1. Learning Science with Understanding
Chapter 3
Learning Science with Understanding

2. 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

3. 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

4. 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

5. 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

6. 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?

7. 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

8. 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

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

10. 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

11. 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

12. 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

13. 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