COSIA 2010

Communicating Ocean SciencesCommunicating Ocean Sciencesto Informal Audiencesto Informal Audiences

Week 5: Constructing knowledge, Building Week 5: Constructing knowledge, Building understandingunderstanding

COSIA 2010

Quick Write

1) Address Roschelle's assertion that "considering prior knowledge forces a shift to thinking of learning as 'conceptual change' ".

How does this affect your activity design-please give a specific example.

2) Describe the types of seaweed and their role in ocean ecosystems.

COSIA 2010

Learning

Blank slates• Learner as a tabula

rasa, blank slate, or empty vessel.

• Learning is filling the learner with information.

• Teaching is transmission of knowledge, i.e. teaching as telling.

Clever minds• Learner as clever

minds, full of preconceived ideas & private explanations.

• Learning is adding to, connecting to, & changing learner’s ideas & explanations.

• Teaching is guiding learners through the learning process.

COSIA 2010

Basic ideas about constructivism• All learners arrive at any learning situation

with their own often quite elaborate ideas, explanations & theories. They are far from “blank slates”.

• Learning is an active process of engaging & manipulating objects, experiences, & conversations.

• Learners “construct” their own understanding of the world based on their experiences, motivations, & cultural and social interactions with peers and others.

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Terms for learner’s thinking

• Misconception• Preconception• Alternative conception

Learner’s thinking & ideas

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Phases of the Moon

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Think-Pair-Share• Think about the times you looked at the

Moon. – What did it look like? – Did you see it last night? – What shape was it?

• The different shapes and look of the moon is referred to as the phases of the moon. – What do you think causes the phases of

the Moon?

COSIA 2010

Thinking about Thinking

• How was prior knowledge elicited and used in the activity?

• What did you do to make sense of what causes the phases of the moon?

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Strategies for learning & teaching• Hands on, manipulation of the model

• Listening to & talking with peers • Thinking on your own• Listening & talking with the instructor in the whole

group• Overhearing other peers• Discussing and testing out ideas that agree or

disagree with your own understanding• Asking new questions• Explaining your ideas to peers or instructor• Accessing and making connections to prior

knowledge & experiences

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Ponder this

• What makes experiences important for learning?

• What makes social interactions important for learning?

• What affect did your prior knowledge have on your learning experiences?

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A constructivist process for learning

• Complex ideas develop over a long period of time.

• Learners must encounter multiple learning experiences that encourage them to – question their assumptions– engage in discussion about their ideas– make connections to and build on their prior

knowledge– apply their new understandings in different

contexts.

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Ideas from research

• Read each finding aloud in your small group & then together choose two or more of the statements & discuss the following questions: – What are your experiences, impressions, and/or

opinion of the ideas?– Which statements would you like to discuss more

fully & what about each one leads you to want to discuss it further?

– How might you facilitate an activity in a learning environment (even your own learning) to take the research on learning into account?

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Ponder this

• How do you know what prior knowledge your learners are bringing with them to the experience?

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Metacognition

• Metacognitive abilities are critical to learning. • Metacognition is “thought about thought”, and

refers to a broad range of processes, including monitoring, detecting incongruities or anomalies, self-correcting, planning and selecting goals, & even reflecting on the structure of one’s knowledge & thinking.

• Metacognitive abilities enable learners to detect inconsistencies in their thinking.

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Activity Development

How are you progressing?

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Tidepool Exploration

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Self-reflection

• How can these ideas about learning, prior knowledge, & metacognition be useful & relevant to you?

• When you teach, how might you help your learners to make sense of the science?

• What challenges might you face when applying these ideas in designing & engaging in learning experiences in an informal environment?

COSIA 2010

HomeworkHomework• Reading.

– National Research Council. (2007). Chapter 6: Understanding how scientific knowledge is constructed. In Taking science to school: Learning & teaching science in grades K-8. Washington, DC: The National Academies Press.

– Michaels, S., et al. (2008). Chapter 5: Making thinking visible: Talk and argument. In Ready, set, SCIENCE!: Putting research to work in K-8 science classrooms. Washington, D.C.: National Academy Press.

– Natural selection readings from Understanding Science website: "Misconceptions about natural selection”

– Moon phases readings• On-line discussion.• Presentation.

– Present at LHS once during Feb 20 – 28. (Not your own activity.)• Activity Development.

– Assemble your materials & try out your activity with a friend to make sure it WORKS!

– Receive feedback on activity proposal & refine activity.– Be ready to present activity to peers in one of the next two class sessions.