(Sub-section of Double Entry Journals and Learning Logs)
Josh insists on the topic "how scientists test for extrasensory perception: in spite of his teacher's encouragement to pick a more substantial subject. My goal is to help Josh develop challenging questions to guide his research. I also want him to develop the critical thinking skills needed by scientific researchers.
Josh keeps a learning log throughout the unit. After citing his first source, a book on ESP from the Opposing Viewpoints series published by Greenhaven Press, Josh describes the procedure used by Dr. J.B. Rhine at Duke University to test for ESP. He ends his description with the comment: "Rhine's work has been really criticized by critics. Some criticism came from his subjects being able to see through the Zener cards (the cards used in the test). Also, Rhine's fascinating experiments have never been duplicated by other researchers." I read the learning log entry and know this is a good time to move Josh to a higher level of critical thinking by asking "Is there a criteria for scientific validity? How can one judge whether or not a scientist has devised an experiment that produces accurate results?" After reading the comments, Josh shares his plans with me during a conference. "I think I'll ask some of the science teachers those questions. Maybe they can help me find the answers." I suggest he make a list of potential interview questions in his learning log. Then we can review the questions and discuss procedures for conducting interviews before he meets with the science teachers.
Josh's case study reveals the evolution of his thinking from the comprehension to application. He comprehends the information in the book on ESP and applies that information as he creates the questions for and successfully conducts his interviews. After conducting the interviews, he records and analyzes the results in his learning log.
Learning logs are excellent tools for assessing information skills when used in conjunction with the objectives found in the scope and sequence section of the Information Skills Guide for Maine Educators. These objectives are observable behaviors. You can keep a chart of these objectives for each student. When you observe a student practicing one or more of these objectives in their double-entry journals or learning logs, you can check off the skill.