Copyright © Pearson Allyn & Bacon 2009 Chapter 2: How Do Children Learn Science? Teaching Science for All Children An Inquiry Approach any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. This multimedia product and its contents are protected under copyright law. The following are prohibited by law:

Copyright © Pearson Allyn & Bacon 2009 T 2.0 Central concepts: children's prior ideas and pre/mis/conceptions influence new learning children's prior and present ideas affect what and how they learn a synthesis of brain research and theories are used to explain how we now believe children learn children's physical, social and emotional experiences help them construct what they learn; constructivist views range in intensity constructivism is supported by many teaching methods and teacher roles that help children to “make meaning”

Copyright © Pearson Allyn & Bacon 2009 What Does Brain Research Suggest For Teaching? Making connections makes learning. (Example – Explain in own words) Stimulate the senses through multiple experiences. – Multiple Learning Styles Form and strengthen neural connections through varied learning experiences. Promote proper exercise, rest, nutrition, and hydration. (Water Bottles?) T 2.6

Copyright © Pearson Allyn & Bacon 2009 What Ideas Influence Children’s Learning? Preconceptions Misconceptions Conceptions (Differences?) T 2.7

Copyright © Pearson Allyn & Bacon 2009 Preconceptions are... ideas that children bring with them from prior experiences often incomplete preliminary understandings of fundamental science concepts children’s attempts to explain their natural world influenced by hands-on, minds-on experiences, including the physical, emotional, social thoughtful efforts to make (construct) sense influenced by bias and culture – personal, contradictory - HARD TO CHANGE!! T 2.8

Copyright © Pearson Allyn & Bacon 2009 Misconceptions Are common and represent explanations of phenomena constructed by a student as a response to a prior experience Are linked to incorrect learning, myths, and imprecise uses of language arising from the child’s trusted informal everyday structure of play and social interaction Are alternative understandings that are scientifically incorrect and may be based on simple inaccurate comprehension of an event, reason, or explanation (see Table 2.1) T 2.9

Copyright © Pearson Allyn & Bacon 2009 Misconceptions cont. May take a long time to correct, but can be avoided when concepts are constructed carefully from experiences Can be revealed through specific science experiences that are accompanied by spoken and written interaction What if you contradict Parents? Contradict Partnership Teacher? T 2.10

Copyright © Pearson Allyn & Bacon 2009 Categories of Misconceptions Conceptual misunderstandings: when learners are not encouraged to examine differences between their own beliefs and “real science.” EX: The sun rises and sets. Vernacular misconceptions: word choices confuse learners. EX: glaciers “retreat” Factual misconceptions : building understanding on false statements. EX: “lightening never strikes place twice in the same place.” More Misconceptions: Summer hot – closer to sun?; Moon Phases – Earth’s Shadow? T 2.11

Copyright © Pearson Allyn & Bacon 2009 T 2.12 are personal, diverse, and constructed from direct experiences with objects and through social interaction may seem contradictory, inconsistent, and incoherent to an adult are persistent, resistant to change and durable Children's Children's Ideas

Copyright © Pearson Allyn & Bacon 2009 The Dominant Perspective Constructivism is the general name of the dominant perspective on learning in science education. Constructivism emphasizes the active role of the learner: mentally, emotionally, physically, and socially. (Dancing Raisins?) T 2.13

Copyright © Pearson Allyn & Bacon 2009 T 2.14 "A theory that assumes knowledge cannot exist outside the learner... [and that] knowledge is a construction of the learner's reality.” In other words … constructivism is an applied theory that represents individual learners “making meaning” from physical, intellectual social and emotional experiences. Instead of “filling vessels” we should be “kindling fires!” Constructivism a contemporary perspective on science learning

Copyright © Pearson Allyn & Bacon 2009 Figure 2.4 Constructivism Continuum T 2.15 Make the kids do the heavy lifting! Dancing Raisins vs AIMS Lessons?

Copyright © Pearson Allyn & Bacon 2009 Constructivist Teachers Strive to accomplish three things: Use or create learning opportunities that are meaningful to children Encourage children to make real decisions (Dancing Raisins vs AIMS Lessons?) Use productive social interaction to guide thinking and encourage learners to exchange views with peers in order to refine thinking and deepen understanding T 2.16

Copyright © Pearson Allyn & Bacon 2009 T 2.17 Thesis of the theory revolves around Equilibration where experience (external and internal) can create dilemmas and mental conflict; learner is biologically driven to regain equilibrium – need to make sense of what you are hearing/reading/seeing/experiencing. Assimilation is adapting new information to structures formed from prior experiences Accommodation is the formation of new (and perhaps temporary) mental structures Cooperative social interaction supports an individual learner’s attempts to assimilate and accommodate – kids help each other! Jean Piaget

Copyright © Pearson Allyn & Bacon 2009 T 2.18 ZPD: Zone of Proximal Development Vygotsky’s views on social learning theory support cognition Social support provides an essential level of stimulating intellectual challenge Expectations should exceed a learner’s ability (but not by too much) in order to motivate and challenge – How to get better? Play somebody a little better. Teachers can gauge, challenge and guide through interaction and coaching, and peer support can motivate and reinforce a learner’s efforts

Copyright © Pearson Allyn & Bacon 2009 T 2.21 advocate hands-on, minds-on learning to promote the interplay of what is already known and what new ideas will be formed value prior ideas of children urge students to identify mental discrepancies linked to prior ideas, correct for proper concept formation Constructivist Teachers

Copyright © Pearson Allyn & Bacon 2009 Constructivist Teaching Methods presenting observing asking questions posing problems organizing class environment coordinating class social relations assessing and documenting learning helping children form mental connections among and between their ideas T 2.22 Dancing Raisins – AIMS Lessons?

Copyright © Pearson Allyn & Bacon 2009 T 2.23 Explore Explain Expand Evaluate Constructivist Learning and Teaching Model Figure 2.7 a cycle of learning produces greater concept formation Engage GreaterconceptionGreaterconception