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.
Looking at Learning ...Again, Part 1: Workshop 2. Intellectual Development
Explore the power of the mind and consider the notion that every child can learn everything. Harvard Professor Eleanor Duckworth discusses the importance of teaching for a deep and lasting understanding and explains why it is important to give students time to work through their own ideas and experience confusion in order to achieve such understanding.,In this clip, teachers are reflecting on their own learning experiences and whether they would have learned better if they had been told the term
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.
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 a series of probes to build upon Emily's idea that wind and rain can break down rock to find her idea of where the broken down pieces of rock go. The segment shows that the interviewer has identified that Emily has some correct ideas about the role of water and wind but struggles with where the material and what size, gets deposited.
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,In this segment the interviewer uses a series of probing questions to ask the student to explain terms she used such as "evaporate," "water vapor," and "steam." The segment is useful in showing that while the student may use these terms, she may not understand their meaning and has some naive ideas about the difference between water vapor and liquid water.
Essential Science for Teachers: Life Science: Session 5. Variation, Adaptation, and Natural Selecti
What causes variation among a population of living things? How can variation in one generation influence the next generation? In this session, variation in a population will be examined as the “raw material” upon which natural selection acts.,A teacher reflects on how important it is to correctly simplify difficult concepts for young children. For this you need strong background knowledge. She has a Ph.D. in cellular biology. She says that teaching 6th graders is difficult because you have
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,This segment shows how a specific task, in this case drawing a picture, can be used to find out the student's ideas about how wind and rain can break rock. The student draws a picture of a mountain and the interviewer asks her to explain as she draws the rain and wind. This strategy helps teachers see how asking a student to draw may bring out students' ideas.
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,This segment shows how a specific task, in this case drawing a picture, can be used to find out the student's ideas about how wind and rain can break rock. The student draws a picture of a mountain and the interviewer asks her to explain as she draws the rain and wind. This strategy helps teachers see how asking a student to draw may bring out students' ideas.
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,This segment shows examples of probes used to elicit ideas about the wearing down of mountains and how the appearance of a mountain is an indication of its age. The interviewer uses a series of questions to elicit explanations of why the two pictures of mountains are different and when the student uses terms like "worn down," he probes further, eliciting ideas about weathering.
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,This segment shows examples of probes used to elicit ideas about the wearing down of mountains and how the appearance of a mountain is an indication of its age. The interviewer uses a series of questions to elicit explanations of why the two pictures of mountains are different and when the student uses terms like "worn down," he probes further, eliciting ideas about weathering.
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.,In this segment the student is using his ideas about the properties of an object or material (piece of aluminum foil) to describe its physical properties (color, size, texture, luster, strength). The second part of the benchmark is addressed.
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,This segment shows a strategy to identify students' ideas about how the surface of the earth has changed over time. The interviewer probes to elicit the idea that the organisms in the fossil came from water. He then challenges a student's thinking about fossils forming in water by showing a map of the location where the fossil was found. This creates dissonance as the student struggles to try and figure out how
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,This segment shows a strategy to identify students' ideas about how the surface of the earth has changed over time. The interviewer probes to elicit the idea that the organisms in the fossil came from water. He then challenges a student's thinking about fossils forming in water by showing a map of the location where the fossil was found. This creates dissonance as the student struggles to try and figure out how
Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The interviewer presents the student with a fossil to find out if she knows what a fossil is before probing for ideas about how fossils form.
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.,In this segment the student is describing how all atoms are the same. He begins by drawing his own mental model of an atom and explaining that all atoms are made up of protons, neutrons, and electrons. He says the air atom is the same as the aluminum foil atom. He goes on to describe other things that are made up of the same particles. The interviewer probes further to find out if atoms of different substances ar
Anderson, H.W.
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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 asking the student to use a series of sequential drawings to show what happens to a mountain over time, as it wears down-due to wind and water. The drawings show that the student has an idea that the mountain gets leveled over time,yet, questions that probe further reveal that she is not sure where the material goes and the wind and water's specific role in changing the shape of
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 a series of probes to build upon Emily's idea that wind and rain can break down rock to find her idea of where the broken down pieces of rock go. The segment shows that the interviewer has identified that Emily has some correct ideas about the role of water and wind but struggles with where the material and what size, gets deposited.
