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

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

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

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

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

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