A Few of Our Favorite Things: Teaching Ideas for K-12 by Patricia D. Morrell, Kate Popejoy (eds.)

By Patricia D. Morrell, Kate Popejoy (eds.)

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Lesson: 1. Introduce the content area in a framework of conceptual change theory. What I mean by this is that the data here are different from data about students’ prior views in an area where their views are formed from personal experiences about things such as inheritance of characteristics, force and motion or electricity. Students do not form views about the particle nature of matter from their experiences; rather they map what we say about this theory onto their experiences with macroscopic materials, and the meanings they construct for the particle model flow from this.

B13 Challenge of ideas3 My intention here was that this activity and debate would begin a process of reaching a single best explanation for forces. I expected that some students would significantly restructure their views, but that others would merely make minor modifications to accommodate this particular funny situation of an air table while not changing their basic beliefs. This proved to be the case. I continued to delay revealing my views and over the next few lessons we tested the competing ideas in a range of situations, eventually reaching consensus on the best explanation.

Weiland, I. S. (2011). The importance of teaching and learning nature of science in the early childhood years. The Journal of Science Education and Technology, 20, 537–549. Akerson, V. , & Nargund-Joshi, V. (2010). Evidence-based strategies for teaching nature of science to young children. Journal of Kirsehir Education, 11(4), 61–78. Leager, C. R. (2008). Observation versus inference. Science and Children, 37–39. 35 P. D. MORRELL & K. POPEJOY Topic: Nature of Science: Observation and Inference Title: Shedding Some Light on Inferences Submitted by: Randy L.

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