Field Notes facelift 2010
We’re working on an update to the FIELD NOTES section of the paper datasheet, specifically the prompts.
Here are the oldies:
• I am happy because…. (oh the drama and controversy this one has generated over the years!)
• I see, hear, and smell….
• I am surprised by what I found or didn’t find because….
• Questions and problems I ran into….
• Drawings and sketches….
So, your turn….
What stays?
What goes?
What are the 2010 prompts?
Comments
Field Note Facelift Update
Just got back from the West and checked my email and found both of Sarah's emails on updating the field notes. I didn't get to respond to the first round, but I read both emails and I think the second draft proposal looks great. I also like the idea of deleting the questions from the Peer Review form. Knowing my middle schoolers, I think they will feel better having those questions in the science notebook rather than as question on the peer review.
hidden prompts
These prompts are "hidden" on the Datasheet Help page (http://vitalsignsme.org/datasheet-help). Do any look especially good to you?
Here are some questions scientists ask themselves while they collect data. Jot your answers down in your Field Notes:
-What do I see, hear, smell, and feel?
-Have I seen something today that I’ve never seen before?
-Am I looking carefully enough for the species I am trying to find?
-Are my teammates taking accurate measurements?
-Did something go wrong?
-Did some really good things happen?
-Am I unsure about any of the data I collected? Why?
In addition to taking notes, scientists often make sketches to help them remember what they observed. Consider sketching:
-A map of your study site and what is around it
-Your study site and what lives in it
-Plants or animals and where you find them
field notes revision
I like awakebear's thought about having extra questions for students to gnaw on.
I think dallen is spot on with their suggestions.
I have not had experience with the peer review process.
I found it useful to ask them to speculate while in the field about whether or not anything in the area is making it easier or more difficult for the invasive. It got them looking deeper after the more simple see/hear/smell sweep.
I love the results of sketching but did have troubles later getting clear scans of the lighter pencil work.
Good luck with the facelift!
New prompts proposal
How about this:
In the header....
TEAM NAME:
DATE:
WE ARE HAPPY BECAUSE:
....and then in the FIELD NOTES section:
We see, hear, and smell....
Things that affected the outcome of our field work:
Problems we ran into and how we solved them:
We are surprised by what we found or didn't find because....
Our drawings and sketches
Fields Note Questions!
As for my students the more prompts they get the better. I think it keeps them on task and self motivated. The more they can on their own the better. I think I may add a few more questions like (Did the weather effect the outcome of your field work? Or What time of day was it?) To some this may seem to be a waste of time but in some cases this busy work just gives those more to use when they are writing.
How?
I really like your question approach. Would you use "HOW" instead of "DID" to elicit more than a "YES/NO" response?
HOW did the weather affect the outcome of your field work?
HOW did you solve the problems you ran into?
....
I'd hate for the field notes to just read "Yes it did" or "No it didn't." Are there other creative ways you use to get a more robust response?
I like the idea behind I am
I like the idea behind I am happy but it was confusing to students because most of what I was teaching them is that this is serious science and real scientist are going to be looking at the data you collect. Then the first piece of info was "I am happy" I would like to see it stay but perhaps in another location on the data sheet. Maybe at the top of the data sheet a little area that was "before you strike out to collect you data what is one thing you are happy about today." I don't know just a thought...
I get a lot out of students when they have to sketch what they see, sharpens their eye.
I also was very successful with the area on the original data sheet where students had to describe what they saw. I found that this helped them get better pictures of the area where they were gathering. This was similar to the see, hear, smell.
"Any problems" was a helpful area to have made for a smoother data collection the next time.
I must say out of the two data collection sheets I found the original easier to work with then the second data sheet. I believe on the second students were confused as to where to record some of their data. A designated location for temp, Ph, ect. is needed.
Be happy elsewhere
I like your thinking on the "I am happy because...." prompt.
It really does help put students in a more positive state of mind, or at least hint that data collection is supposed to be enjoyable....BUT....maybe it doesn't belong as part of the Field Note.
Interesting approach to consider.
Vote!
My vote is to get rid of the first one " I am happy because". I love the other four and feel you should keep them. Thanks for asking for our voice.
Consistent with peer review sheet?
The peer review sheet includes something about understanding the investigation question or reason/ context for the research. Anyone have any strong opinions about whether this type of information belongs in the field note or not?
houston, we have a disconnect?
I went back to the peer review to scrutinize it. It does ask "Does the field note help you understand why the scientist was collecting the data? Does it include the research question or reason for the investigation?"
As it is, if I was an anxious first time student tackling this project, I'd be nonplussed by this. "It didn't say we had to write the research question!"
It comes down to the purpose of field notes. If we feel that the research question is sufficiently addressed by the investigator in the science notebook and is sort of driving the data collecting, but data collecting can be used by the community for other research questions as well, then I say we revise that part of the peer review.
If we feel that the field notes must play an important part of the teaching process and the research question should be kept in the forefront as students collect data, then the data sheet needs revision.
In 'real' science, I believe the former is true. If we revise the peer review, perhaps the scientist submitting data for review should be required to record the research question as a header to the peer review sheet. In the classroom, I expect the kids will be in the moment when they are outside documenting observations, so it doesn't matter, the research question will not be their focus while they are out there. It has to be brought back in the classroom.
Field notes
It seems to me that the purpose of the "field notes" is to help you recall the site when you are back in the classroom and are reviewing the work you've done in the field. For that reason, I like the idea of using sensory impressions.
Field notes
I haven't had a chance to put this into practice yet with a class. I've tried it myself just barely. But so far I've had a good impression. I like that we give prompts because otherwise kids don't know what kinds of things to write. I don't see any issues with the present setup, I like it. Gets a person to think, and that's why we need field notes. I know I'll emphasize to my kids- not to limit themselves to the prompts. At least to start out, I am going to require them to respond to all the prompts.