Essential Science for Teachers: Physical Science
In-depth interviews with children that uncover their ideas about the topic at hand.,In this segment the interviewer is using the phenomenon of salt dissolving in water to build upon the student's previous ideas about mixing substances together. This time the student sees one of the substances as "disappearing." Even though he says the mixture will still taste salty, which is evidence that there is salt in the water, he shows that he holds on to a belief that the salt has disappeared and is gone.
Essential Science for Teachers: Physical Science
In-depth interviews with children that uncover their ideas about the topic at hand.,In this segment, the interviewer is trying to find out the student's idea about where water goes when it evaporates. The segment shows that the student holds on to the idea that water goes "up" to a cloud or when he is presented with evaporated water in a sealed off room, he still thinks it goes "up" and in this case forms mist near the ceiling. The segment reveals the student does not understand the idea that th
Essential Science for Teachers: Physical Science
In-depth interviews with children that uncover their ideas about the topic at hand.,In this segment the interviewer is trying to find out if the student understands the that even though you may change some things, such as mixing two things together, the individual components still retain their properties. In this case the water and sand did not change, they were merely mixed together. The interviewer asks if the sand would be any different and if you could get the sand by itself.
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The interviewer probes for ideas about how mountains wear down. He asks the student to draw a picture of how the mountain formed. The pictures show the student has the idea of the mountain wearing down and leveling over long periods of time but believes that it was due primarily to biological agents like lichens and mosses.
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,Throughout the video the student holds on to an idea that continents drifted apart because they were pushed by ocean currents. This video provides an example of how the interviewer conforonted the student with her drawing to have her think whether her personal theory made sense. He asked her how ocean currents could cause drift if there was no ocean, as seen on her diagram of the large land mass. When she tries t
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,This video segment is helpful in showing how th einterviewer uses the phenomenon of the Hawaiian Islands formation to probe for the student's ideas about volcanoes and how volcanoes form land masses such as the islands. She draws a picture to explain her idea and then draws a different picture. The interviewer uses this to probe further by asking her why she changed her mind. He also tries to get her to think abo
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The interviewer uses two different pictures to probe for the students' ideas about what makes the mountains wear down. To lead the student toward the idea of erosion and weathering, he asks the student which mountain is older. The student responds corretcly but uses a "shrinking" idea whoich when asked to explain, says it "had an erosion". The interviewer goes on to find out what he means by "an erosion". The stu
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The interviewer probes the student's ideas about how organisms like lichens and bacteria can break down rock. The video shows the student has some naive ideas about decomposers but does have a basic idea that there are organisms that break down rock.
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The interviewer builds upon the student's idea that rock can break down into sand by asking if the student thinks the sand can ever come together to form rock again. This video is helpful in assisting teachers to understand that a student may have the idea that rock breaks down into sand but doesn't know that the sand can reform into rock, which is necessary to understanding sedimentary rock formation.
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The interviewer probes for the student's ideas about how minerals come together. The student is struggling with a "like and unlike" coming together idea based on his conception of magnets.
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The interviewer asks questions to find out the student's ideas about the layers in a rock. The interviewer asks the student to describe what a layer is and has him show examples of layers on a given rock sample.
Essential Science for Teachers: Physical Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The segment shows the interviewer comparing a familiar phenomenon with a similar phenomenon and an unfamiliar phenomenon, to find out the student's ideas about the particles in a solution. The interview shows the student has difficult making a generalization from a familiar example to an unfamiliar one. She also has a research-identified misconception that confuses dissolving with melting.
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The segment shows how the interviewer can use a firsthand experience, in this case wetting a rock with water, to try to engage a student in explaining ideas about how water wears down rock. Providing the water and rock as a way to demonstrate what happened in the picture helped the student try to link her ideas about the mechanism with the idea that water can break rocks.
Essential Science for Teachers: Physical Science: Session 2. The Particle Nature of Matter: Solids,
What simple idea links together all of chemistry and physics? How can a close study of the macroscopic differences among solids, liquids, and gases support a microscopic model of tiny, discrete, and constantly moving particles? In this session, participants learn how the "particle model" can be turned into a powerful tool for generating predictions about the behavior of matter under a wide range of conditions.,This segment shows the interviewer demonstrating phenomena (water, solid, air) being
Essential Science for Teachers: Physical Science: Session 2. The Particle Nature of Matter: Solids,
In-depth interviews with children that uncover their ideas about the topic at hand.,This segment provides an example of probing questions and phenomena used to elicit the student's ideas about motion of particles in a liquid. The student has several ideas about why the particles move including bubbles that popped, pressure, "commotion," waves, etc. but seems to lack the idea that the particles in a liquid have greater energy, hence more motion. The interviewer probes further to find out if the s
Essential Science for Teachers: Life Science
In-depth interviews with children that uncover their ideas about the topic at hand.,This segment provides information about commonly held ideas that students have about why organisms have certain traits. Even though the students are not always cooperative, attempts are made to get the students to explain and think about their understaning of heredity.
Essential Science for Teachers: Life Science
In-depth interviews with children that uncover their ideas about the topic at hand.,This segment provides information about commonly held ideas that students have about why organisms have certain traits. Even though the students are not always cooperative, attempts are made to get the students to explain and think about their understaning of heredity.
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The interviewer is trying to find out if the student can explain how the sand got onto a beach. It shows how a representation (the map of Cape Cod) and familiar experience (going to the beach at Cape Cod) are used to try to guide the student in sharing her reasoning about where the sand came from.The segment does not address the part of the benchmark about seasonal layers.
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The interviewer builds on the student's prior knowledge about sand coming from rock by probing further to find out her ideas about how the sand ends up on a beach. He tries to uncover why she thinks the sand comes from the ocean and why she thinks waves make sand out of rock. He challenges several ideas by asking her for an explanation and presenting other phenomena such as what was on a beach before the sand, w
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The segment shows the interviewer providing the student with a sample of sand and asking her what it is. When she correctly identifies it as sand, he continues to ask questions which show that she has the prior knowledge that sand comes from rock and that it is made up of tiny pieces of rock.
