1. Marica Angle, Liz Schultheis, & Melissa Kjelvik
Building student confidence using Data Nuggets
Data Nuggets are classroom activities, co-designed by graduate students and teachers, which give students practice interpreting quantitative information and making claims based on evidence. They are created from ongoing scientific research and provide a brief background on a scientist and their study system, a dataset from their research, and challenge students to answer a scientific question using the dataset to support their claim. The goal of Data Nuggets is to engage students in the practices of science through an innovative approach that combines scientific content from authentic research with key concepts in quantitative reasoning. In this talk I will share the preliminary findings from our efficacy study on Data Nuggets and areas for future research and analysis.
Marica Angle, Liz Schultheis, & Melissa Kjelvik

2. Workshop Outline Background on Data Nuggets Explore website
Trumpeter Swan Data Nugget from Kellogg Bird Sanctuary
Extension materials
Mention I’m really interested in feedback and ok to interrupt

3. What are Data Nuggets?
We designed Data Nuggets to address the challenge of brining real data into the classroom to engage students

4. Free activities that bring real data into the classroom, along with all its messiness and complexity
Based on contemporary research
Guide students through the entire process of science, including data analysis & interpretation
Follow familiar template, but provide flexibility through teacher notes and suggested discussions
To this end, we developed Data Nuggets, which are…
By using cutting edge research, DNs capture the attention of students by engaging them with more than just the conclusions of a study, but the story and process of the researcher behind the ideas and data
Schultheis & Kjelvik 2015

5. Data Nugget development
Iterative development between scientist behind the data and the Data Nugget development team. Piloted in classrooms and reviewed by teachers and students. Revised based on feedback from scientists and science educators.
Early on, some of the seed funds from BEACON have been used to hold workshops (4/5 institutions, did not go to NCA&T), and we just found out that we will have a post doc (Mike Wiser) working with BEACON scientists this upcoming year.

6. _ Research background Introduce research and subject area
Relate topic to students’ experiences
Written in story format to engage reader

7. Show scientists are approachable - Engage students with the researcher themselves, discussing more than just research findings

8. Data analysis _
*NOTE this example if from Won’t you be my urchin? A Level 1 Data Nugget. There are no error bars on this graph because this is not something that students would typically be familiar with at that grade level. If using this DN in an upper grade level you can add a place in the table for students to calculate SD or SE, or you can just have students mark the range on the graph to stimulate discussion of variation.

9. _ Data visualization Graphing levels
Second, activities are coded according to the graphing skills required. Type A activities provide the graph for the students, (allowing a focus on graph interpretation, making claims based on evidence, and explaining reasoning), Type B activities provide axis labels but requires students to graph the data, and Type C provides an unlabeled grid on which to draw a graph.
Increasingly challenges students over time (across semester or grades)
Allows for differentiated instruction and scaffolding

10. Constructing explanations_
C-E-R framework to help students use data as evidence to support claims
Scaffolds student writing and provides expectations
Provides foundation for discourse
Explanations is a practice. The claims-evidence-reasoning (CER) framework has been productive in helping students develop strong scientific arguments, but students who use this framework often do not provide adequate/sufficient evidence or reasoning to support the claims they make when explaining phenomena.
Helps students evaluate how the evidence helps answer the scientific question presented in an experiment or reading material
CER framework trains student thinking about looking at data and assists them in making their understanding clear in written responses
Foundation for discourse that all students can engage in
Prepares them to be discerning, thoughtful citizens in the future (we hope!)
McNeill et al. 2006, McNeill & Krajcik 2008

11. Next steps _
For each DN we have a version that students can do by hand, but we also want teachers to be able to build students’ quantitative skills and expand to issues of calculating statistics and hypothesis testing.

12. _ Research study Preliminary findings: Self-efficacy (confidence)
Figure out what data to collect and how to collect them.
Use data as evidence to support a claim I made.
Work with complicated data sets that may have unclear patterns.
Interpret data from a scientific investigation.
Use or calculate statistics (mean, ratios, percent, etc.)
PRELIMINARY

13. Students using Data Nuggets had increased self-efficacy compared to comparison*
SE is a predictor of retention in STEM (Komarraju & Dial 2014), motivation and performance (Bandura and Locke 2003)
PRELIMINARY DATA ONLY!
Pre-test
End semester 1
End semester 2
Treatment p = 0.02
Time p < 0.001
Red = Data Nugget
Blue = comparison

14. Exploring the website
We designed Data Nuggets to address the challenge of brining real data into the classroom to engage students

15. Let’s do a Data Nugget!
PASS OUT MATERIALS
SHOW THE VIDEO

16. _ How to identify swans How to identify? Mute Swan Trumpeter Swan
Tundra Swan
MUTE
TRUMPETER
TUNDRA
The Trumpeter Swan Society

17. _ Trumpeter Swans Largest waterfowl in North America
Wingspan 6.5 feet
Weigh between lbs.
One of N.A. heaviest flying birds
Black beak with pink lipstick mark
Loud trumpet call

18. History of Trumpeter Swans_
Once common: Alaska, northern U.S. and Canada
Three populations: Pacific Central Pop., Rocky Mountain Pop., and Interior Population
Interior Population extirpated by 1900
Verge of extinction mid 1930’s; less than 70
Restoration began:
1960’s – S.D. & MSP
1980’s – MN, MO, ONT, MI, WI
1990’s – IA, OH
Historically, trumpeter swans were most likely abundant throughout the Great Lakes region, even in the southern Michigan marshlands. On his travels along the Detroit River in 1701, Cadillac compared the abundance of swans to lilies among the rushes. However, with the settlement of America, the populations of trumpeters plummeted. Beginning in the late 1800s, European settlers cleared the land, draining and filling important marsh habitat, and market hunters took swans for their fine down and quills. By 1933, only 66 trumpeter swans remained in the continental United States, mainly in remote parts of the Rocky Mountains and Alaska. Nearly 100 years passed before trumpeter swans were seen again in the Michigan wilds.
Central population broken down into 2 subpopulations - Mississippi (Michigan) and high plains

19. Reintroduction _
In the 1980s a group of biologists from agencies across Michigan decided to start a Trumpeter Swan Reintroduction Project
US Fish & Wildlife Service
Michigan Department of Natural Resources
Michigan State University
Joe Johnson ( ) manager of the Sanctuary
Administratively, the Mississippi Flyway is composed of the states of Alabama, Arkansas, Indiana, Illinois, Iowa, Kentucky, Louisiana, Michigan, Minnesota, Mississippi, Missouri, Ohio, Tennessee, and Wisconsin,and the Canadian provinces of Saskatchewan, Manitoba and Ontario.
The Mississippi Flyway Council was organized in 1952 and contains representatives (usually agency administrators) from these state agencies (and often provincial representatives from Saskatchewan, Manitoba, and Ontario) that have management responsibility for migratory bird resources in the Flyway. The Council was established to coordinate the management of migratory game birds in the Mississippi Flyway and to promote those activities of its members that serve the long-term benefit to the resources and the flyway as a whole.

20. Goals for reintroduction_
Restore:
SELF-SUSTAINING
MIGRATORY
METAPOPULATION
180 Breeding pairs and 2000 total swans by 2000
Metapopulation definition: A metapopulation is generally considered to consist of several distinct populations together with areas of suitable habitat which are currently unoccupied. In classical metapopulation theory, each population cycles in relative independence of the other populations and eventually goes extinct as a consequence of demographic stochasticity (fluctuations in population size due to random demographic events); the smaller the population, the more prone it is to extinction.
Although individual populations have finite life-spans, the metapopulation as a whole is often stable because immigrants from one population (which may, for example, be experiencing a population boom) are likely to re-colonize habitat which has been left open by the extinction of another population. They may also emigrate to a small population and rescue that population from extinction (called the rescue effect). Such a rescue effect may occur because declining populations leave niche opportunities open to the "rescuers".
(per wikipoedia

21. https://youtu.be/h-2qX-72Drw