T 2.0

1. 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 • a synthesis of theories is used to explain how we now believe children learn • children's experiences help them construct what they learn; constructivist views range in intensity • constructivism is supported by many techniques and teacher roles

2. 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

3. Cerebral Cortex (Figure 2.1) Cerebral Cortex Sensory Processing Parietal Judgment and problem solving frontal Visual processing temporal Occipital Auditory processing Motor movement and processing T2.2

4. 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 neurons synapse axon axon axon synapse dendrites neurons axon T 2.3

5. 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

6. 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

7. What Ideas Influence Children’s Learning? • Preconceptions • Misconceptions • Conceptions T 2.6

8. 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

9. 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

10. 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

11. T 2.10 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

12. 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

13. T 2.12 Constructivism "A theory that assumes knowledge cannot exist outside the learner ... [and that] knowledge is a construction of the learner's reality." a contemporary perspective on science learning

14. Learners are Learners are most active least active Radical Conservative Traditional constructivists constructivists teaching / learning Constructivism Continuum (Figure 2.4 ) Personal meaning Scientific meaning Memorization T 2.13

15. 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

16. T 2.15 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)

17. EXTERNAL WORLD: INTERNAL WORLD: THE ENVIRONMENT THE LEARNER Assimilation helps learner form mental structures to bridge internal and external world Physical Logicomathematical Experiences: knowledge knowledge Physical and Logicomathematical Accommodation is a “temporary file” Can be accepting experiences assimilated and stimuli not fitting over time existing structures Equilibrium Model(Figure 2.5 ) experiences fit experiences do not fit T 2.16

18. Exit 1: Identical fit of Reinforcement the encounter to of existing an existing idea idea (right or if incorrect idea wrong) is checked Sorting New through encounter detail Disequilibrium: Exit 3: False accommodation: Incomplete fit Existing ideas of the encounter Ascertaining the unchanged; a to an existing idea; “right” answer new set of uneasiness ideas for school situations Exit 2: Learning adaptation: Previous ideas More complete fit now changed Dead end: Accommodation: Exit 4 : Opting out Restructuring of Existing ideas of learning existing ideas unchanged Science Education Learning Model (Fig. 2.6) Start assimilation filter Existing ideas equilibrium equilibrium T 2.17

19. T 2.18 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

20. 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) Constructivist Teaching Methods T 2.19

21. T 2.20 Constructivist Learning and Teaching Model Explore Explain Expand Evaluate greater conceptions a cycle of learning produces greater concept formation Figure 2.7