2 The Network Science Model
The Network Science Model
The model of Network Science - shorthand for collaborative science inquiry in an electronically-networked environment- emerges from an understanding of learning as grounded in
students' construction of meaning from their experiences,
as well as an understanding that effective science
education should incorporate activities that closely
resemble those of real scientists.
Network Science uses the study of real-world problems or phenomena to motivate a deep understanding of science processes and concepts. Network Science units focus on
topics such as water quality, the ecology of wetlands, air
quality and ozone levels, and the physiology of the human
body. For many science investigations, the geographic
distribution of sites provides important variation in data,
e.g., in the collection of data about acid rain.
At the heart of Network Science is the collaboration of
individuals and groups as they work on a common
investigation, both within each classroom and among
geographically remote classrooms. Collaboration has the
power to motivate students by providing an authentic
audience for their work. Within each classroom, as students
start engaging in science processes, they discover the
practical as well as the intellectual strength of working
as collaborators, sharing responsibilities, and building on
each others' ideas. Among geographically-remote classrooms,
students discover a motivating context for sharing their
data, their ways of looking at the data, and their
findings. Network Science also fosters the collaboration of
scientists, volunteers, facilitators, and experts with
students and teachers.
While collaborators may be geographically remote, they are tied together by a common problem or agenda. They may all
be investigating the effects of ozone through a single
approach (such as using the Global Lab's Total Column
Ozonometer); or sites may be designing related experiments
and requesting data from each other. The work of students
in one classroom is fit into a larger effort of others,
mirroring how scientists work.
Since data are shared among all sites, standards for reporting are necessary. These standards may be part of a
pre-set curriculum, or developed by the participants.
Ideally, the work of all collaborators is shared via one or
more databases that include text, tables with numeric,
categorical, or descriptive data, graphs, maps, drawings,
or photographs. This model gives students an opportunity to
generate and analyze real data: collecting, organizing,
graphing, mapping, observing patterns, interpreting, and
questioning.
The shared data forms the basis for analysis and interpretation among all collaborators. The resulting knowledge and reflections are distributed among all participants, generating discussion and further questions.
The model of understanding is one of constructing knowledge
through a process that begins with questions, involves
students collecting and analyzing data, and results in
discussion of findings among a larger group.
Other telecommunications projects typically limit their use of technology to the exchange of simple e-mail text files
through telecommunications; in contrast, Network Science
projects encourage the use of data tables, graphing, and
display of data on maps - all now readily available as
computer software. Some Network Science curricula are also
characterized by the use of other technologies to enable
students to measure their environment. For example, the
Global Lab has invented a simple Ozonometer for measuring
ground-level ozone, based on the rapid deterioration of a
natural latex rubber thread caused by ozone.
While we refer to Network Science as a model of science
learning, it is a model that allows for a range of
implementations. One aspect of variability is the degree of
prescriptiveness. Some of these projects are very
prescribed in their activities (e.g., the National
Geographic Society Kids Network). Others begin with the
development of skills and work toward student-initiated
projects (e.g., Global Lab).
Another
aspect of variability is the size of projects. Projects to date fall into three
distinct sizes: the first is large projects that serve hundreds and possibly
thousands of classrooms across the country or internationally, on the model of
National Geographic Kids Network. These projects typically charge fees for a
package that includes curriculum materials, telecommunications, and specialized
services such as Help Hotline assistance. The second group of projects serves
from a dozen to several dozen classrooms. Rather than commercially
self-supporting, these projects are typically grant-supported. The third group
of projects are those that are teacher-initiated. This group consists of
numerous projects each involving a small number of classrooms (or possibly just
a handful of students) who are investigating a question proposed by one of the
group. These projects, similar in structure to the projects that emerge from
the "Calls for Collaboration" used by Global SchoolNet (FrEdMail) participants,
are distinguished by their ability to exchange and analyze data in addition to
exchanging messages.