Carousel of Prior Carousel of Prior Knowledge:Knowledge:

Before and After GalileoBefore and After Galileo

Determining prior knowledge, the first Determining prior knowledge, the first step in effective instructionstep in effective instruction

Why?Why?

Determining prior knowledge of your students is Determining prior knowledge of your students is the first step in effective instruction, so naturally the first step in effective instruction, so naturally we would like to model that here as part of our we would like to model that here as part of our

workshop. This is also a way to determine bothworkshop. This is also a way to determine both

prior conceptions/ misconceptions.prior conceptions/ misconceptions.

More about determining/ assessing preconceptions tomorrow.

And How It GoesAnd How It GoesStep 1: Please divide into 6 groups. Each group will be assigned ONE of the questions below, and asked to jot down the question and 3 to 5 answers on a sheet of poster paper, in the next 5 minutes.

1. What do I think astronomers believed about the Solar System and Universe around 1500 AD (before Galileo)?

2. What do I think my college students/ future teachers know about early astronomical theories and beliefs (from before Galileo)?

3. What do I think my college student / future teachers should know about early astronomical theories and beliefs (from before Galileo)?

4. What do I think astronomers believed about the Solar System and Universe around 1700 AD (after Galileo)?

5. What do I think my college students / future teachers know about Galileo’s astronomical findings and how they relate to astronomy and the nature of science?

6. What do I think my college students / future teachers should know about Galileo’s astronomical findings and how they relate to astronomy and the nature of science?

Best Practice Tip: Provide written and oral directions.

Why It’s a Carousel…Why It’s a Carousel…

Step 2: The posters will be stuck on the walls around the room. Please take a sheet of dots, and place one dot next to each statement / answer that you agree with.

If you have another statement that isn’t present, add it to that sheet.

Step 3: Time for discussion

How many of you teach about Galileo in your classes?

Why do you teach about Galileo?

What do you think of the answers? Did any of them surprise you?

How could this topic be used to teach about the nature of science?

What do you think the goals of this activity might be?

Best Practice Tip: Allow your future teachers to discuss what they have learned.