1. Thinking in Two Worlds: Build a MTC that goes the farthest High School Science 9th Grade Science Lab Typical Inquiry Characteristics** Preparation up to the Lab Enactment / Data Collection Integrated Economics Unit Learn something meaningful about Newtons Laws EDP 370: Applied Development Goal: Learning about Piaget Identify Characteristics of Disequilibrium Make connections to functional failure Identify Characteristics of Work Together Qualitatively Different Thought Map Schemas (Cog Sci) Observe Changes in Thinking Reveal Misconceptions about Piagets Theory

2. Piagets Theories of Learning and Cognitive Development Learning Theory (Inquiry Activities) How do students make or construct meaning out of the MTC experience? How did each learner contribute to the process of meaning making? Theory of Cognitive Development How were students thinking systematically different from each other? (at the start of the unit) What thinking tools did students acquire to understand/use Newtons Laws? What conceptual changes did students experience in that allowed them to think in qualitatively different ways at the end of the unit? 3. Part 1: Mapping your Understanding Started with Mapping our Schemas Interpret from Schema Theory: Nodes, Links, Organization Interpret from Piagets Theory: What were you aware / not aware of? What symbols did you have to think with? What underlying principles did you understand? In what ways were you willing to think outside the box? 4. Exploring Newtons Laws; Exploring Qualitative Differences in Concepts Inquiry Actively Explore our Conceptual Understanding of Newtons Laws Actively Explore our Conceptual Understanding of Piagets Theory BIG conceptual changes (qualitative differences in thinking) are preceded by the acquisition of different cognitive tools: Awareness Symbols Conservation Tools Identity / Reversibility Sequence / Seriation Amount & Volume Formal Thinking Tools Scheme vs. Schema: Schemes are these big, cognitive tools (or mental shifts) that children acquire that SHAPE how they organize their schemas. 5. Central Tenets of Piagets Learning Theory (Review?) Maturation Organization & Schemes Activity / Exploration Disequilibrium Adaptation Assimilation Accommodation Pedagogically Sound constructivist activities will contain all of these elements. 6. Reflect on Your Experience Where did your group experience disequilibrium? Where did your group have to stop and check your understanding? How did your ways of learning contribute to how your group learned? How did having a model help / hinder your learning about Newtons Laws? How did having your iPad (apps and wireless)? 7. Disequilibrium 8. Functional Failure 9. Contributions of the Learner 10. Reflect on Qualitative Differences in Thinking Acquisition of Awareness? Acquisition of Symbols? Force, Friction, Mass, Acceleration, Speed, Distance, Vector, Energy (potential, kinetic, net), Work Majority of class had acquired some or all Acquisition of Underlying Principles? Each Law Must be Conserved Classifications: Forces, Masses, Frictions, and Points of Energy Transfer Sequences: Generate Force #1 (given), Energy Transfer #2 Conserving on two or more. 11. Schemes 1 & 2: Lack of Awareness & Becoming Aware Sensorimotor Period (around 6 months) All learning / thinking occurs through interaction with the physical world: seeing, hearing, touching, and moving Object-Permanence Cause & Effect Step 1: Bring Awareness How many of you learned about FORCE and Newtons Law in school? Did anyone have nothing they could put on their schema? 12. Understanding Conservation: Newtons Laws Law #1: Objects in motion will remain in motion and objects in rest will stay in rest when the net force is equal to zero. Law #2: Acceleration is equal to the force divided by the mass. (A=F/M) Law #3: For every action there is an equal and opposite reaction. In order to be successful with this task, you MUST conserve all three laws simultaneously. 13. Scheme 3: Thinking with Symbols Preoperational Period Begin to internalize our actions and develop mental representations (mental symbols for the things we experience). Thinking is still pre-logical and constrained by physical realities. Easily fooled by superficial characteristics because all symbols have equal importance. Symbolic-Thought Goal-Directed Behavior Step 2: Build Symbols; Mental Representations What kinds of terms, ideas, principles (i.e. nodes) do you need to have in order to understand Newtons Laws and how FORCE makes things move? 14. What symbols did you acquire during the task? 15. Scheme 4: Understanding Hidden Principles Concrete Operational Period Acquire basic principles that hold the world together and make it a predictable place. Conservation Skills Identity / Reversibility Seriation Classification Amount Volume = Unique Property = Defining Sequences = Defining Categories = Unique 2-Dimensional Characteristics = Unique 3-dimensional Characteristics o Step 3: Reveal Underlying Principles What are the underlying principles that a FORCES ability to move an object? 16. Acquiring Conservation Tools Piaget called the period of middle childhood a period of concrete operations because he believed children needed concrete experiences to really understand hidden principles. How did having to make a working car reveal to you the hidden principles of Newtons Laws? How did having to classify forces / masses help? To be successful you had to make priorities (identify a sequence). What sequences were revealed to you? 17. Revealing Underlying Principles 18. Scheme 5: Thinking in Systematically, in Multiple Dimensions, and in Abstraction Formal Operational Period Ability to think in abstraction, able to apply principles to understand hypothetical problems and consider topics/issues that fall outside of personal experience. Able to systematically approach problem solving. Decentration of Thought Perspective Taking Hypothetico-Deductive Reasoning These are the sets of skills that Piaget argued we require to be a truly self-regulated learner. Step 4: Provide Opportunities to Create New Spaces How will you systematically solve the problem of building a dragster that maximizes FORCE? 19. Building a Car Using Formal Thinking Tools 20. Piaget Take Aways Thinking becomes qualitatively different as we acquire new tools, new understandings (Teachers: Need to deconstruct their lessons in terms of symbols, conservation tools) To acquire these new tools, we have to Actively explore our environment Open ourselves to being in disequilibrium Seek to resolve disequilibrium in a way that brings us to new understandings 21. Acquisition of Cognitive Tools Knowing Piagets Stages of Development Does NOT Help Educators You cannot apply the stages Acquire Tools in a Sequence Your understanding is limited by the tools you have not yet acquired Potential to Acquire and Master Each Tool Somewhat Predicted by Age Object Permanence Symbolic Thought Conservation (Set of Skills) Decentration of Thought (Set of Skills) Pedagogically sound constructivist teaching will account for developmental differences in students thinking. 22. Crafting FR #3 Introducing Unit 4