1. Constructivism & Alternative Conceptions

2. What is constructivism? What are the implications of constructivist theory for teaching?

3. Case 7.3 How do Jill, Eugene and Andrew conceptualize constructivism? Supporting evidence

4. Jill: “I am not going to tell you what you should be learning. I want you to construct your own ideas about this subject.” Eugene: “Unfortunately, many teachers are confusing hands-on activities and discovery learning with teaching guided by constructivism... You must spend some time setting the stage and providing some background…Begin by determining what the students know about light.” Andrew: “Students always construct their own knowledge. This fact is true regardless of the way they are taught. What we want for learners is that they not only construct their own knowledge but also construct more and better knowledge for themselves.

5. The most important factor in learning is what someone already knows. - Ausebel

6. Sun, Earth & Moon 1-Draw the orbits of the earth moon and sun relative to each other (not to scale). 2-Blow up balloons that represent relative sizes of the earth and moon. 3-Estimate the distance between your earth and moon.

7. How much bigger than the earth is the sun? How many earths could be stacked between the earth and the sun?

8. Conceptions… Pre-conceptions Alternative conceptions Misconceptions What students know before instruction. What the student knows prior to instruction necessarily shapes what s/he will get out of instruction

9. Who has misconceptions? Where do they come from?

10. Where do alternative conceptions come from? Alternative conceptions often arise from students’ everyday experiences; they are usually common sense interpretations of the world. Students can interpret instructional messages quite differently than they were intended. Pictures of earth’s orbit

11. Implications: you as a teacher must Be aware of likely misconceptions Understand how likely misconceptions may “interact” with instruction Think of ways to align students ideas with scientific ideas

12. A Private Universe Prior to instruction, what did Heather think about: The earth’s orbit? Seasons? Direct and Indirect light? Following instruction, what did Heather think about: The earth’s orbit? Seasons? Direct and Indirect light?

13. Common Misconceptions Gases do not have mass and are not matter. Humans coexisted with dinosaurs. Plants get food from the soil. Particles do not move. Bubble in boiling water contain air.

14. Misconceptions Lists http://www.amasci.com/miscon/ opphys.htmlhttp://www.amasci.com/miscon/ opphys.html http://www.newyorkscienceteac her.com/default/NYST/Misconce ptions/childrens_misconception_ about_science.htmhttp://www.newyorkscienceteac her.com/default/NYST/Misconce ptions/childrens_misconception_ about_science.htm

15. Assignment Alternative conceptions interview and report…

16. Constructivism and Knowledge Transmission represent very different theories of learning. How would each of these theories explain what take place in Traditional lecture Laboratory experience without direct instruction Small group activity