Harlow

What first came to mind for me was the four pedgagocial resources, or the ideas about how to teach science. These resources seemed to align with some of the goals we thought of as a class for achieving with our students. Especially, an initial  engaging students in science. Almost every group that came up things we want to achieve as teachers mentioned to some degree about getting students interested in science The other ideas, organizing instruction, understanding students’ ideas and understanding children are creative thinkers were also though of in some capacity.

We also talk a lot about how interactions share experience in a classroom. How if students learn through physically seeing and working through an activity, such as modeling, that there is more gained from that experience than simply lecturing the students about a topic. The fact that there are multiple elements that shape a students learning experience seems to be emphasized a lot in our class. We have discussed and this paper mentions the importance of texts, peer interaction, evidence, and their own prior ideas when learning science. Harlow stresses and we have talked about how using a broad array of resources, such as introducing the concept via worksheet or handout with the important information on it, and then allowing the students to take the activities in their own directions using add-ons and challenge questions with models, help students broaden and deepen their understanding.

This paper also talks about LAL activities, teacher learners watching clips of students working through activities similar to those they completed, analyze these children’s ideas, and reflect on the relationship between the nature of science and the process of learning science. This is just what we do in our class. Whether it is short clips or readings about how students interact with and interpret modeling activities, we see how students are creating and refining models and in the process developing a well rounded, deep understanding of the concepts.