Download T 2.0

Chapter 2:
Learning Science
Central concepts:
 children's prior ideas and pre/mis/conceptions influence new
learning


children's ideas affect what and how they learn

children's experiences help them construct what they learn;
constructivist views range in intensity

constructivism is supported by many techniques and teacher
roles
a synthesis of theories is used to explain how we now believe
children learn
T 2.0
Brain’s Role in Learning

Cerebral cortex; specialized lobes (Figure 2.1)
– Occipital - processes visual stimuli
– Temporal - processes auditory stimuli
– Parietal - interprets and integrates sensory
stimuli
– Frontal - process high-level thinking tasks
T 2.1
Cerebral Cortex (Figure 2.1)
Cerebral Cortex
Sensory Processing
Parietal
Judgment and
problem solving
frontal
temporal
Occipital
Visual
processing
Auditory processing
Motor movement
and processing
T2.2
Neurons Make Connections: Connections
Define Learning (Figure 2.2)
Neurons connect to other
neurons via multiple pathways.
Axons trail outward from
neurons and connect with
dendrites from other neurons.
The connecting point is called a
synapse - a space gap - across
which electrochemical signals
travel. Learning is believed to
exist at these connections.
A single neuron can
connect with many other
neurons.
synapse
dendrites
dendrites
neurons
synapse
axon
neurons
axon
axon
synapse
dendrites
neurons
axon
T 2.3
The Synaptic Gap
(Figure 2.3)
An electrical charge is received
by a neuron and travels to the
tip of the axon, where electrical
energy is converted to
chemical energy by chemicals
called neurotransmitters, which
send a signal across the
synaptic gap to the receptors
on the dendrite of another
neuron.
The chemical signal is
converted to electricity and
travels through the multiple
pathway network of axons and
dendrites at speeds of up to
200 mph.
T 2.4
What Does Brain Research Suggest For
Teaching?

Making connections makes learning.

Stimulate the senses through multiple
experiences.

Form and strengthen neural connections
through varied learning experiences.

Promote proper exercise, rest, nutrition, and
hydration.
T 2.5
What Ideas Influence
Children’s Learning?



Preconceptions
Misconceptions
Conceptions
T 2.6
Preconceptions are ...

ideas that children bring with them from prior
experiences

often incomplete preliminary understandings of
fundamental science concepts

children’s attempts to explain their natural world

influenced by hands-on, minds-on experiences,
including the physical, emotional, social

thoughtful efforts to make (construct) sense

influenced by bias and culture
T 2.7
Misconceptions

are common and represent explanations of phenomena
constructed by a student as a response to a prior
experience

are alternative understandings that are scientifically
incorrect and may be based on simple inaccurate
comprehension of an event, reason, or explanation (see
Table 2.1)

may take a long time to correct, but can be avoided
when concepts are constructed carefully from
experiences

can be revealed through specific science experiences
that are accompanied by dialogue
T 2.8
Categories of Misconceptions

Conceptual misunderstandings: when
learners are not encouraged to examine differences
between their own beliefs and “real science.” EX: The
sun rises and sets.

Vernacular misconceptions: word choices
confuse learners. EX: glaciers “retreat”

Factual misconceptions: building
understanding on false statements. EX: “lightning
never strikes place twice in the same place.”
T 2.9
Children's Ideas
 are personal, diverse, and
constructed from direct experiences
 may seem contradictory,
inconsistent, and incoherent to an
adult
 are persistent, resistant to change
and durable
T 2.10
The Dominant Perspective
Constructivism is the general name of
the dominant perspective on learning in
science education. Constructivism
emphasizes the active role of the
learner: mentally, emotionally, physically,
and socially.
T 2.11
Constructivism
a contemporary perspective on science learning
"A theory that assumes knowledge cannot exist
outside the learner ... [and that] knowledge is a
construction of the learner's reality."
T 2.12
Constructivism Continuum
Learners are
most active
(Figure 2.4 )
Learners are
least active
Personal meaning
Scientific meaning
Radical
constructivists
Conservative
constructivists
Memorization
Traditional
teaching / learning
T 2.13
Constructivist Teachers
Strive to accomplish three things:
use or create learning opportunities that are meaningful to
children
encourage children to make real decisions
encourage peers to exchange views in order to refine thinking
and deepen understanding
T 2.14
Jean Piaget,
continued
thesis of the theory revolves around
"Equilibration" where experience (external and
internal) can create dilemmas and mental conflict;
learner is biologically driven to regain equilibrium
(Figs. 2.5, 2.6)
"Assimilation" is adapting new information to
structures formed from prior experiences
"Accommodation" is the formation of new (and
perhaps temporary) mental structures)
T 2.15
Equilibrium Model (Figure 2.5 )
Physical
knowledge
experiences fit
EXTERNAL WORLD:
THE ENVIRONMENT
Can be
assimilated
over time
INTERNAL WORLD:
THE LEARNER
Assimilation helps learner form
mental structures to bridge
internal and external world
Logicomathematical
knowledge
Experiences:
Physical and
Logicomathematical
Accommodation is a
“temporary file”
accepting experiences
and stimuli not fitting
existing structures
T 2.16
Science Education Learning Model (Fig. 2.6)
Start
Exit 1:
Reinforcement
of existing
idea (right or
wrong)
Identical fit of
the encounter to
an existing idea
if incorrect idea
is checked
assimilation
Existing ideas
New
encounter
filter
Sorting
through
detail
equilibrium
Exit 3:
Existing ideas
unchanged; a
new set of
ideas for
school
situations
False accommodation:
Ascertaining the
“right” answer
Disequilibrium:
Incomplete fit
of the encounter
to an existing idea;
uneasiness
Learning adaptation:
More complete fit
Exit 2:
Previous ideas
now changed
equilibrium
Exit 4 :
Existing ideas
unchanged
Dead end:
Opting out
of learning
Accommodation:
Restructuring of
existing ideas
T 2.17
Constructivist Teachers
 advocate hands-on, minds-on learning to promote
the interplay of what is already known and what new
ideas will be formed
 value prior ideas of children
 urge students to identify mental discrepancies
linked to prior ideas, correct for proper concept
formation
T 2.18
Constructivist Teaching Methods




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presenting
observing
asking questions
posing problems
organizing class
environment
coordinating class
human relations


assessing and
documenting learning
helping children form
mental connections
among and between
their ideas
(see Figure 2.7)
T 2.19
Constructivist Learning and
Teaching Model
a cycle of
learning
produces
greater
concept
formation
g
r
e
a
t
e
r
c
o
n
c
e
p
ti
o
n
s
Explore
Explain
Expand
Evaluate
Figure 2.7
T 2.20