Science Curriculum Standards Proficient Level week 9 : Perception Process & PBL 1 /05/2012

1. Science Curriculum Standards Proficient Level week 9 : Perception Process & PBL1/05/2012

2. Agenda

3. http://www.youtube.com/watch?v=vJG698U2Mvo

4. Perception الإدراك • The process by which people translate sensory impressions into a coherent and unified view of the world around them. العملية التي من خلالها يترجم الناس الانطباعات الحسية إلى وجهة نظر متماسكة وموحدة عن العالم من حولهم.

5. Can we extract the factors that may affect our perception ??????

6. Perception What do you see here

7. And Here…

8. And now…

10. reading test

11. Read • I cundo'tbleievetaht I cuoldactulalyunderastnadwaht I was raeding. Usnig the inceridblepweor of the hmuanmnid, accdornig to rseacrah at CmabrigdeUinervtisy, it dseno'tmttaer in waht order the lettres in a wrod are, the olnyirpoartnttihng is taht the frsit and lsatleter be in the rhgitpclae.

12. The correct paragraph • I couldn't believe that I could actually understand what I was reading. Using the incredible power of the human brain, according to research at Cambridge University, it doesn't matter in what order the letters in a word are, the only important thing is that the first and last letter be in the right place.

13. Eye test

14. What is this????

15. Back

17. Perception happens in one of five ways: • You seesomething with your eyes • Smell something with your nose • Hear something with your ears • Feel something with your skin • Taste something on your tongue

18. What is this colour ???? Back

19. Back

20. Steps in the Perception Process • Selection اختيار • Organization التنظيم • Interpretation الترجمة • Negotiation التفاوض

21. Steps in the Perception Process • Selection • We “select” which data we will attend to. • How does the following stimuli influence our selections? • Intensity الكثافة • Repetition التكرار • Contrast التباين • Motives الدوافع • Emotional state الحالة العاطفية

22. Steps in the Perception Process • Organization • Perceptual Schema that is affected by • Physical constructs • Role constructs • Interaction constructs • Psychological constructs • How are these constructs used to organize information?

23. Read

24. Steps in the Perception Process • Interpretation: Making sense relying on our backgrounds. • Considerations الاعتبارات: • Relational satisfaction • Expectationsالتوقعات • Personal experience التجارب الشخصية • Assumptions about human behaviorافتراضات حول السلوك البشري • How are these constructs used to organize information?

25. Steps in the Perception Process • Negotiation: The process by which communicators influence each other’s perceptions through communication. • Narrativesالسرد : Personal stories created to make sense of our personal world • Narratives include “heroes” and “villains” When narratives clash, we: • Hang on to our point of view • Refuse to consider anyone else’s • Try to negotiate common ground

26. Perception الإدراك • The process by which people translate sensory impressions into a coherent and unified view of the world around them. العملية التي من خلالها يترجم الناس الانطباعات الحسية إلى وجهة نظر متماسكة وموحدة عن العالم من حولهم.

27. Perception الإدراك • The process by which people translate sensory impressions into a coherent and unified view of the world around them. العملية التي من خلالها يترجم الناس الانطباعات الحسية إلى وجهة نظر متماسكة وموحدة عن العالم من حولهم.

28. And now We find that our perception is affected by many individual factors .And perception affect the learning .So learning experience will differ between individuals and this may lead to misconception .So how can we unify learning experience for our students ??????????

29. Project based learning (PBL)

30. Science educators and pbl

31. Science educators and pbl

32. Project based learning (PBL) • PBL instruction is a science teaching approach through which students learn by conducting projects that are relevant to their lives and communities. They select and investigate authentic research questions, and are expected to take responsibility for their own learning.

33. The project cycle BPL

34. 1-Orientation In this step of PBL students should be instructed on • the expectations of project work, • the importance of collaboration in science, • information sharing, • safety issues, • responsibilities and roles expected of them, • how they will relate to each other, and • how their learning will be assessed.

35. 2-Identifying and defining a project After orientation, the next step is identifying and defining a project. • Students working in groups, think of an area of study (interesting problems or challenges which related to their current science content and relevant to their lives). • students write down on a piece of paper possible questions to investigate. • test the chosen question by answering the following: 1. Is our question clear? 2. Can we investigate it in the amount of time available? 3. Can we do it at a reasonable cost, without purchasing expensive materials? 4. Will the results benefit other people? 5. Will our question contribute new knowledge to the field?

36. 3-Planning a project • Planning a project is a process of thinking, discussing, and documenting how the question is going to be investigated. • The project plan serves two main functions: • To propose what and how students are going to learn, and what artifacts to produce as evidence of their learning. The products can be: Models – Experiments - Creative writing-poem –posters - Educational tools – teach a mini lesson – write a report - Book or article critique - Computer applications- presentation. 2. To provide a framework for evaluating what and how students learned. • a typical project plan includes the following: title; question; purpose; methods or procedure; list of tools; materials, technology, and time required; roles and responsibilities; and assessment activities.

37. 4-Implementing a project • Project is a very hands-on, practical matter. • Students use tools, materials, and technology to collect and record data. They analyze this data and prepare reports. • During the implementation process, students are expected to work collaboratively in a spirit of cooperation and mutual respect. • This is the time when the science teacher will have the most work to do in terms of supervising group work: 1- mentoring and modeling behavior that is essential for success in science (i.e., patience, observing things closely and recognizing patterns, taking multiple measurements, recording data accurately, using tools appropriately, and looking for alternative explanations of data). 2- monitor how different groups are progressing and work closely with those who need help so that no group is left behind.

38. 5-Documenting and reporting project findings • Upon completion of their data analysis and report writing, • student groups present their reports for peer review. • Students are expected to do a verbal presentation and answer questions from other students and the teacher. • The teacher’s role during presentations is to ask questions to make sure students understand the science process they were engaged in. • learning points. In addition, the teacher is also responsible for assessing students’ artifacts, which could include project plans, data sheets, models, materials, improvised tools, multimedia, or final reports.

40. 6- Evaluating and taking action • Sometimes PBL assignments conclude at the previous step. • In other cases, students are encouraged to put into practice what they have learned from their project. • This step involves evaluating and taking action.

41. Example: Example projects for a meteorology unit: • Models—atmosphere in a box, terrariums. • Experiments—build a rain gauge and measure precipitation. • Posters—fronts and weather systems, wind patterns. • Educational tools—teach a mini-lesson on pressure using manipulative. • Classic research—write a report about Ben Franklin or lightning-strike survivors. • Book or article critiques—write a summary about ball lightning and include pictures. • Computer applications—create graphs on global warming data.

42. Good examples of pbl • Obtaining clean drinking water for the community. • How can we reduce the pollution in the schoolyard pond? • Designing a cooker which low in cost and material found locally.

44. PBL and Perception • PBL provides : • Stimulus based on real world. • Real organization. • Interpretation based on outcomes. • Negotiation based on facts.

45. Scientific inquiry • PBL requires students to use inquiry.

46. Scientific inquiry • PBL requires students to use research.

47. Scientific inquiry • PBL requires students to use Planning skills.

48. Scientific inquiry • PBL requires students to use critical thinking.

49. Scientific inquiry • PBL requires students to use problem-solving skills.

50. Real world • PBL engages students in complex, real-world issues and problems; where possible, the students select and define issues or problems that are meaningful to them.