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How did the way the scientist worked and explained the phenomena compare to the students?
Grade 5- The Air, a gas Investigation: The scientist in explaining air and water she used key variables that makes them scientifically different such as their compressibility. She also explained that in simple terms why we are not able to see the air verses why we are able to see water. She spoke with confidence that nothing exists between the particles of air and water.
Grade 3- Listen to Students Reason on Evidence: the students used their personal experience to reason on the fact that very small things had weight. These experiences were gained from what they saw felt or touched. It was noted that one misconceptions of factual scientific knowledge were often tied to some other misconception in another area of science.
What are implications for your own classroom?
Students need to be guided to plan and investigate phenomenon and to be given the opportunity to reason and draw conclusions about what they have observed so as to build up factual scientific knowledge so that later on they will be better able to use such with confidence to explain another phenomenon.
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