Learning and ScienceMathematics cont.

Bluebook Anticipatory Set Learning and Mathematics cont. Discussions–Questioning Strategies Learning and Science Current Issue Journal Article for D2L

For Thursday: Quiz #1, Current Issue Journal Article topic approval by Oct. 12th

Bluebook Anticipatory Set

Review all previous types of assessment (strengths and weaknesses in each charts) and describe how you would create an assessment for Quiz #1 (Chap. 1-6).

How would you divide the 25 pts.? What kinds of questions would you use? How would you divide the chapters?Justify your response…

Problem Solving in Mathematics

Problem Translation• Linguistic and Factual knowledge

Problem Integration• Schematic knowledge

Solution planning and monitoring• Strategic knowledge

Solution Execution• Procedural knowledge

Expert v. Novice Problem Solvers

Area Experts Novices

Translation & Integration(representing problems)

Focus on structural features. Search for context, underlying principles and relationships in problems.

Focus on surface features. See problems in isolated pieces.

Planning Plan carefully before attempting a solution to novel problems.

Plan briefly then quick adopt and try solutions.

Monitoring Demonstrate well developed metacognitive abilities; abandon inefficient strategies

Limited metacognition; persevere with unproductive strategies

Conservation of number

Questioning Strategies

Blooms Taxonomy (1956)KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

Anderson & Krathwohl (2001)RememberUnderstandApplyAnalyzeEvaluateCreate

Science

“The whole of science is nothing more than the refinement of everyday

thinking.”Einstein

ScienceBefore we talk about learning science, let’s take a few minutes to think about our experiences with science.

Here’s a little writing task. Write your response to the following:

Science1) Describe a scientific misconception you held at one time.2) What was the source of this misconception?3) How long did you hold this misconception?4) How did you come to a new understanding?

Mental Representations are:

The symbol structures we construct to encode our experiences, process them, and store them (schema).

The symbolic links between the external environment and our internal mental world

Mental Representations

The representations we construct in encoding our experiences have profound effect on our behavior and our learning.

Learning in Science

A traditional view of science

Learning in science is similar to learning in other areas.

Learning in science also differs in some important ways.

Conceptual Change Model

Learners enter science instruction with many pre-existing misconceptions or incomplete representations that can conflict with the teacher’s teaching of scientific concepts.

Goal of Conceptual Change

Learners must replace their misconceptions with new conceptions -that is, they must find new mental models that explain observations (data) better than the previous ones.

-Piaget called this accommodation

Science

In addition as part of the- Conceptual Change Model

Students need to develop scientific thinking skills, such as how to use their conceptions to solve problems.

Steps Toward Conceptual Change

Changing misconceptions to more accurate conceptions involves multiple processes.

•Recognizing an Anomaly

•Discarding a Misconception

•Constructing a New Model

•Using a New Model

•Learning to Build & Use Scientific Knowledge

Stages in Conceptual Change

Conceptual change isn’t easy, but does follow a predictable course.

Stages in Conceptual Change

Initial discomfortAttempts to explain away Attempts to adjust observationsDoubtVacillationFINALLY, conceptual change

Learning and ScienceMathematics cont.

Bluebook Anticipatory Set Learning and Mathematics cont. Discussions–Questioning Strategies Learning and Science Current Issue Journal Article for D2L

For Thursday: Quiz #1, Current Issue Journal Article topic approval by Oct. 12th

Quiz #1

Chapters 1-6 in the text Table of Contents/Summaries PP Presentations (electronic syllabus) Assessment Item Analysis Multiple Items (some of each to

match different learning styles) No time limit

“It is better to ask some of the questions than to know all the

answers.”

- James Thurber