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Class 5: Conceptual change (Constructivism)

Class 5: Conceptual change (Constructivism) Students will begin to understand that students have pre-instructional conceptions when they enter the classroom. Effective instruction must take these conceptions into account. TA’s must first assess the pre-conceptions before instruction begins.

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Class 5: Conceptual change (Constructivism)

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  1. Class 5: Conceptual change (Constructivism) Students will begin to understand that students have pre-instructional conceptions when they enter the classroom. Effective instruction must take these conceptions into account. TA’s must first assess the pre-conceptions before instruction begins.

  2. Thought Ignition

  3. The reality…….. Real video What it looks like for real.

  4. Cognitive psychology: Constructivism We construct our own knowledge Re ^

  5. Have to want to do this! Conceptual change is generally defined as learning that changes an existing conception (i.e., belief, idea, or way of thinking) Not teaching!

  6. Analogy is when we use our previously constructed knowledge to apply newer information that we want to learn.

  7. Learning Through Analogies Accessing prior knowledge “Electric circuits are like water running through a hose.” Analogies are connections to prior knowledge!

  8. Analogies enhance learning Highlight common relationships Lead to new inferences Comparing may reveal meaningful differences Comparing may lead to abstraction Current flows = water flows Voltage = water pressure How does current flow through a solid wire? Resistance may be similar to stepping on a hose.

  9. Let’s look at another example: Look at the following illustration of a magnetic field (an abstract concept). What mental model do you have that will help you conceptualize a field?

  10. Models based upon experience.

  11. What is a magnetic field line? • What analogy can help me understand this concept?

  12. What if my analogy does not agree with the information you are presenting to me? Disequilibrium! (When you are most ready to learn.)

  13. Tonight’s Physics teaching gem……… Teaching through analogy Psyching Out the System When scientists study any system they must ask two basic questions: What are the basic objects, or "building blocks," from which this system is made? What are the interactions between these objects? http://www.particleadventure.org/other/education/two_s.html

  14. What are the rules? What is conserved?

  15. Observations: All about making distinctions. It either the observation has identity or it is nothing. Learning start when we are caught between. Discrepant event = Disequilibrium What it is. What it is not.

  16. “Disequilibrium…the point at which the mind is most ready to learn.” Jean Piaget

  17. “Man’s mind, once stretched by a new idea, never regains its original dimension” Oliver Wendall Holmes Ask me about Izard’s Department Store.

  18. You and your Master UTA will be working together to develop a lesson relative to a topic specific to the section in which you are working. Class on April 14, 2010 will be set aside to allow for this time.

  19. Piaget-based Learning Cycle Exploration Concept Introduction Application

  20. Exploration Concept Introduction Application

  21. Cognitive Psychology and the Conceptual Change Model

  22. Agent of change = teacher 112 207 213

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