Learning and Science Mathematics cont.
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Transcript of Learning and Science Mathematics cont.
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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
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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…
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Problem Solving in Mathematics
Problem Translation• Linguistic and Factual knowledge
Problem Integration• Schematic knowledge
Solution planning and monitoring• Strategic knowledge
Solution Execution• Procedural knowledge
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Expert v. Novice Problem Solvers
Area Experts NovicesTranslation & 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
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Conservation of number
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Questioning Strategies
Blooms Taxonomy (1956)KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation
Anderson & Krathwohl (2001)RememberUnderstandApplyAnalyzeEvaluateCreate
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Science“The whole of science is nothing more
than the refinement of everyday thinking.”
Einstein
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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:
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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?
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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
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Mental Representations
The representations we construct in encoding our experiences have profound effect on our behavior and our learning.
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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.
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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.
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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
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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.
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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
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Stages in Conceptual Change
Conceptual change isn’t easy, but does follow a predictable course.
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Stages in Conceptual Change
Initial discomfortAttempts to explain away Attempts to adjust observationsDoubtVacillationFINALLY, conceptual change
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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
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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
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“It is better to ask some of the questions than to know all the
answers.”- James Thurber