Learning Science with Understanding Chapter 3 Learning Science with Understanding

Experiments/Investigations Pg. 62 Mirror Image Activity Pg 65 Candle/Aquarium Pg 72 Moon Watching Pg 74 Moon activity with light bulb (alternate) Pg 76 Liquid Volume Pg 81 Cartesian Diver

New View of Learning Knowledge cannot be passed intact from teacher or book to learner Cannot just simply be discovered in real world Students must construct knew knowledge for themselves based off of prior knowledge

New View of Learning Knowledge = the recall of information Understanding Paraphrase what is learned Relate concepts to real world Plan and conduct investigations to answer questions Interpret data, compare and contrast (double bubble) and find patterns Apply knowledge when solving new problems

Enhancing the Understanding of Science Provide for Access to Prior Knowledge Sometimes students have the prior knowledge required Sometimes you have to plan activities to help students acquire the desired prior knowledge

Enhancing the Understanding of Science Provide for Transfer of New Knowledge Transfer = the use of previously learned knowledge in new situations Example. The sky is blue because the gases, dust, water, etc… in the atmosphere filters the blue, indigo, and violet light. Why does the sky turn orange and red during sunsets? Where does the sky go at night?

Enhancing the Understanding of Science Enhance Knowledge Organization Find a way to organize knew knowledge Vehn Diagram, concept maps USE COLOR in a meaningful way (applies in all subjects) Thinking Maps are excellent for this Double Bubble – similarities and differences (plant/animal cell) Multiflow – any cause and effect relationship (manipulation of variables) Flow Map – any process that requires steps Tree Map – Classifying properties Circle Map – When quick observations are needed

Enhancing the Understanding of Science Provide Scaffolding Support Provide suggestions, guiding questions, prompts, or hints Guide students to clarify, elaborate, or justify findings Provide necessary information through direct instruction Once you get to know your students this will come automatic

Enhancing the Understanding of Science Build Learning Communities Students learn at higher levels when cooperating How do you hold individuals accountable during group work?

Piaget’s Four Cognitive Stages Sensorimotor 0-2 years of age Adapts to world through actions Coordinates actions related to substance, space, time, and causality

Piaget’s Four Cognitive Stages Preoperational 2 - 7 years of age Maintains previous capabilities Develops physical knowledge Represent objects with words and senses Does not think reversibly Makes judgments on perceptions, not concepts

Piaget’s Four Cognitive Stages Concrete Operational 5 – 11 years of age Maintains previous capabilities Thinks reversibly Groups elements into wholes Conserves substance, liquid, volume, length, and area Forms classes and uses to organize experiences Forms and uses relationships: scientific processes and cause and effect relationships

Piaget’s Four Cognitive Stages Formal Operational 12 + years of age Maintains previous capabilities Engages in higher order thinking Forms hypotheses, carries out controlled experiments, and relates evidence to theories Deals with ratios, proportions, and probabilities Constructs and understands complex explanations