Monday, April 18, 2016


The reading stated that the whole goal of modeling is not for the students to necessarily give the right answer all the time, but rather learn what needs to be asked and understand in order to correct their model to be able to give them that right answer. In the video both professors discuss the importance of children arriving at their own conclusions with their own models in order to portray a deep understanding of scientific processes. As a teacher I think one of the most important things you can do is give the students the tools for success, but not the explicit explanation to every biological process.
Part of what made the experiments the students performed that the professors discussed successful was the fact that the students invented measures themselves and could see how their initial ideas about the subject changed throughout the process. Dr. Leona Schauble also mentioned how when you put children in situations where they have opportunities to learn and where there are stakes to the consequences then they understand variables more than when students are just given all the information and asked to regurgitate it. When students are in charge of thinking about what makes a good question, make that question, and participate in feedback and critique with that question, there is more to be learned. Dr. Schauble said how children had difficult time making a jar that was sustainable. She then said how this is an important lesson in itself because scientists don't just know the answers to everything right away, it makes time and manipulation and this is good for students to learn.
Being able to ask questions about original models, to learn what types of information needs to be gathered to refine models, to be able to add to or change models in response to evidence, to develop deep explanations are all very important skills in science and are skills teachers need to help students to learn.

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