1. Class 5: Conceptual change (Constructivism) Students will begin to understand that students have pre-instructional conceptions when they enter the classroom. Effective instruction must take these conceptions into account. TA’s must first assess the pre- conceptions before instruction begins. Class 5: Conceptual change (Constructivism) Students will begin to understand that students have pre-instructional conceptions when they enter the classroom. Effective instruction must take these conceptions into account. TA’s must first assess the pre- conceptions before instruction begins.

2. Thought Ignition

3. The reality…….. What it looks like for real. Real video

4. Cognitive psychology: Constructivism We construct our own knowledge ReRe ^

5. Conceptual change is generally defined as learning that changes an existing conception (i.e., belief, idea, or way of thinking) Not teaching! Have to want to do this!

6. Analogy is when we use our previously constructed knowledge to apply newer information that we want to learn.

7. Learning Through Analogies Analogies are connections to prior knowledge! “Electric circuits are like water running through a hose.” Accessing prior knowledge

8. Analogies enhance learning 1.Highlight common relationships 2.Lead to new inferences 3.Comparing may reveal meaningful differences 4.Comparing may lead to abstraction How does current flow through a solid wire? Voltage = water pressure Resistance may be similar to stepping on a hose. Current flows = water flows

9. Let’s look at another example: Look at the following illustration of a magnetic field (an abstract concept). What mental model do you have that will help you conceptualize a field?

10. Models based upon experience.

11. What is a magnetic field line? What analogy can help me understand this concept?

12. What if my analogy does not agree with the information you are presenting to me? Disequilibrium! (When you are most ready to learn.)

13. Psyching Out the System When scientists study any system they must ask two basic questions: 1)What are the basic objects, or "building blocks," from which this system is made? 2)What are the interactions between these objects? http://www.particleadventure.org/other/education/two_s.html Teaching through analogy Tonight’s Physics teaching gem………

14. What are the rules? What is conserved?

15. Observations: All about making distinctions. It either the observation has identity or it is nothing. Learning start when we are caught between. Discrepant event = Disequilibrium What it is.What it is not.

16. “Disequilibrium…the point at which the mind is most ready to learn.” Jean Piaget

18. “Man’s mind, once stretched by a new idea, never regains its original dimension” Oliver Wendall Holmes Ask me about Izard’s Department Store.

19. You and your Master UTA will be working together to develop a lesson relative to a topic specific to the section in which you are working. Class on April 14, 2010 will be set aside to allow for this time.

20. Exploration Application Concept Introduction Piaget-based Learning Cycle

21. Exploration Phase A. The lesson contains an exploration phase that is activity-oriented. B. Ample time is provided for the exploration phase. C. The exploration activity provides student-student and student- teacher interaction. Concept Introduction Phase A. The concept(s) and term(s) is/are an outgrowth of the exploration phase. B. The concept(s) is/are explained by the student or the term(s) is/are defined by the student. C. The concept(s) is/are named by the teacher or appropriate vocabulary is developed after explanation or definition by the students. Concept Application Phase A. The student extends the concept(s) to a new situation. B. Appropriate activities are used to apply the concept(s). C. The teacher and the students have opportunities to use new vocabulary. Exploration Application Concept Introduction

24. Cognitive Psychology and the Conceptual Change Model

26. Where are we coming from? Where are we going to? How are we going to get there? Agent of change = teacher 112207 213