If you are a middle school or high school teacher looking for problem-based, inquiry-centered, real-data-using curriculum materials for your earth science or environmental science course, then read on!
DIGS stands for "Data Sets and Inquiry in Geoscience Education". This project was conducted by SRI International's Center for Technology in Learning and the Concord Consortium, and was funded by the Gesocience Directorate at the National Science Foundation (GEO 0507828).
DIGS consists currently of two curriculum modules on the commonly-taught secondary-level geoscience topics of plate boundaries and climate. The modules consist of weeklong curriculum units and 1-2-day performance assessments. There are core and supplemental activites. They provide extended inquiry-based investigations employing real geoscience data sets and visualizations, as well as "near-transfer" performance assessments that provide evidence of geoscience knowledge and inquiry strategies seldom captured in traditional test formats. The units and assessments yield evidence of students' abilities to demonstrate greater understanding of the conventions and constraints of inquiry about geoscience phenomena and provide models of how the interpretation and analysis of geoscientific data sets can be scaffolded through age-appropriate tasks that facilitate high-quality student inquiry.
Here is a map of the Web site. The arrows show how you can navigate the site. Each label on the site map is a link.
All information on these Web pages is available in downloadable Word files. The pages themselves contain links to open the files.
Links to other DIGS Web sites:
NOTE: The student pages are not navigable from one to the other, in order to ensure that students focus on their unit or assessment one at a time, and also not visit the corresponding teacher pages.
Papers about DIGS
Daniel Zalles, Edys Quellmalz, Janice Gobert, Amy Pallant
Contact: Dr. Daniel Zalles, at email@example.com
This material is based upon work supported by the National Science Foundation under Grant No. 0507828.Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.