1. Constructivism in Science Education Focus on learning and what we know about how people learn.

2. There is a biological basis for learning that can inform our teaching practices. Dr. Larry Lowery UC Berkeley

3. When discussing the building of pathways in the brain, Dr. Lowery makes the comment, “This is where the word constructivism comes from.” What does the word “constructivism” mean to you? Focus Question:

4. Pendulum Activity Investigative Question: How does the mass of the object on the end of the pendulum affect the number of swings in 15 seconds?Investigative Question: How does the mass of the object on the end of the pendulum affect the number of swings in 15 seconds? Prediction: (must include a prediction and an explanation)Prediction: (must include a prediction and an explanation) Test your predictionTest your prediction Collect data in a data tableCollect data in a data table Write a conclusionWrite a conclusion Set up investigation and record information in science notebook

5. Constructivism The theory that people build their own knowledge and their own representations of knowledge from their own experience and thought.

6. What people learn is not simply a duplication of what they observe in their surroundings, but the result of their own thinking and processing (building their own pathways). Constructivists understand…

7. How People Learn “Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.” (p. 10, How People Learn) Think about your own teaching, what does this statement mean?

8. Learning activities must begin by considering: students’ current knowledgestudents’ current knowledge how that knowledge is constructedhow that knowledge is constructed

9. Prior Beliefs Learners begin their formal study of science with ideas already in place about the natural world.Learners begin their formal study of science with ideas already in place about the natural world. Some parts of these ideas are correct, but some are not.Some parts of these ideas are correct, but some are not.

10. Basis for Conceptual Change Learners become aware of conflict between what they thought was true and what they observe.Learners become aware of conflict between what they thought was true and what they observe. Existing conceptions must fail to explain some new observation.Existing conceptions must fail to explain some new observation. For conceptual change to occur, their existing conceptions must be unsatisfactory.For conceptual change to occur, their existing conceptions must be unsatisfactory.

11. Learners make predictions about the situation based on prior understandings.Learners make predictions about the situation based on prior understandings. When these predictions do not work, learners question their prior beliefs.When these predictions do not work, learners question their prior beliefs. This brings existing beliefs to the surface, giving the teachers access to what is in the learners’ minds.This brings existing beliefs to the surface, giving the teachers access to what is in the learners’ minds. Process of Conceptual Change Teachers can help learners reconstruct their beliefs in ways that include the new information.Teachers can help learners reconstruct their beliefs in ways that include the new information.

12. To aid learners in their reconstruction… Learners should investigate on their own and interact with their peers.Learners should investigate on their own and interact with their peers. The teacher may introduce minimal understanding of the concept.The teacher may introduce minimal understanding of the concept. –Vocabulary –Journal Writing –(Concept Cartoons) http://www.conceptcartoons.com/index_static.html http://www.conceptcartoons.com/index_static.html The learner is compelled to relate new phenomena, ideas, and observations to existing knowledge in ways that are most appropriate to the learner.The learner is compelled to relate new phenomena, ideas, and observations to existing knowledge in ways that are most appropriate to the learner.

13. Teachers combine content knowledge with critical components: pre and post assessmentspre and post assessments WASL-style promptsWASL-style prompts rehearsal in systemsrehearsal in systems inquiryinquiry design (checklist will be inserted)design (checklist will be inserted)

14. This is the essence of Constructivism.This is the essence of Constructivism. P.E.T. and P.B.I are excellent examples of the constructivist approach.P.E.T. and P.B.I are excellent examples of the constructivist approach. How do we come to know what we know?How do we come to know what we know? How do we learn?How do we learn? How do our students learn?How do our students learn?

15. Primary Role of the Teacher Ask questions to explore learner’s previously constructed information – looking for preconceptions.Ask questions to explore learner’s previously constructed information – looking for preconceptions. Lead learners through exploratory activities that enable them to investigate on their own and come to their own conclusions.Lead learners through exploratory activities that enable them to investigate on their own and come to their own conclusions. Interact with each to see how he or she is constructing the new information and help to formulate accurate scientific conclusions.Interact with each to see how he or she is constructing the new information and help to formulate accurate scientific conclusions.

16. Martin, David Jerner. Elementary Science Methods, A Constructivist Approach. Wadsworth, a division of Thomas Learning, Inc. 2003. Bibliography Naylor, Stuart and Keogh, Brenda. Concept Cartoons in Science Education. Millgate House Publishers. 2000. National Research Council. How People Learn: Bridging Research and Practice. National Academy Press. 1999. Larry Lowery video???