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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.,When Emily makes a statement about salt being in water, the interviewer probes further to find out her ideas about rain and the water cycle. She has some correct ideas about the water evaporating from oceans and coming down again as rain but has the incorrect notion that the salt evaporates with the water. He tries to challenge her thinking by having her think about familiar phenomena like tasting the salt in oce
Author(s): Harvard-Smithsonian Center for Astrophysics

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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 interviewer uses photos of two mountains to probe for the student's ideas about how rock on the mountains breaks down. As he probes, the student uses the idea of decomposers to explain the process rather than wind or rain.
Author(s): Harvard-Smithsonian Center for Astrophysics

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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 interviewer uses photos of two mountains to probe for the student's ideas about how rock on the mountains breaks down. As he probes, the student uses the idea of decomposers to explain the process rather than wind or rain.
Author(s): Harvard-Smithsonian Center for Astrophysics

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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 interviewer is trying to find out the student's ideas about how rain can break down rock before leading into the more sophisticated idea of how water (rain) can wear down mountains. He asks the student to explain his ideas about how something as hard as a rock can be broken down by rain and whether the force of the rain makes a difference.
Author(s): Harvard-Smithsonian Center for Astrophysics

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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 interviewer is trying to find out the student's ideas about how rain can break down rock before leading into the more sophisticated idea of how water (rain) can wear down mountains. He asks the student to explain his ideas about how something as hard as a rock can be broken down by rain and whether the force of the rain makes a difference.
Author(s): Harvard-Smithsonian Center for Astrophysics

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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 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.
Author(s): Harvard-Smithsonian Center for Astrophysics

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Internet Scout Project
The Swiss Neutron Scattering Society's goals are to advance neutron scattering, support young scientists, exchange scientific ideas, cultivate interdisciplinary relations, support access to neutron sources, and communicate with international associations. Visitors can find the Society's By-laws, news, downloads to the organization's_Swiss Neutron News_, information on the General Assembly, and more. The website offers summaries and participation information on a variety of neutron scattering-rel
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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 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.
Author(s): Harvard-Smithsonian Center for Astrophysics

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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
Author(s): Harvard-Smithsonian Center for Astrophysics

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Internet Scout Project
The Manassas, Va.-based Garden Writers Association (GWA) claims a membership of more than 1,800 professional communicators in the lawn and garden industry. Its website, in addition to providing information about the organization and the benefits of membership, including the association's annual symposium scheduled September 9-12, 2005, in Vancouver, also includes several features that will be of interest to the broader community of gardeners. Visitors may peruse an extensive listing of books aut
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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 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 probes beneath her responses by trying 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
Author(s): Harvard-Smithsonian Center for Astrophysics

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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 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 probes beneath her responses by trying 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
Author(s): Harvard-Smithsonian Center for Astrophysics

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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
Author(s): Harvard-Smithsonian Center for Astrophysics

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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.,This segment is about the importance of experiencing ideas or concepts before terms are introduced.
Author(s): Harvard-Smithsonian Center for Astrophysics

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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.,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
Author(s): Harvard-Smithsonian Center for Astrophysics

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Looking At Learning ...Again, Part 2: Workshop 4. Conceptual Change
With Dr. Peter Hewson. In this workshop, we explore the role played by prior knowledge in the learning of new science ideas. Only when a new idea is understood, accepted, and found to be useful does it begin to be exchanged for a previously held scientific belief. The workshop examines how teachers’ ideas about teaching and learning may be altered as they engage students in strategies designed to promote conceptual change.,This interview discusses the conceptual change model, in particular that
Author(s): Harvard-Smithsonian Center for Astrophysics

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Cas d'utilisation d'ontologies hétérogènes dans les EIAH
La compréhension d'un texte documentaire par cent vingt élèves du CM2 (5e année primaire) a été évaluée dans quatre conditions expérimentales, en faisant varier d'une part le type de notes d'aide (notes explicitant la « base de texte » vs. notes aidant à construire le « modèle de situation »), d'autre part le support (présentation sur papier vs. présentation hypertextuelle sur ordinateur). La condition où des notes « modèle de situation » sont proposées sur écran d'ordinat
Author(s): Bouzeghoub Amel,Lecocq Claire

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Décrire l'accompagnement des apprenants Proposition d'une extension du langage de modélisation pé
L'objectif de cet article est de proposer une modification du langage de modélisation pédagogique IMS-Learning Design en termes de description d'une activité d'accompagnement des apprenants et de la spécification des rôles des acteurs participant à cette activité. Les modifications apportées s'appuient sur un modèle d'organisation du tutorat que nous avons défini. Ce modèle a pour objectifs (1) d'organiser les tâches entre les acteurs tuteur et apprenants, (2) d'assurer auprès des a
Author(s): Gounon Patricia,Leroux Pascal,Dubourg Xavier

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On Determinism from the course History of Information
This course explores the history of information and associated technologies, uncovering why we think of ours as 'the information age.' We will select moments in the evolution of production, recording, and storage from the earliest writing systems to the world of Short Message Service (SMS) and blogs. In every instance, we'll be concerned with both what and when and how and why, and we will keep returning to the question of technological determinism: how do technological developments affect socie
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Private Universe Project in Mathematics: Workshop 2. Are You Convinced?
Proof making is one of the key ideas in mathematics. Looking at teachers and students grappling with the same probability problem, we see how two kinds of proof—proof by cases and proof by induction—naturally grow out of the need to justify and convince others.,Englewood, New Jersey—Teachers Workshop Englewood, a town with unsatisfactory student test scores, is implementing a long-term project to improve math achievement. As part of a professional development workshop designed in part to give
Author(s): Harvard-Smithsonian Center for Astrophysics

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