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GLOBE Model for Student Scientific Research

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Sarah Silverberg Sallade, modified 12 Years ago.
Youngling Posts: 5 Join Date: 7/18/12 Recent Posts
I have been using the GLOBE Model for Student Scientific Research for my trainings over the last two years with great success and was wondering why there is a new version on the web with a new name and a slightly different layout that does not provide some of the same nuances such as the fact that collaborations are at the center of all scientific endeavors and that often we do not move in a complete circle when we do research. Has anyone else been using the other model? Do you have any thoughts on the new version (currently found in the student zone) vs. the older version which I have posted here in ppt?

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Marcy Seavey, modified 12 Years ago.
Jedi Knight Posts: 69 Join Date: 3/30/12 Recent Posts
I agree Sarah,

I use a different diagram, but one very similar to the one that you posted. It very clearly illustrates that science is not a lock-step process.

The new diagram appears to be a step backwards and mimics the "Scientific Method" posters that we are desperately trying to get removed from classrooms.
Did an old version get posted to the website by mistake?

I would really like to see the diagram currently available here:
http://www.globe.gov/explore-science/student-zone/be-a-scientist/steps-in-the-scientific-process
replaced with one that honors how scientists do science as the version that you posted does.

Some problems with the current diagram:

That the arrows all go in one direction... what if your procedure doesn't give you the data you expected? what if it doesn't work at all? what if collecting that data leads to a way more interesting question?

the step "develop hypothesis". I wish it read: Develop a hypothesis, prediction, or research goal... or something similar to this. Lots of scientific investigations are not hypothesis driven, including many of the questions that students can ask and answer using GLOBE data.
We make use of Field Investigations: Using Outdoor Environments to Foster Student learning of Scientific Processes my Margert Tutor et al which clearly includes descriptive scientific investigations are valid science.

What does the map in the middle have to do with the concepts presented in the diagram?

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