Class 5: Conceptual change (Constructivism)Students will begin to understand that students have pre-instructional conceptions when they enter the classroom. Effective instruction must take these conceptions into account. TA’s must first assess the pre-conceptions before instruction begins.

Thought Ignition

The reality……..

What it looks like for real.

Real video

Cognitive psychology:

Constructivism

We construct our own knowledge

Re^

Conceptual change is generally defined as learning that changes an existing

conception (i.e., belief, idea, or way of thinking)

Not teaching!

Have to want to do this!

Analogy is when we use our previously constructed

knowledge to apply newer information that we want to

learn.

Learning Through Analogies

Analogies are connections

to prior knowledge!

“Electric circuits are like water running through a hose.”

Accessing prior knowledge

Analogies enhance learning

1. Highlight common relationships

2. Lead to new inferences

3. Comparing may reveal meaningful differences

4. Comparing may lead to abstractionHow does current flow through a solid wire?

Voltage = water pressure

Resistance may be similar to stepping on a hose.

Current flows = water flows

Let’s look at another example:

Look at the following illustration of a magnetic field (an abstract concept).

What mental model do you have that will

help you conceptualize

a field?

Models based upon experience.

What is a magnetic field line?

What analogy can help

me understand

this concept?

What if my analogy does not agree with the information you are presenting to me?

Disequilibrium! (When you are most ready to learn.)

Psyching Out the SystemWhen scientists study any system they must ask two basic questions:

1) What are the basic objects, or "building blocks," from which this system is made?

2) What are the interactions between these objects?

http://www.particleadventure.org/other/education/two_s.html

Teaching through analogyTonight’s Physics teaching gem………

What are the rules?

What is conserved?

Observations:All about making distinctions. It either the observation has identity or it is nothing.

Learning start when we are caught between.

Discrepant event = Disequilibrium

What it is. What it is not.

“Disequilibrium…the point at which the

mind is most ready to learn.”

Jean Piaget

“Man’s mind, once stretched by a new idea, never regains its original

dimension”Oliver Wendall Holmes

Ask me about Izard’s Department Store.

You and your Master UTA will be working together to develop a lesson relative to a topic specific to the section in which you

are working.

Class on April 14, 2010 will be set aside to allow for this time.

Exploration

Application

Concept Introduction

Piaget-based Learning Cycle

Exploration Phase              A. The lesson contains an exploration phase that is activity-oriented.              B. Ample time is provided for the exploration phase.              C. The exploration activity provides student-student and student-

teacher interaction.

Concept Introduction Phase              A. The concept(s) and term(s) is/are an outgrowth of the exploration

phase.              B. The concept(s) is/are explained by the student or the term(s) is/are

defined by the student.            C. The concept(s) is/are named by the teacher or appropriate

vocabulary is developed after explanation or definition by the students.

Concept Application Phase              A. The student extends the concept(s) to a new situation.              B. Appropriate activities are used to apply the concept(s).            C. The teacher and the students have opportunities to use new

vocabulary.

 

Exploration

Application

Concept Introduction

Cognitive Psychology and the Conceptual

Change Model

Where are we coming from?

Where are we going to?

How are we going to get there?

Agent of change = teacher

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