By Patricia D. Morrell, Kate Popejoy (eds.)
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Additional info for A Few of Our Favorite Things: Teaching Ideas for K-12 Science Methods Instructors
POPEJOY In other words, what Peter did was not to “prove” the particle model, but to get his students thinking much more deeply about what they did and did not understand by this –to identify things they could not explain. In the end he essentially told them the “answers” but ready to rethink their ideas in the light of his explanations. Modifications/Extensions: A related approach in school classrooms is one we call Challenge the right answer where the teacher puts up some content and asks the students to pick holes in it –to find things that it does not seem to explain.
The last step is for the students to display their posters for the rest of the class to see. 9. Keep an eye on the clock. This activity can easily run more than 45 minutes. Discussion after Poster Presentation This part of the activity is the most important part. This is where the explicit discussion of NOS and SI takes place. I begin the discussion with these questions: • What do you think about this activity? • Compare and contrast the different posters, what do you see as trends? ; (4) are we “right” with our answer; (5) how come the other groups have different posters?
Insert the coffee stirrer about ¾ the length of the “candle” and trim the excess. Press the almond sliver into the top. Hold the completed “candle” at the base to cover any remnants of the coffee stirrer. Also, dimming the lights will facilitate the illusion. Lesson: 1. Begin with a brief discussion of the definition of observation. It is important students understand that scientific observations can include any of the five senses – not just sight. 2. Present the “candle” to the class. ” Typical responses will include statements about the candle, wax, and wick.
A Few of Our Favorite Things: Teaching Ideas for K-12 Science Methods Instructors by Patricia D. Morrell, Kate Popejoy (eds.)