CHAPTER 3. LEARNING SCIENCE WITH UNDERSTANDING
SCED 570, Fall 2011
CONSTRUCTIVISM
Constructivist approach Learning is a construction based on the
learner’s prior knowledge New knowledge is always based on the prior
or existing knowledge that learners bring to learning situation
Construct knowledge with understanding in science Knowledge: integrated, growing in
completeness, transferred to a wide range of contexts and situations
Understanding develops gradually
ALTERNATIVE CONCEPTIONS (P. 70-)
Personal theories of learners does not match what is known to be scientifically correct (i.e. causes of the seasons)
Conceptual change comes when personal theories are challenged
Provide learners with opportunities to challenge inconsistencies between personal thinking and accepted science explanations
Requires a reorganization of thinking and links
ALTERNATIVE CONCEPTIONS (P. 72-75)
Conceptual change 4 steps (Anderson, 1987): Identify alternative conceptions Promote dissatisfaction with alternative
conceptions (discrepant events) Share science conceptions Provide for transfer of new conceptions
Inquiry approach to science is compatible with building conceptual change
ENHANCING THE UNDERSTANDING OF SCIENCE
1. Provide for access to prior knowledge Help students recall what they already know abstract representation of knowledge (more concepts
& principles rather than facts) promotes greater access and transfer
2. Provide for transfer of new knowledge Use of previous learned knowledge in new situations Assessment: framework
3. Enhance knowledge organization Useful knowledge is organized into connected
networks called knowledge structures Graphic organizers – outlines, Venn diagrams, concept
maps
(p. 64-69)
CONCEPT MAP A visual representation of a major concept and its
relationship to subsidiary concepts (Joseph Novak, 1995)
Structure: concepts, propositions, words linking, hierarchical structure, cross-links, examples
FORMSOF
WATER
GAS LIQUID SOLID
WATERVAPOR
FROSTSTEAM SNOWICE
RAINCLOUD
FOG MIST
DEW
CONCEPT MAP
VENN DIAGRAM
ENHANCING THE UNDERSTANDING OF SCIENCE (CONT.)
4. Provide Scaffolding Support Scaffolding – external support provided by
teachers that helps students complete tasks. Zone of proximal development (ZPD) –
Vygotsky’s idea that what can be learned cooperatively can then be done individually.
Teacher provides suggestions, questions, prompts, hints
Students clarify, elaborate, provide evidence What other factors should teachers consider
in scaffolding instruction?
5. Build Learning Communities Cooperative learning results in higher
learning than individual Teachers:
establish the learning environment
Make learner ideas more meaningful through
comment, elaboration, questioning
Promote dialogue amongst learners
ENHANCING THE UNDERSTANDING OF SCIENCE (CONT.)