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ED109 Session 01

The document provides background information and instructions for an activity called "Think, Pair, Share" which asks students to discuss questions about pictures with a partner and then introduce their partner to the class. It also defines science and applied science, discusses how students construct knowledge based on prior experiences and preconceptions, and asks a question about how a story applies to science teaching.

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Jeremy Price
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76 views22 pages

ED109 Session 01

The document provides background information and instructions for an activity called "Think, Pair, Share" which asks students to discuss questions about pictures with a partner and then introduce their partner to the class. It also defines science and applied science, discusses how students construct knowledge based on prior experiences and preconceptions, and asks a question about how a story applies to science teaching.

Uploaded by

Jeremy Price
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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ED 109.

02 January 18, 2012

Pre-Medical School Medical School Natural History Museum of Los Angeles County CAST

Think, Pair, Share 1. Think



3.

Complete the 5 questions on the Background Information sheet.

2.

Pair
Discuss how you responded to at least 3 of the questions with your partner.

Share
You will introduce your partner to the class. Tell the class your partners name and one interesting thing you learned about your partner during the discussion.

Who is in your picture? What are they doing? Where is your picture? What kinds of stuff are in your picture?

http://flic.kr/p/4t6acG

http://flic.kr/p/an1fUo

Science Explaining the natural world Studying natural phenomena Trying to understand what is happening around us and why it is happening Applied Science Application of scientific knowledge to meet human needs (e.g. cure for disease or more fuel efficient car)

Science as a way of knowing

Not just memorizing facts Application of science concepts Different scientific inquiry practices such as asking
questions and constructing evidence based explanations

Scientific knowledge is not truth

A model the current scientific community agrees upon


to explain natural phenomena (Kuhn, 1970) Mystique of science as difficult and representing truth (Lemke, 1990)

Students construct new knowledge based on their prior knowledge, experiences, and beliefs.

In science, students often have preconceptions (alternative conceptions) about science concepts based on their prior experiences with natural phenomena (e.g. thinking the earth is flat).

Students change their conceptions and understandings through their experiences.

How does the story of fish is fish apply to science teaching?

Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom. (p. 10, How People Learn)

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