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====== AY 375 Fall 2014: Tenth Day Plan ====== | ====== AY 375 Fall 2014: Tenth Day Plan ====== | ||
- | Today we'll begin our broader pedagogical discussions | + | Today we will talk about misconceptions in science, how they arise, |
====General Takeaways==== | ====General Takeaways==== | ||
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- Students do come into a class with misconceptions related to the course material and how to learn/ | - Students do come into a class with misconceptions related to the course material and how to learn/ | ||
- Thinking about misconceptions as a misapplication of student resources can be useful in helping to address misconceptions. | - Thinking about misconceptions as a misapplication of student resources can be useful in helping to address misconceptions. | ||
- | - Students not only have conceptual resources but epistemological ones as well. | + | - Students not only have conceptual resources but epistemological ones as well. Classes and sections should work on developing both the concepts and the process of " |
=====Midsemester Eval Discussion | =====Midsemester Eval Discussion | ||
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=====Misconceptions (50 minutes) ===== | =====Misconceptions (50 minutes) ===== | ||
- | - Opening Question: Can you define a “misconception” ? What leads to misconceptions? | + | - Opening Question: Can you define a “misconception” ? Why do students develop |
- Screening of "A Private Universe" | - Screening of "A Private Universe" | ||
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- What were the main points of the video? | - What were the main points of the video? | ||
- | - Students come with their own ideas and preconceptions of scientific material. | + | - Students come with their own ideas and preconceptions of scientific material. |
+ | - Direct instruction (“this is the answer”) does not lead to learning. | ||
+ | - Hands-on activities can be helpful. | ||
- Does this help you re-define your definition of a misconception? | - Does this help you re-define your definition of a misconception? | ||
- Students construct new knowledge from old knowledge, but the application is where the problems usually arise. | - Students construct new knowledge from old knowledge, but the application is where the problems usually arise. | ||
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- Hammer suggests that misconceptions can be addressed through “bridging analogies”, | - Hammer suggests that misconceptions can be addressed through “bridging analogies”, | ||
- Make it an opportunity to engage your students in the scientific process, advancing a hypothesis and trying to prove/ | - Make it an opportunity to engage your students in the scientific process, advancing a hypothesis and trying to prove/ | ||
- | - There are also epistemological resources that students invoke. These are resources on how students incorporate and utilize conceptual resources. Some examples: invention (“I made it up!”), inferences (“I know you have a present for me because I saw you hide something under your coat!”), logical connection (“If this, then that.”) | + | - There are also epistemological resources that students invoke. These are resources on how students incorporate and utilize conceptual resources. Some examples: invention (“I made it up!”), inferences/logical connections |
- | - The basic ideas are already there, but now you must refine these ideas to jive with the physicist’s understanding. | + | - The basic ideas are already there, but now you must refine these ideas to jive with the physicist’s understanding. But that's not enough. We then have to make sure students have means of using these concepts correctly (" |
+ | - Benefits of " | ||
- How do we incorporate these exercises of metacognitive learning into a course that is already saturated with conceptual material? | - How do we incorporate these exercises of metacognitive learning into a course that is already saturated with conceptual material? | ||
- | | + | |
+ | - Alternative / extra: demo: sprinkle pepper in basin of water. Drop toothpick dipped in soap into water. Pepper will flee from the toothpick. Ask class to explain why. (Reason: soap reduces surface tension of water, so pepper is pulled towards the un-soapy water). | ||
- What are the conceptual resources you are drawing from? | - What are the conceptual resources you are drawing from? | ||
- What are the epistemological resources here? | - What are the epistemological resources here? | ||
+ | - What misconceptions might be created by attempting to explain this? (e.g, the soap "takes up space" on the water and pushes the pepper away -- misusing a conservation principle) | ||
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+ | =====Homework for Next Time===== | ||
+ | - If you have not yet analyzed your mid-semester evaluations, | ||
+ | - Read Douglas Duncan' | ||
+ | - I never checked your short teaching logs. Let's check those next week. | ||