Because GLOBE is about DOING science, it adds value to the content that you are offering in your class or program — it adds the “practice” piece. Science and engineering practices describe the behaviors that scientists and engineers engage in as they work to make sense of the material world and solve problems. GLOBE has its own research process that integrates practices and skills that scientists use in their work. We've structured this course around these research process steps, which are shown below.

A circular diagram of GLOBE's six-step scientific inquiry process, with the GLOBE logo at the center.

The next four modules draw upon the science and engineering practices listed below, which align with steps in the GLOBE research process. In addition, we include sections on "Entering GLOBE Data" and "Downloading GLOBE Data", which are hallmark features of GLOBE and deserve special attention.

Observing the World (Module 5)
Asking Questions and Developing Hypotheses (Module 6)
Planning and Carrying Out Investigations (Module 6)
Entering and Downloading GLOBE Data (Module 7)
Analyzing and Interpreting Data (Module 7)
Constructing Explanations from Evidence (Module 8)
Communicating Conclusions (Module 8)

Each module offers connections to Urban Heat Island Effect and ends with instructional tips relevant to those practices.

Going Deeper on the practices

GLOBE NGSS Webinar Series
NGSS Appendix D “All standards all students”
A More Authentic View of the Scientific Process

GLOBE's webinar series, "Aligning the GLOBE Program with the Next Generation Science Standards (NGSS)" covers the basics of NGSS, how GLOBE fits with the standards, and lessons learned through GLOBE initiatives focused on integrating GLOBE with the NGSS. You can find them on NGSS info and webinars or on the GLOBE YouTube page.

The document discusses the development of the Next Generation Science Standards (NGSS) and the need to make them accessible to all students, particularly those from marginalized groups who have traditionally been underserved in science education. The NGSS emphasize the integration of subject areas and the inclusion of engineering, and require increased cognitive expectations of all students. The document provides strategies for teachers to ensure that the NGSS are accessible to all students and includes case studies of diverse student groups. The document also highlights the importance of language in the NGSS and the need for policy supports at the state and local levels.

A More Authentic View of the Scientific Process

While the GLOBE Research Process is being used to help organize this course, in reality, science is not a linear process.

In "A Geometric Model to Teach Nature of Science, Science Practices, and Metacognition", authors Matthew Nyman and Tyler St. Clair provide an alternative view. Here is an excerpt from the opening of their article:

"To be clear, there is some usefulness to the linear scientific method, especially as a tool for organizing and reporting results. The linear model also provides a framework for developing and testing questions by controlled experiment (Understanding Science website). However, as a model for representing authentic scientific practice, it is both simplistic and inaccurate (National Research Council, 1996). Some criticisms of the scientific method include that the model neglects the social and cultural aspects of science; diminishes the importance of creativity and serendipity in scientific work; suggests that there is one set procedure for scientific investigations; and provides the false impression that scientific work somehow comes to a final, correct answer, rather than a theory or model-building exercise that provides the most probable explanation of the data (Lederman, Abd El Khalick, Bell, & Schwartz, 2002)."

To read the article and see the "geometric model" they propose, click here.

Let’s dive in!