A Few of Our Favorite Things: Teaching Ideas for K-12 by Patricia D. Morrell, Kate Popejoy (eds.)

By Patricia D. Morrell, Kate Popejoy (eds.)

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MORRELL & K. POPEJOY Modifications/Extensions: Have students connect what they have learned about the major scientific theories and laws theories in their respective disciplines. Good candidates include gas laws and kinetic molecular theory, Mendel’s laws of inheritance and chromosome theory, the law of superposition, plate tectonics, and natural selection. In each case, have the students discuss what the laws describe and what the theories explain. Additional Readings: Bell, R. L. (2008). Teaching the nature of science through process skills: Activities for grades 3–8.

We have found a strong tendency by students to “observe” what they wanted to see. The result should be concrete. 3. When POE s are being used to specifically challenge student views the result should be surprising - in direct conflict with that predicted by the common alternative views. However, POE s don t always have to “surprise”. Using POE s only in circumstances when predictions do not match observations can firstly result in negative feelings towards the procedure and secondly lead to students picking the “unlikely” result because “we always predict wrongly”.

Gas particles can float. 17. air can float. 18. the particles are anti-gravity and won’t fall down. I gave out the sheet to the class and had to spend a few minutes on an unrelated administrative matter, so I told the students to start discussing the suggested answers themselves. ” “Poison! ” I found that as we discussed the answers, students were quite good at shooting down other people s ideas. This had some benefit in overcoming a few misconceptions about the particle model…the article goes on to describe how the discussion proceeded.

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