis, synthesis, and evaluation skills. The Computing Teacher, c.June 1987 Larry Hannah

Knowledge-Creative Learning with Data Bases A “computer-based data management tool” is a computer program that enables you to store, update, retrieve, organize, sort, format, and perform computations on data on any subject. Beverly Hunter Social Education c.January 1987

Learning activities using a data file need to be structured and sequenced to provide mastery of prerequisite skills. Computer data files, as compared with print media, provide far more flexibility in manipulation of the data: therefore, a wide range of complexity of tasks is possible using the same data file. Remind students to notice limitations of available data in relation to the questions being addressed. Deciding how to sort (order) the selected data seems to be one of the most difficult skills for students to master. Hunter

Using a data base makes it possible to produce and revise a group product in a way that is much more difficult to accomplish with paper. Use of data bases in no way ensures that students acquire the knowledge and understanding that are the goals of the curriculum. To move from data and information to knowledge and understanding, the learner must experience or act upon the data. Using the computer to memorize data allows the learner to create his or her own “cut” across the data.

Why Teachers and Students Use Data Bases Discovering commonalities and differences among groups of events or things. Analyzing relationships Looking for trends Testing and refining hypotheses Organizing and sharing information Keeping lists up-to-date Arranging information in more useful ways Beverly Hunter Problem Solving with Data Bases Targeted Learning Corporation c.1985

3 Basic Assumptions of the Inductive Model Thinking can be taught. Thinking is an active transaction between the the individual and the data. Processes of thought evolve by a sequence that is “lawful”. Joyce & Weil, p.131

Inductive-Thinking Model Syntax Strategy One: Concept Formation Phase One: Enumeration and Listing Phase Two: Grouping Phase Three: Labeling, Categorizing Strategy Two: Interpretation of Data Phase Four: Identifying Critical Relationships Phase Five: Exploring Relationships Phase Six: Making Inferences Strategy Three: Application of Principles Phase Seven: Predicting Consequences, Explaining Unfamiliar Phenomena, Hypothesizing Phase Eight: Explaining and/or Supporting the Predictions and Hypotheses Phase Nine: Verifying the Prediction Joyce & Weil, p. 140

Periodic Table Lesson Periodic Table of Elements.mdb

Evaluation Students will demonstrate use of database management tool by: * generating answers to given questions pertaining to the subject matter *show the use and understanding of the search strategies (including find, sort, filter) * sharing their findings with others.

So what? Language Arts application Joyce & Weil, Ch.8 Social Studies applications Data management tools are ideal to learning and applying 100 essential skills as outlined by the National Council for Social Studies Task Force on Scope and Sequence Secretary’s Conference on Educational Technology –Educator’s in Iowa, using Bloom’s Taxonomy as a guide, found that technology integrated learning reached higher in Bloom’s hierarchy than non-technology integrated learning.

More deep thoughts on using technology Beverly Hunter: “We cannot expect the tools to teach the skills, any more than we expect a pencil to teach a child how to write.” Alfred Bork : “In developing any new technology, it is important to bring the users of that technology to the realization of its’ best uses, not just its’ possible uses. “…older modes of teacher training, based on in-service strategies, are inadequate for the problem at hand. There are simply too many teachers, and not remotely enough possibilities for training these teachers by conventional means.”

The End ?