Conceptual change

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Transcript Conceptual change

Class 5:
Conceptual change
(Constructivism)
Students will begin to understand that
students have pre-instructional conceptions
when they enter the classroom. Effective
instruction must take these conceptions into
account. TA’s must first assess the preconceptions before instruction begins.
Thought Ignition
The reality……..
Real video
What it looks like
for real.
Cognitive psychology:
Constructivism
We^ construct our own
knowledge
Have to want to do
this!
Conceptual change is generally defined
as learning that changes an existing
conception (i.e., belief, idea, or way of
thinking)
Not teaching!
Analogy is when we use our
previously constructed
knowledge to apply newer
information that we want to
learn.
Learning Through Analogies
“Electric circuits are like
water running through
a hose.”
Accessing prior
knowledge
Analogies are
connections to
prior
knowledge!
Analogies enhance learning
1. Highlight common relationships
Current flows = water flows
2. Lead to new inferences
Voltage = water pressure
3. Comparing may reveal meaningful differences
How does current flow through a solid wire?
4. Comparing may lead to abstraction
Resistance may be similar to stepping on a hose.
Let’s look at another example:
Look at the following illustration of a magnetic field (an abstract concept).
What mental model do
you have that will help
you conceptualize a
field?
Models based upon experience.
What is a magnetic field line?
What analogy can
help me
understand this
concept?
What if my analogy does not agree with the information
you are presenting to me?
Disequilibrium!
(When you are most ready to learn.)
Tonight’s Physics teaching gem………
Teaching through analogy
Psyching Out
the System
When scientists study any system they
must ask two basic questions:
1) What are the basic objects, or
"building blocks," from which this
system is made?
2) What are the interactions between
these objects?
http://www.particleadventure.org/other/education/two_s.html
What are the rules?
What is conserved?
Observations:
All about making distinctions. It either the
observation has identity or it is nothing.
What it is.
What it is not.
Learning start when we are caught between.
Discrepant event = Disequilibrium
“Disequilibrium…the
point at which the
mind is most ready to
learn.”
Jean Piaget
“Man’s mind, once
stretched by a new idea,
never regains its original
dimension”
Ask me about Izard’s
Department Store.
Oliver Wendall Holmes
You and your Master UTA will be working
together to develop a lesson relative to a
topic specific to the section in which you
are working.
Class on April 14, 2010 will be set aside to
allow for this time.
Exploration
Piaget-based
Learning Cycle
Concept
Introduction
Application
Exploration
Exploration Phase
A. The lesson contains an exploration phase that is activity-oriented.
B. Ample time is provided for the exploration phase.
C. The exploration activity provides student-student and studentteacher interaction.
Concept Introduction Phase
A. The concept(s) and term(s) is/are an outgrowth of the exploration
phase.
B. The concept(s) is/are explained by the student or the term(s) is/are
defined by the student.
C. The concept(s) is/are named by the teacher or appropriate
vocabulary is developed after explanation or definition by the students.
Concept Application Phase
A. The student extends the concept(s) to a new situation.
B. Appropriate activities are used to apply the concept(s).
C. The teacher and the students have opportunities to use new
vocabulary.
Concept
Introduction
Application
Cognitive Psychology
and the Conceptual
Change Model
Agent of change = teacher
Where are we
coming from?
112
Where are we going
to?
207
How are we going
to get there?
213