Alternative Conceptions Conceptual Change另类概念和概念改变.pptVIP

Constructivism Alternative Conceptions What is constructivism? What are the implications of constructivist theory for teaching? Case 7.3 How do Jill, Eugene and Andrew conceptualize constructivism? Supporting evidence Jill: “I am not going to tell you what you should be learning. I want you to construct your own ideas about this subject.” The most important factor in learning is what someone already knows. - Ausebel Sun, Earth Moon 1-Draw the orbits of the earth moon and sun relative to each other (not to scale). 2-Blow up balloons that represent relative sizes of the earth and moon. 3-Estimate the distance between your earth and moon. How much bigger than the earth is the sun? How many earths could be stacked between the earth and the sun? Conceptions… Pre-conceptions Alternative conceptions Misconceptions What students know before instruction. What the student knows prior to instruction necessarily shapes what s/he will get out of instruction Who has misconceptions? Where do they come from? Where do alternative conceptions come from? Alternative conceptions often arise from students’ everyday experiences; they are usually common sense interpretations of the world. Students can interpret instructional messages quite differently than they were intended. Pictures of earth’s orbit Implications: you as a teacher must Be aware of likely misconceptions Understand how likely misconceptions may “interact” with instruction Think of ways to align students ideas with scientific ideas A Private Universe Prior to instruction, what did Heather think about: The earth’s orbit? Seasons? Direct and Indirect light? Following instruction, what did Heather think about: The earth’s orbit? Seasons? Direct and Indirect light? Common Misconceptions Gases do not have mass and are not matter. Humans coexisted with dinosaurs. Plants get food from the soil. Particles do not move. Bubble in boiling water contain air. Misconceptions Lists /miscon/opphys.html /default/NYST/Misconcept