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A defining characteristic of CASES is that it places students in the role of environmental scientists and offers them experiences that reflect this role. As this role plays out, students are exposed to: current environment issues, authentic data and narrative stories, along with multiple perspectives of individuals and groups directly or indirectly involved in the environmental decision.
To support these experiences, CASES draws on three key components throughout the curriculum: real-life cases as the organizing structure, the technological tools to visualize and analyze data, and a framework to help students in making evidence based decisions.
Case-Based Approach
Students play the role of environmental scientists investigating environmental problems drawn from the real world. Students are given authentic narrative stories along with other information to represent multiple perspectives of individuals who are invested in the environmental issue. Students use a variety of scientific research techniques, such as models to predict outcomes, GIS software to analyze multiple datasets, and laboratory experiments to test ideas about natural phenomenon. Students make recommendations for sustainable uses of resources based on their analysis of the evidence they have generated for each of these cases they are presented.
Technology to Support Inquiry and Learning
The National Science Foundation funded the development of CASES to provide a model of a technology-integrated science course. Technology is used in two ways in CASES:
- To support authentic scientific investigations with data
- To present concepts to students through dynamic, interactive representations
What do we mean by technology-integrated?
Technology-integrated does not mean technology-dominated. The development team worked very closely with teachers throughout the development and field-testing process to understand what an appropriate and practical balance of computer and non-computer activities is. Overall, computer activities comprise approximately 20% of the total class time over the course of the year (34 days). In comparison, more than 30% of class time is devoted to laboratory and other hands-on activities. |
The technologies in CASES fall into three categories:
1. Investigation tools for visualizing and analyzing geographic data
Students use visualization and analysis tools to analyze real world environmental data. These tools include WorldWatcher and one of two GIS softwares (ArcView™ or MyWorld™).
| Technology |
Description |
Frequency of Use |
| WorldWatcher |
A visualization tool for Earth science data devevloped by the authors of CASES specifically to meet the needs of students and teachers. |
Used on 6 occasions during the year for a total of 11 days |
GIS Software:
ArcView™
- or -
MyWorld™ |
The industry standard Geographic Information System. |
Used on 7 occasions for a total of 17 days |
| A Geographic Information System devevloped by the authors of CASES specifically to meet the needs of students and teachers. |
These tools are used at frequent intervals to give students the opportunity to use real world data to investigate the phenomena they are studying. These tools are used for lessons that range from 2-5 days. The early technology activities are highly structured, but they become more open-ended and more sophisticated as the students gain experience with the tools. Data analysis in GIS plays a substantial role in the culminating projects for Units 2 and 3.
2. Interactive models
CASES includes several computer models that allow students to interact with simulations of the processes they are studying. For example, the coal plant model allows students to modify the input rates to a power plant in response to different demands and try to balance cost and emissions. The dam and reservoir model allows students to adjust the flow rate of a dam to meet different demands. CASES includes six models that are used for a total of 15 days during the school year.
3. Interactive multimedia
In two cases, the authors have developed web pages to present information that is particularly well-suited to a graphical, interactive presentation. For example, students learn about the carbon cycle by following a carbon atom as it traverses the cycle through a sequence of linked web pages. These two activities are used for a total of 3 days during the year.
Technology Requirements:
Pentium III or better and at least 128MB of RAM*. In addition to the software listed above, schools must have a web browser and Microsoft Excel. An Internet connection is not required.
Contact your It's About Time sales representative about the availability of Macintosh software. |
Evidence Based Decision-Making
In Unit 1, students are introduced to a systematic process for environmental decision-making that asks them to identify the consequences of the different possible decisions, identify stakeholders and the effects of the consequences on them, and prioritize those stakeholders and effects. An important goal of this decision-making process is to teach students to conduct a systematic analysis of the decision and its implications before applying values to make a decision. This allows students to see how environmental decisions can be informed by a systematic scientific analysis while acknowledging that ultimately decisions are made based on individual and societal values.
For more information, see our article in The Science Teacher:
Edelson, D. C. (2006). Learning to Make Systematic Decisions. The Science Teacher, 73 (4), 40-45.
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