Download Presentation 5 JAN 16

I think the seeds
will get lighter as
they grow
I think the seeds
will get heavier as
they grow
What do YOU think?
The eggs will get
heavier as the chicks
innside the eggs grow
The eggs will get
lighter as the
chicks grow
What do YOU think?
I think the
eggs will stay
the same
weight
COMPARING THE EGGS AND THE SEEDS
Main similarities
Main differences
The eggs
The seeds
Knowing is associated with facts, memorization,
and often superficial knowledge.
Knowing facts, knowing how to operate a
machine …
Understanding is
DEEPER
knowledge!
Understanding implies a more complex,
multidimensional integration of information
into a learner’s own conceptual framework.
Conceptual change
MOVING FROM KNOWING FACTS TOWARD
DEEP UNDERSTANDING THROUGH
CONCEPTUAL CHANGE
Knowing
Conceptual
Changel
Understanding
Alternative conceptions
New knowledge presented in biology lessons «meets»
prior knowledge. This may result inn:
1. New knowledge and prior knowledge are not in
conflict. New knowledge may be constructed on the
foundations of prior knowledge.
2. New knowledge and prior knowledge are not
alligned. Prior knowledge (alternative conceptions)
must be restructured (*) before new knowledge can
be constructed
Prior knowledge
Students and teachers and instructors together must
assess prior knowledge
• Find out what prior knowledge is “correct” and
should form a good basis for further learning
• Find out what prior knowledge is based on
misunderstandings or incomplete understandings
How can we assess learners’ prior
knowledge?
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Dialogue
Tests/quizes
Concept maps
Drawings
Games
Graphic organisers
Concept Cartoons
Experiments
True-false statements
Naylor, S. & Keogh, B. (2012). Concept Cartoons: What have we learnt? Paper presented
at the Fibonacci Project European Conference, Inquiry-based science and mathematics
education: bridging the gap between education research and practice. Leicester, UK,
April 2012
Concept map
Concept map
Can you draw a set of pictures that show
what types of gasses a plant takes inn and
gives out, and how much, during different
times of the day?
DAWN
O2
MIDNIGHT
EVENING
NOON
Graphic organiser
Circulatory System What would happen
Parts of the system to the system if this
part was missing?
Heart
What is the function of
this part of the system?
Blood would not circulate
the body
Arteries
Carry blood back to the heart
Capillaries
Blood
Valves
Lymph vessels
Graphic organiser
COMPARING THE EGGS AND THE SEEDS
Main similarities
Main differences
The eggs
The seeds
CONCEPT CARTOONS
What do YOU think?
The word «misconception» has been (mis)used
widely.
Erroneous beliefs
Older elephants that are near
death do not leave their herd and
instinctively direct themselves
toward a specific location known as
an elephants' graveyard to die.[
Ostriches do not stick their heads
in the sand to hide from enemies
As biology teachers we should be aware, in particular,
of the misconceptions that may form an obstacle for
learning
As biology teachers we should be aware, in particular,
of the misconceptions that may form an obstacle for
learning
Examples:
• Cells are 2D
• As wood burns, only ash remains, there is nothing more
• Plants do photosynthesis, animals/humans do respiratio
• Air has no weight, air has negative weight
• Infections are caused by bacteria
Children’s misconceptions may be associated with
everyday reasoning («commonsense» ways of explaining
phenomena
Driver, R., Asoko, H., Leach, J. Mortimer, E. & Scott P. (1994). Constructing Scientific
Knowledge in the Classroom. Educational Researcher, 23 (7), 5-12
Children’s misconceptions may be associated with
everyday reasoning («commonsense» ways of explaining
phenomena
Everyday reasoning
Scientific reasoning
Tends to be tacit or without Expilicit formulation of
explicit rules
theories that can be
communicated and
inspected in the light of
evidence
Ideas are judged in terms Has a purpose of
of being useful for special constructing a general and
purposes or in specific
coherent picture of the
situations
world
Border Crossing
Cross-Cultural Science Education
…. how students move between their everyday life-world
and the world of school science
…. how students deal with cognitive conflicts between
those two worlds
Aikenhead & Jegede (1999). Cross-Cultural Science Education: A Cognitive
Explanation of a Cultural Phenomenon. Journal of Research in Science Teaching,
36 (3), 269–287
Aikenhead, G. (1996). Science education: Border crossing into the subculture of
science. Studies in Science Education, 27, 1-52