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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 presents the student with a fossil to find out if she knows what a fossil is before probing for ideas about how fossils form.
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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Anderson, H.W.
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Author(s): Rhodes College Archives

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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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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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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 has used such as "evaporate," "water vapor," and "steam." The segment shows 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.
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.,In this segment the interviewer uses a series of probing questions to ask the student to explain terms she has used such as "evaporate," "water vapor," and "steam." The segment shows 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.
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.,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.,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 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.
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.
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.,In this segment the interviewer probes for the student's ideas of how a rock breaks down. The student suggests wind and 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 a series of probing questions to find out a student's ideas about how rain and wind can break rock. Using a rock and water he asks her to demonstrate and explain her ideas. The segment shows how he probes further when Emily explains her idea about the water being soaked up by the rock, showing how ideas can be drawn out that are not identified in the research literature. His probing begins to
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 wants to find out a 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 talk about it. This strategy helps teachers see how asking students to draw their ideas may bring out students' ideas.
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 wants to find out a 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 talk about it. This strategy helps teachers see how asking students to draw their ideas may bring out students' ideas.
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 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 to find out what she means by that, eliciting ideas about weathering.
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 shows the student two different representations of mountains, one smooth and one jagged, and asks her to describe what she sees. As she describes a volcano, the interviewer probes to find out why she thinks it is a volcano, whether a volcano is a mountain, and how a volcano forms a mountain.
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 interviewer probes the student's ideas about the arrangement and motion of particles in the 3 states of matter. When asked if atoms move, the student says in air they do but in aluminum they don't. When asked to draw, the student uses "dots" with gases spread far out, liquids closer together, and in solids he shades the picture to show that it is contiguous.
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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