About UCSB's Oceanography Course, by William A. Prothero, Jr.

Course emphasis:

This course emphasizes: <poster for NSF April 2004 CCLI Conf (small)>

  • Scientific inquiry, and science process using earth data
  • Relationship of oceanography content to issues faced by society
  • Scientific argumentation
  • Content
Approach:

Powerpoint presentation about the course

Presentations about EarthEd Online and its modules*
(*Note: the EarthEd software modules were extensively upgraded Fall 2004, and the presentations do not reflect the new features and interface)

On the web and with EarthEd Online, students:

  • Access earth data and data representations
  • Write science papers using EarthEd "Writer" software
  • Enter answers to homework assignments, which are auto-graded
  • Enter answers to short thought questions, which are TA graded
  • Answer quiz practice questions from a randomized database of questions
  • Post and reply in a threaded discussion area.
  • Live online chat
  • Calculate their current grade for the course

Winter 2005 results with peer review <download essay pdf>

Course Assignments and Structure:
Evaluation and learning research:

Evaluations:

Publications (pdf downloads): <summary>

Takao, A. Y., & Kelly, G. J. (2003). Assessment of evidence in university students' scientific writing. Science & Education. 12, 341-363.<download>

 Kelly, G. J., & Bazerman, C. (2003). How students argue scientific claims: A rhetorical-semantic analysis. Applied Linguistics, 24(1), 28-55.<download>

 Kelly, G. J., Bazerman, C., Skukauskaite, A., & Prothero, W. (2002). Rhetorical features of student science writing in introductory university oceanography. Proceedings of the Ontological, Epistemological, Linguistic and Pedagogical Considerations of Language and Science Literacy: Empowering Research and Informing Instruction conference, Dunsmuir Lodge, University of Victoria, September 12-15, 2002.

 Kelly, G. J., & Takao, A. (2002). Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing. Science Education, 86, 314-342.<download>

Takao, A. Y., Prothero, W., & Kelly, G. J. (2002). Applying argumentation analysis to assess the quality of university oceanography students' scientific writing. Journal of Geoscience Education, 50(1), 40-48.<download>

Kelly, G. J., Chen, C., & Prothero, W. (2000). The epistemological framing of a discipline: Writing science in university oceanography. Journal of Research in Science Teaching, 37, 691-718.<download>

 

Course web pages: Oceanography: GS-4W, Spring 2004