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The Use of Discrepant Events in the Science Classroom. Denny LaBarge Physics Teacher Colegio Americano de Quito. My Presentation Objectives. The Students Who Walk Into Science Class Teaching Philosophy in the Science Classroom The Value of Discrepant Events - PowerPoint PPT Presentation
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The Use of Discrepant Events in the Science
Classroom
Denny LaBargePhysics Teacher
Colegio Americano de Quito
My Presentation Objectives
• The Students Who Walk Into Science Class
• Teaching Philosophy in the Science Classroom
• The Value of Discrepant Events• Demonstrations of Simple Discrepant
Events• The Role of Discrepant Events as an
Instructional Strategy• Discrepant Event Resources
Students Are Confused and Distrustful of
Science
Students LackCritical Thinking Skills
Do These Sound Familiar?
“Critical Thinking: What It Is and Why It Counts”Published 2010
Dr. Peter A. FacioneSenior Researcher with Insight Assessment
“I don’t waste time looking things up.”
“I hate when teachers discuss problems instead of just giving
the answers.”
“If my belief is truly sincere, evidence to the contrary is
irrelevant.”
“No matter how complex the problem, you can bet there will be a simple solution.”
“An Exploration of Common Student Misconceptions in Science,” 2006Fiona Thompson and Sue Log
School of Education, University of Adelaide
“Students come into the classroom with prerequisite
knowledge (existing schemas) and, as they progress through their education, these schemas
are progressively (or sequentially) built upon.”
They Carry Baggage
“In order to teach science successfully, it is vital to ensure that existing schemas are sound
and to modify any misconceptions that will compromise them……”
“I am among those that think science has great
beauty. A scientist in his laboratory is not only a technician: he is also a
child placed before natural phenomena which
impress him like a fairy tale.”
Madame Marie Curie
Physicist – Chemist2 Time Nobel Prize Winner
Let’s Make it to the Dinner Table
The Value of Discrepant Events
“A discrepant scientific event is a surprising occurrence – such as corn growing faster in the dark
than in the light – that challenges learners’ preconceptions.”
Emmett L. Wright, PhDAcademic Curriculum, Science Education,
Environmental BiologyPennsylvania State University
“One way to challenge students’ naïve ideas is to apply the conceptual
change model of science learning. This model proposes making students
aware of the inadequacies of their own explanations by exposing them to evidence that directly contradicts
their ideas, thereby creating cognitive conflict.”
K. Appleton“Students’ Responses During Discrepant Event Science
Lessons”Annual Meeting of the National Association for Research in
Science Teaching- 1996
Successful Discrepant Events
Simple
Accessible
Tested
Understandable
• Use Everyday Objects Whenever Possible
• Possible for Students to Recreate
• Make Sure They Work Before Trying With Students
• Be Sure You Can Explain them
Today’s DiscrepanciesIf I Told You – That Would Spoil The Surprise, Now Wouldn’t It?
I hear and I forget. I see and I
remember. I do and I understand.
- Confucius
- Discrepant Events - Part of a Larger
Instructional Strategy• Discrepant Events to Introduce New Concept• Conundrums• Problem-of-the-Day• Inquiry Driven Instruction• Inquiry Labs to Introduce New Concepts• Design or “Discovery” Labs• Independent Research
Discrepant Events- Resources -
• Websites• http://www.mcrel.org/whelmers/index.asp• http://bcramond.myweb.uga.edu/home/DiscrepantEvents.htm• http://www.plu.edu/~vedrosr/discrepant.html• http://www.csun.edu/scied/
I do not teach my pupils. I only attempt
to provide the conditions in which
they can learn.
- Albert Einstein