DSmith Reflection ETEC 530

8/2/2019 DSmith Reflection ETEC 530

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Running Head: ON-LINE LESSON REFLECTION 1

Reflection on Designing an On-Line Constructivist Lesson

Doug Smith

ETEC530


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Introduction

For this online lesson, I chose to address an introductory lesson on momentum for

Physics 11, as addressed in the BC IRP. Momentum is an interesting topic to explore for

constructivism because it is a topic that is typically not dealt with in terms of labs in the

classroom. As an endeavor to bring more authentic, constructivist learning to physics, I am

interested in exactly making these types of lessons.

Background

In the past I would have dealt with the concept of momentum as an extension of

Newtons Third Law. Some inert student demonstrations would be used, such as moving along

on a skateboard, adding an impulse, and observing the resulting change in speed. These types of

demonstrations are teacher centered and do not lead to increased learning (Crouch, Fagen,

Callan, & Mazur, 2004).

The Lesson

For this lesson, my primary goals were to achieve three primary goals. First of all, I

wanted to use a cycle of 5e cognitive change model (zdemir & Clark, 2007; Sunal, n.d.).

Secondly, I wanted to incorporate social and collaborative learning. Thirdly, I wished to have a

strong metacognitive presence in the lesson.

I believe that I successfully implemented a learning cycle using the 5e cognitive change model:

Engage: introductory video and prediction

Explore: using the PhET collision simulator

Explain: the momentum lesson brings forward theory and problem solving

Elaborate: through the reflection and discussion

Evaluate: the students are asked to both self-assess, and they are given a quiz.


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Furthermore, the initial activity not only serves to engage but also operates as a distinct

POE activity (Joyce, 2006).

One of the biggest challenges in developing online courses for secondary students in BC is

that the students are generally all self-paced and this makes social collaboration difficult. Ive

tried to implement some aspects of social cognition in my lesson, primarily through the use of

asynchronous discussion forums. I dont think this is the ideal solution, and I am exploring other

ways to implement aspects of the Knowledge Forum (Scardamalia & Bereiter, 1994). For

example, a post-it note web 2.0 website could be incorporated for the sharing of thoughts and

ideas. I think better solutions could be arrived at through custom module programming inMoodle though.

The last goal of mine was to incorporate metacognition, and I think this was done very

well. The learning objectives and Big Idea are presented at the beginning of the lesson, in age

appropriate and accessible language. In other words, the governments prescribed learning

objectives are re-written into something useful for the students. Within the lesson itself, there is

a self-assessed questionnaire that can be the hallmark of metacognition and answering the

question of what do I know, and what do I still need to learn? I think my implementation of

this activity using the custom questionnaire activity in Moodle can be very useful.

While this lesson is not ideal, I consider it to be a strong step in the correct direction, and

continues to be an evolutionary change in the way that I develop constructivist lessons, not only

for the 2f2 classroom, but also for on-line lessons.


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References

Crouch, C., Fagen, A. P., Callan, J. P., & Mazur, E. (2004). Classroom demonstrations: learning

tools or entertainment?American Journal of Physics, 72(6), 835. doi:10.1119/1.1707018

Joyce, C. (2006). Predict, observe, explain (POE). Assessment Resource Bank. Retrieved from

http://arb.nzcer.org.nz/strategies/poe.php

zdemir, G., & Clark, D. B. (2007). An overview of conceptual change theories. Eurasia

Journal of Mathematics, Science & Technology Education, 3(4), 351361.

Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities.

The Journal of the Learning Sciences, 3(3), 265283.

Sunal, D. W. (n.d.). The learning cycle: a comparison of models of strategies for conceptual

reconstruction: a review of the literature. Retrieved from

http://astlc.ua.edu/ScienceInElem&MiddleSchool/565LearningCycle-

ComparingModels.htm

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DSmith Reflection ETEC 530