Communicating Ocean Sciences Session 5: Blank Slates or Clever Minds?

1. Communicating Ocean SciencesSession 5: Blank Slates or Clever Minds?

2. Session 5 objectives Understand that: • Learners aren’t blank slates--come with mental frameworks for assimilating new information • Preconceptions come from intelligence and are often impressively reasoned (even when inaccurate); humans need to make sense of their world • Mental frameworks can be very persistent and are difficult to change; uncovering preconceptions is an important first step Learn: • A variety of strategies that research has shown to be effective in helping learners modify their understanding • A constructivist approach to learning and teaching Reflect on your own preconceived ideas in the realms of teaching/learning and/or scientific conceptual understanding.

3. Kids on Love WHAT IS THE PROPER AGE TO GET MARRIED? • “Eighty-four! Because at that age, you don’t have to work anymore, and you can spend all your time loving each other in your bedroom.” (Judy, 8) • “Once I’m done with kindergarten, I’m going to find me a wife!” (Tom, 5) WHAT DO MOST PEOPLE DO ON A DATE? • “On the first date, they just tell each other lies, and that usually gets them interested enough to go for a second date.” (Mike, 10)

4. Kids on Love WHEN IS IT OKAY TO KISS SOMEONE? • “You should never kiss a girl unless you have enough money to buy her a big ring and her own VCR, ‘cause she’ll want to have videos of the wedding.” (Jim, 10) CONCERNING WHY LOVE HAPPENS BETWEEN TWO PARTICULAR PEOPLE: • “No one is sure why it happens, but I heard it has something to do with how you smell. That’s why perfume and deodorant are so popular.” (Jan, 9) • “I think you’re supposed to get shot with an arrow or something, but the rest of it isn’t supposed to be so painful.” (Harlen, 8)

5. Kids on Love ON THE ROLE OF GOOD LOOKS IN LOVE: • “If you want to be loved by somebody who isn’t already in your family, it doesn’t hurt to be beautiful.” (Jeanne, 8) • “It isn’t always just how you look. Look at me. I’m handsome like anything and I haven’t got anybody to marry me yet.” (Gary, 7) • “Beauty is skin deep. But how rich you are can last a long time.” (Christine, 9)

6. A few basic ideas of Constructivism • Students arrive with their own ideas, explanations and theories. • Students can repeat explanations and ideas without believing or fully understanding them. • Students will hold on to their original ideas unless they explicitly confront them.

7. What are your ideas about the Earth? 1. Why is the Earth flat in picture #1 and round in picture #2? A. They are different Earths. B. The Earth is round like a ball, but people live on the flat part in the middle. C. The Earth is round like a ball, but it has flat spots on it. D. The Earth is round like a ball but looks flat because we see only a small part of the ball. E. The Earth is round like a plate or record, so it seems round when you’re over it and flat when you’re on it.

8. What are your ideas about the Earth? 2. Pretend that the Earth is glass and you can look through it. Which way would you look, in a straight line, to see people in far-off countries like China or India? A. Westward? B. Eastward? C. Upward? D. Downward?

9. What are your ideas about the Earth? 3. Show what happens to each rock by drawing a line showing the complete path of the rock, from the person’s hand to where it finally stops.

10. What are your ideas about the Earth? 4. Draw a line from the person’s hand showing the entire path of the rock.

11. “Perseverance effect: the finding that people’s beliefs…persist even after the evidence supporting these beliefs is discredited.”--Aronson, Wilson, and Akert “Social Psychology”

12. Modeling Moon Phases and Eclipses

13. A Private Universe a video from the Minds of Our Own Series

14. Reactions to A Private Universe • What surprised you in the video? • What issues did you find significant or troubling? • What motivated Heather to change her ideas about the phases of the Moon?

15. Strategies for Addressing Misconceptions • Find out what students already think, elicit their prior ideas. • Provide multiple opportunities for meaningful conceptual learning. Focus on reasoning, comprehension, and depth, not memorization of information. • Set up learning situations and/or discrepant events where students need to grapple with conflicting ideas and alternate conceptions. Facilitate open debate of alternate ideas. • Be flexible and adapt your curriculum to be relevant and responsive to student needs. • Use real-world investigations and materials. Make use of models, but be aware of and discuss their limitations. • Give students ample chance to think, re-think, discuss, reflect, and apply their ideas to new situations. It takes time to construct new concepts.

16. A Main Goal of Constructivist Teaching: To cause a shift in the conceptual frameworks of learners

17. Invitation Application & Reflection Exploration Concept Invention The Learning Cycle

18. Discussing Moon and Tide Tables • Were any patterns noticeable? • Why are both the phases of the moon and the tides shown on the tide tables? • Report your findings to the class

19. Modeling the tides • Using your teammates and the materials provided, model the forces creating the tides • You will present your model to the class