angela osterman meyer, ph. d. manuel j. mon, m.d., ph. d. 2012 fcr-stem conference december 6...
Post on 04-Jan-2016
217 Views
Preview:
TRANSCRIPT
Angela Osterman Meyer, Ph. D.Manuel J. Mon, M.D., Ph. D. 2012 FCR-STEM Conference
December 6 Session A28
Workshop goalsProvide a conceptual foundation
Constructivist teaching, inquiry-based learning, the Conceptual Change Model, Mental Model Building (MMB)
Demonstrate using MMB and students’ observations as the foundation for a student projectThe Lunar Phases Project
Brainstorm, visualize, and begin outlining future projectScaffolding provided
Bloom 1956, Pohl 2000
Didactic modelsInstructor-centeredPresentation, practice, review, testFocus on memory of vocabulary and
proceduresSeldom elicits critical thinkingLittle or no student collaborationStudents take a passive roleEncourages lower-level student learning
(Remembering, Understanding)
summarized by R. Hubing and presented by L. Frost 2012
Constructivist modelsLearner-centeredAnalysis, discovery, synthesis, applyFocus on developing deep understandingCritical thinking is built into these modelsStudent collaboration is strongly encouraged,
with individuals accountable for learning and contributing
Students take an active role in their own learningEncourages higher-level learning (Creating,
Evaluating)
summarized by R. Hubing and presented by L. Frost 2012
Inquiry-based teachingFollows the constructivist perspectiveThe instructor’s role is to facilitate student learningStudents participate in activities encouraging
exploration, concept invention, and application (as opposed to “cookbook” activities)
Community and cooperation are valued. Students actively discuss and analyze ideas in groups.
To learn concepts, students are given opportunities to discover information themselves rather than simply read a chapter or memorize the instructor’s notes.
presented by L. Frost 2012
Conceptual Change ModelStudents become aware of their own
preconceptions about a concept by thinking about it and making predictions (committing to an outcome) before any activity or instruction begins.
Students expose their beliefs by sharing them, first in small groups, then with the class.
Students confront their beliefs by testing and discussing them in small groups.
Stepans 2003
Conceptual Change ModelStudents work toward resolving conflicts
between their initial ideas and their new observations, thereby accommodating the new concept.
Students extend the concept by trying to make connections between the concept learned in the classroom and situations outside of the classroom.
Students are encouraged to go beyond, pursuing additional questions and problems related to the concept.
Stepans 2003
Use of models in scienceStrengths
Models are a strong component of real scienceMuch more intriguing than textbook readings or a
verbal explanationWeaknesses
Models can also create misconceptions (e.g. 2-d drawings of Earth’s nearly circular orbit around the Sun shown from the side look like an exaggerated ellipse)
If only one model is provided, that may be perceived as the “official,” complete picture rather than simply one of many possible, correct diagrams or models
Mental Model Building (MMB)Follows from the Conceptual Change ModelStudents first create a visual or concrete model
that represents their preconceptionsStudents gather information about the conceptStudents study and analyze the information
collected in relation to their preconceptions and the problem or concept under investigation
Finally, students revise their thinking and refine their models to reflect their new understanding
Schmidt, Gischel, & Stepans 2012
How MMB supports inquiry-based learningStages of Inquiry Phases of Mental
Model Building
Analysis Visualizing preconceptions
Discover Gathering information, Analyzing information
Synthesis Revising models
Schmidt, Gischel, & Stepans 2012
Combining MMB with students’ observationsThe Lunar Phases ProjectDevelopment began in Fall of 2008Implementation began in Spring of 2009Development and results through Spring of
2011 published in the Astronomy Education Review by Meyer, Mon, and Hibbard (2011)
Getting startedExamples of topics suitable for
MMB/observational projectsThe observations can be real or simulated
(e.g. use applets available online)MMB can also be applied to more abstract
concepts, where models are still useful even though observations may not be available or useful
Resources/ReferencesBloom, B. S. 1956
Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
Stepans, J. L. 2008 Targeting Students’ Science Misconceptions Tampa, FL: Showboard, Inc.
Schmidt, D. L., Gischel, C., & Stepans, J. L. 2012 “Models, Methods and Strategies for a New Era”, in preparation
Meyer, A. O., Mon, M. J., & Hibbard, S. T. 2011 “The Lunar Phases Project: A Mental Model-based Observational Project for Undergraduate Nonscience Majors,” Astronomy Education Review, 10, 010203
Pohl, M. (2000) Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow
AcknowledgementsThis work is supported in part by NASA through the
Florida Space Grant Consortium, by FGCU’s College of Arts and Sciences, and by FGCU’s Whitaker Center for STEM Education
Dr. Susan J. Cooper and Dr. Diane Schmidt of FGCU’s College of Education
Dr. Laura Frost, Director of FGCU’s Whitaker Center for STEM Education
top related