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 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: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The video shows the student describing how rocks can come in many different sizes such as grains of sand and large boulders. The interviewer further probes to find out how the student thinks that something as small as a grain of sand can be a rock.
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
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: Session 1. Earth's Solid Membrane: Soil
How does soil appear on a newly born, barren volcanic island? In this session, participants explore how soil is formed, its role in certain Earth processes, its composition and structure, and its place in the structure of the Earth.,This segment shows a variety of questions being asked about phenomena, including a prediction, to probe for the student's ideas about gases and a change in state to the gas form. The clip reveals that the student has difficulty with conceptualizing that phase change
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: 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,
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: 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.
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.
