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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
Questioning Strategies
Blooms Taxonomy (1956)KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation
Anderson & Krathwohl (2001)RememberUnderstandApplyAnalyzeEvaluateCreate
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
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