Phenomena Scientist - Classroom Cases

How did the way the scientist worked and explained the phenomena compare to the students? In the scientist case “water vapor investigation” The scientist describes the phenomena in everyday terms as well as the microscopic level. He identifies patterns of droplets. The hottest part of the bottle closest to the lamp has no water droplets. Liquid can’t flow uphill or seep through the bottle so the water must have moved through the air to the upper bottle. He explains water vapor is just a name for water when we can’t see it. In the classroom case the video was “the role of explanation discussions.” They discuss what changes and what stays the same. Students try to prove the sum of salt and water is the same as the salt water solution. Students look for patterns in the data much like a scientist would. They just need the teacher to guide them through the process.

What are the implications for your own classroom? One thing I will focus on in my own classroom is that students tend to fall back on their own senses versus the data when working through their explanations. I will keep this in mind during our classroom discussions.

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