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The role of cognitive psychology and constructivist teaching in enhancing science learning. It emphasizes the importance of considering student attitudes, motivation, and prior knowledge. Techniques such as concept mapping, analogies, and models are discussed as effective tools for engaging students and promoting conceptual change.
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a.
We can’t discount or attempt to override them during instruction b.
Indicate the worth students place on science c.^
Should be regarded as outcomes of science instruction d.
Teachers can influence how student feel about science
a.
Attitude = favorable or unfavorable feeling towards something b.
Beliefs = informational or factual bases for attitudes (specific) c.^
Values = moral or ethical issues of right or wrong (broader) d.
Interest = someone’s willingness to respond e.
Opinion = individuals outlook or conclusion; may have no factual basis
a.
Affective variables are linked to behavior b.
Understanding them can help us understand science learning behavior c.^
Systematically targeting the affective domain leads to actions that arefavorable to science learning
What’s in it for me? b.
Who wants me to do it? c.^
What factors make it easy or hard for me to do it?
Central element of affective and cognitive instruction (Brophy, 1988) b.
Intrinsic: personal satisfaction c.^
Extrinsic: for rewards or to avoid punishment d.
Learning is much more meaningful if intrinsically motivated
i.^
Engage student interest in the subject ii.^
Gradually increase difficulty to insure success iii.
Use reward/punishment sparingly
e.
Other contributors to student motivation to learn (Woolfork, 1995)
i.^
Learning goals ii.^
Involvement in the learning task iii.
Achievement based on mastery learning iv.
Feeling control over effort and ability
a.
Not as simple for us to achieve as it sounds b.
Must change what students believe to what we want them to believe
a.
Students’ minds are not “empty” when it comes to science concepts b.
Students’ ideas can be viewed as primitive or misconceptions c.^
A better attitude is to think of them as Alternative Conceptionsi.
Different from accepted beliefs ii.^
Still important to the student and to learning
a.
They are diverse before, during, and after science instruction b.
They are not age, gender, culture, or even ability specific c.^
They are resistant to change d.
They often parallel to earlier scientist’s explanations e.
They interact with formal instruction to produce unintended outcomes f.^
There are instructional approaches that facilitate conceptual change
Orientation: introduces students to the topic to be studied b.
Elicitation: students present their ideas in small groups; share ideas c.^
Restructuring: variety of learning activities to test, compare, contrasti.
Clarification and exchange of ideas with other students ii.^
Exposure to contradictions/discrepant events iii.
Construction of new ideas based on activities iv.
Evaluation of student concepts v.^
Explanation of accepted scientific knowledge
d.
Application of the idea to new situations e.
Review of ideas and how they have changed
Students must be dissatisfied with their ideas to change them b.
Student must believe that they can comprehend correct concept c.^
Students must perceive concept as plausible d.
Student must feel that they can find out about the concept
EngagementExplorationExplanationElaborationEvaluation
a.
Familiar = analog b.
Unfamiliar = target
a.
Electricity is like water flowing through a pipe b.
Cell is like a car (p. 81) (alternatives: like a house, like a factory) c.^
Atom is like a solar system
