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.
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.
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
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.
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.
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.
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.
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.
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: Physical Science: Session 2. The Particle Nature of Matter: Solids,
In-depth interviews with children that uncover their ideas about the topic at hand.,The interviewer probes to find out if the student thinks atoms in a gas move. The student has the idea that gas atoms move freely but is limited by a model in which there are no boundaries. When presented with the phenomenon of air in a sealed bag, the student says they would stop because of the boundary. The student goes on to reason by use of an analogy that at recess time when you are free to go where ever you
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.,The segment shows the interviewer asking the student whether everything is made up of atoms and to give examples of things made up of atoms. The student says that everything is made up of atoms and further clarifies that by saying that anything natural is made up of atoms. When asked for examples, the student describes several correct ones as well as an incorrect example- "fire in a light-bulb." This segment mat
Science in Focus: Force in Motion: Workshop 6: "Force Against Force"
Magnets stick to other magnets and to metal objects made of iron or steel. How much force is required to break the attraction between two magnets? In this workshop, fourth-grade students explore ways to balance the force of magnetism against the force of gravity. A magnet placed in a cup on one side of a pan-balance is stuck to a stationary magnet beneath the cup. When enough washers are placed on the opposite side of the balance, the magnets will separate. Graphical analysis shows some unexpect
AP U.S. Government & Politics
The UCCP Advanced Placement (AP) US Government and Politics course is a one semester survey of American Government and Politics covering the Constitution, political beliefs, political parties, interest groups, institutions of government, public policy and civil rights. Emphasis is placed on critical and evaluative thinking skills, essay writing, and interpretation of original documents. This curriculum covers all of the material outlined by the College Board as necessary to prepare you to pass t
Science in Focus: Force and Motion: Workshop 8. Bend and Stretch
We all expect a spring to stretch or compress when a force is applied, but forces can even deform solid objects like the floor or the top of a table. In this workshop, students in a high school classroom explore ideas about tension and normal force. By applying a force to a spring and measuring the distance the spring is stretched, the students calculate the force constant or stretchiness of the spring. Lecture demonstrations using student volunteers help to illustrate that even rigid objects be
Statistics
This course introduces students to the basic concepts, logic, and issues involved in statistical reasoning. Major topics include exploratory data analysis, an introduction to research methods, probability, and statistical inference. The objectives of this course are to give students confidence in manipulating and drawing conclusions from data and provide them with a critical framework for evaluating study designs and results. An important feature of the course is the use of an intelligent tutori
Causal Reasoning
Does excessive exposure to violent video games cause violent behavior? Does increased gun availability cause more crime or less? Causal claims permeate everyday life and are constantly the subject of "studies" reported in the newspaper. The material in Causal and Statistical Reasoning examines the nature of causal claims and the statistical sorts of evidence used to support them. The material is contained in: approximately 20 content modules, a repository of over 100 short case studies, and a "C
Piecewise Linear Grapher
Highlight the language of domain and range, and the ideas of continuity and discontinuity, with this tool that links symbolic and graphic representations of each interval of a piecewise linear function.
Private Universe Project in Mathematics: Workshop 3. Inventing Notations
We learn how to foster and appreciate studentsÂ’ notations for their richness and creativity. We also look at some of the possibilities that early work in creating notation systems might open up for students as they move on toward algebra.,Kenilworth Study: Pizzas In the fourth grade, the students encounter counting problems where the solutions cannot be built using standard manipulatives. As he invents his own notation systems, one student, Matt, builds on previous work to arrive at a solution
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
Private Universe Project in Mathematics: Workshop 5. Building on Useful Ideas
One of the strands of the Rutgers long-term study was to find out how useful ideas spread through a community of learners and evolve over time. Here, the focus is on the teacher’s role in fostering thoughtful mathematics.,Englewood—Second Grade: Probing Student Thinking. How can a teacher know what an individual student is thinking when there are 24 or more students in the room? In Englewood, a second-grade teacher tries to follow her students’ thinking by asking appropriate questions as she
