Constructivism
- Submitted by: enmaruss
- Views: 130
- Category: History: American
- Date Submitted: 07/26/2015 03:10 PM
- Pages: 2
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1. What is constructivism? Provide an example to explain about this concept through the readings.
CONSTRUCTIVISM
learning is not the result of teaching but the result of what students do with the new info they are presented with.
Students are active learners therefore they construct their own knowledge - building off of what the students already know
2. Write some examples (3 maximum) of student misconceptions in Science Education (physics, chemistry, earth science: geology & astronomy). Find the ones (common misconceptions) that teachers should know. For example: Clouds are made of cottons (K).
a. All rivers flow from north to south.
b. Batteries have electricity inside them.
c. All metals are attracted to a magnet.
3. We found very common/important misconceptions above. How can we remediate/change student misconceptions in K-8? List 2-3 best methods/strategies. You can cite some of methods from the articles. However you need to include your own opinions/ideas as a future teacher.
Share and discuss misconceptions
more experiments and experiences
exploring topics
ask questions and come to conclusions
make sure students are understanding - don't just relay material and move on
guide students with use of questions
1. What are two of the classroom management skills you have learned after reading the articles?
routine - students know what will come next and how they need to do it
getting student's attention - signal method (less disruptive)
positive expectations through rules
safety contract
Preparation is key
Spaced out room - easy to move around
2. According to the articles, when placing students in groups, what are some useful management strategies to implement before the lesson?
Know number of students in each lab group before lab starts - know type of grouping you will use
established routine and getting/returning materials
all students should be able to see you when grouped
placing equal boys/girls in each group
vary...
CONSTRUCTIVISM
learning is not the result of teaching but the result of what students do with the new info they are presented with.
Students are active learners therefore they construct their own knowledge - building off of what the students already know
2. Write some examples (3 maximum) of student misconceptions in Science Education (physics, chemistry, earth science: geology & astronomy). Find the ones (common misconceptions) that teachers should know. For example: Clouds are made of cottons (K).
a. All rivers flow from north to south.
b. Batteries have electricity inside them.
c. All metals are attracted to a magnet.
3. We found very common/important misconceptions above. How can we remediate/change student misconceptions in K-8? List 2-3 best methods/strategies. You can cite some of methods from the articles. However you need to include your own opinions/ideas as a future teacher.
Share and discuss misconceptions
more experiments and experiences
exploring topics
ask questions and come to conclusions
make sure students are understanding - don't just relay material and move on
guide students with use of questions
1. What are two of the classroom management skills you have learned after reading the articles?
routine - students know what will come next and how they need to do it
getting student's attention - signal method (less disruptive)
positive expectations through rules
safety contract
Preparation is key
Spaced out room - easy to move around
2. According to the articles, when placing students in groups, what are some useful management strategies to implement before the lesson?
Know number of students in each lab group before lab starts - know type of grouping you will use
established routine and getting/returning materials
all students should be able to see you when grouped
placing equal boys/girls in each group
vary...