The Use of Discrepant Events in the Science

Classroom

Denny LaBargePhysics Teacher

Colegio Americano de Quito

My Presentation Objectives

• The Students Who Walk Into Science Class

• Teaching Philosophy in the Science Classroom

• The Value of Discrepant Events• Demonstrations of Simple Discrepant

Events• The Role of Discrepant Events as an

Instructional Strategy• Discrepant Event Resources

Students Are Confused and Distrustful of

Science

Students LackCritical Thinking Skills

Do These Sound Familiar?

“Critical Thinking: What It Is and Why It Counts”Published 2010

Dr. Peter A. FacioneSenior Researcher with Insight Assessment

“I don’t waste time looking things up.”

“I hate when teachers discuss problems instead of just giving

the answers.”

“If my belief is truly sincere, evidence to the contrary is

irrelevant.”

“No matter how complex the problem, you can bet there will be a simple solution.”

“An Exploration of Common Student Misconceptions in Science,” 2006Fiona Thompson and Sue Log

School of Education, University of Adelaide

“Students come into the classroom with prerequisite

knowledge (existing schemas) and, as they progress through their education, these schemas

are progressively (or sequentially) built upon.”

They Carry Baggage

“In order to teach science successfully, it is vital to ensure that existing schemas are sound

and to modify any misconceptions that will compromise them……”

“I am among those that think science has great

beauty. A scientist in his laboratory is not only a technician: he is also a

child placed before natural phenomena which

impress him like a fairy tale.”

Madame Marie Curie

Physicist – Chemist2 Time Nobel Prize Winner

Let’s Make it to the Dinner Table

The Value of Discrepant Events

“A discrepant scientific event is a surprising occurrence – such as corn growing faster in the dark

than in the light – that challenges learners’ preconceptions.”

Emmett L. Wright, PhDAcademic Curriculum, Science Education,

Environmental BiologyPennsylvania State University

“One way to challenge students’ naïve ideas is to apply the conceptual

change model of science learning. This model proposes making students

aware of the inadequacies of their own explanations by exposing them to evidence that directly contradicts

their ideas, thereby creating cognitive conflict.”

K. Appleton“Students’ Responses During Discrepant Event Science

Lessons”Annual Meeting of the National Association for Research in

Science Teaching- 1996

Successful Discrepant Events

Simple

Accessible

Tested

Understandable

• Use Everyday Objects Whenever Possible

• Possible for Students to Recreate

• Make Sure They Work Before Trying With Students

• Be Sure You Can Explain them

Today’s DiscrepanciesIf I Told You – That Would Spoil The Surprise, Now Wouldn’t It?

I hear and I forget. I see and I

remember. I do and I understand.

- Confucius

- Discrepant Events - Part of a Larger

Instructional Strategy• Discrepant Events to Introduce New Concept• Conundrums• Problem-of-the-Day• Inquiry Driven Instruction• Inquiry Labs to Introduce New Concepts• Design or “Discovery” Labs• Independent Research

Discrepant Events- Resources -

• Websites• http://www.mcrel.org/whelmers/index.asp• http://bcramond.myweb.uga.edu/home/DiscrepantEvents.htm• http://www.plu.edu/~vedrosr/discrepant.html• http://www.csun.edu/scied/

I do not teach my pupils. I only attempt

to provide the conditions in which

they can learn.

- Albert Einstein