How People Learn Bridging Research and Practice: An Examination of A Model of Learning and Teaching Christos Zahopoulos Sally Goetz Shuler Janine Underhill

How People Learn

Bridging Research and Practice: An Examination of A Model of Learning and Teaching

Christos ZahopoulosSally Goetz ShulerJanine Underhill

March 7, 2004National Academy of SciencesWashington, DC

National Science Resources Center©

• Identify the current and desired state of Identify the current and desired state of learning and teachinglearning and teaching

• Compare the current and desired state of Compare the current and desired state of science and mathematics learning and science and mathematics learning and teaching to a research-based model of teaching to a research-based model of learning and teaching learning and teaching

• Discuss implications for MSP Discuss implications for MSP implementation plans implementation plans

Session GoalsSession Goals


Session StructureSession Structure Part IPart I

Examine the current and desired Examine the current and desired state of science and mathematics state of science and mathematics learning and teaching in school learning and teaching in school

districts and academic institutionsdistricts and academic institutions


– Individually write your Individually write your response to questionresponse to question

– Discuss your group’s Discuss your group’s responsesresponses

– Report back to entire groupReport back to entire group

Directions for Recording ResponsesDirections for Recording Responses


Current State

Based on your personal experience, characterize the CURRENT STATEof science and mathematics teaching and learning in your school districts and academic institutions in terms of the 1. Learning environment2. Teacher knowledge and expertise3. Roles and responsibilities of students


Desired State

You have effectively implemented science and mathematics programs based on research and best practicesin your institution. Describe the characteristics of the1. Learning environment2. Teacher knowledge and expertise3. Roles and responsibilities of students


Session StructureSession StructurePart IIPart II

Experience a hands-on model of inquiry-Experience a hands-on model of inquiry-centered science learning and teachingcentered science learning and teaching


Investigate a sequence of lessons demonstrating the development of concepts associated with the phenomena of floating and sinking that are based on research

StrategyStrategy


Design of ExperienceDesign of Experience

This is an adult learning experience.

There are six different investigations, all relating to the phenomenon of buoyancy.

Participants will be expected to work as a member of a team,

sharing materials.


Structure for Team Work

•Discussion of prior knowledge

•Investigation of problem

•Discussion of results based on evidence


• Briefly describe your activity.Briefly describe your activity.• Summarize your group’s understanding of the Summarize your group’s understanding of the

concept and any predictions you made before concept and any predictions you made before you investigated the problem. you investigated the problem.

• Report results and conclusions.Report results and conclusions.• Describe how your results and conclusions Describe how your results and conclusions

helped to clarify, modify, and or build upon your helped to clarify, modify, and or build upon your prior knowledge or understanding of the prior knowledge or understanding of the concepts investigated.concepts investigated.

• Identify additional questions your group has Identify additional questions your group has and/or any further investigation(s) you would and/or any further investigation(s) you would like to conductlike to conduct

Guidelines for Group ReportsGuidelines for Group Reports


Examination of a Model of How People Learn Science:

Investigations of Floating and Sinking

Unifying Concept: Buoyancy

Big Idea: Investigation of the effects of several variables on the buoyancy of an object: weight, volume, shape,

surface area of object, and type of fluid.


Group AProblem: Investigating a varied group of objects that float and objects that sink.


Group AProblem: Investigating a varied group of objects that float and objects that sink.

Key Idea: One cannot determine whether an object sinks or floats based on its weight alone.

Pre-assessment Strategy


Group BProblem: Calibrating spring scales and weighing objects


Group BProblem: Calibrating spring scales and weighing objects

Key Idea: The importance of calibration and reliability of an instrument in a scientific

investigation.


Group CProblem: Investigating

displacement and buoyant force


Group CProblem: Investigating

displacement and buoyant force

Key Idea: The buoyant force a fluid exerts on an object immersed in it depends on the amount of the displaced fluid and not on its weight. The larger the amount of displaced fluid the larger the buoyant force.


Group DProblem: Investigating sinkers and floaters in fresh water


Group DProblem: Investigating sinkers and floaters in fresh water

Key Idea: Objects that weigh more than the equal volume of water sink, while objects that weigh less than the equal

volume of water float.


Group EProblem: Investigating sinkers and floaters in salt water


Group EProblem: Investigating sinkers and floaters in salt water

Key Idea: Objects that weigh more than the equal volume of water sink, while objects that weigh less than the equal

volume of water float.


Group FProblem: Investigating how to turn sinkers into floaters


Group FProblem: Investigating how to

turn sinkers into floaters

Key Idea: Changing the effective volume of the boat, hence the maximum volume of

fluid it can displace, affects the amount of cargo it can carry. More precisely, for the given amount of clay, the larger the amount of water it can displace, the larger the buoyant force (see activity C), hence the larger the cargo it can carry.

Post-assessment Strategy


What science What science CONCEPTS CONCEPTS

were addressed?were addressed?


Investigations of Floating and SinkingConceptual Storyline

Group A:Problem: Investigating Objects That Float and Objects That SinkKey Idea:Pre-assessment –Weight does not predict sinking or floating

Group C:Problem: Investigating Displacement & Buoyant Force Key Idea:The buoyant force a fluid exerts on an object depends on the amount of the displaced fluid and not on the object’s weight.

Group D:Problem: Investigating Sinkers and Floaters in Fresh Water

Key Idea: Objects that weigh more than the equal volume of water sink, while objects that weigh less than the equal volume of water float.

Group E:Problem: Investigating Sinkers and Floaters in Salt Water

Key Idea: Objects that weigh more than the equal volume of salt water sink, while objects that weigh less than the same equal of salt water float. Salt water is heavier than fresh water of equal volume; therefore some objects that sink in fresh water float in salt water.

Group F:Problem: Investigating How to Turn Sinkers into Floaters Key Idea: Changing the effective volume of the boat, hence the maximum volume of fluid it can displace, affects the amount of cargo it can carry. More precisely, for the given amount of clay, the larger the amount of water it can displace, the larger the buoyant force (see activity C), hence the larger the cargo it can carry.Post-assessment Strategy

Group B:Problem: Calibrating Spring Scales and Weighing ObjectsKey Idea: The importance of precise instruments


What was the What was the PROCESSPROCESS

for learning the for learning the science concepts?science concepts?


Learning CycleLearning Cycle

FocusFocus Identify and share prior knowledge

ExploreExplore Engage in hands-on explorations of the science phenomena to be investigated

ReflectReflect Reflect upon and discuss observations and data and propose conclusion (s) based on evidence

ApplyApply Use new ideas to apply to a new situation


Hands-On InvestigationHands-On Investigation

Questions for Discussion

•What are the characteristics of the learning environment?

•What knowledge and expertise did the teachers exhibit?

•What were your responsibilities as learners?


Session StructureSession StructurePart IIPart II

View classroom examples of inquiry-View classroom examples of inquiry-centered science learning and teachingcentered science learning and teaching


Videotape of Classroom ExampleVideotape of Classroom Example

Questions for Discussion

•What are the characteristics of the learning environment?

•What knowledge and expertise did the teacher exhibit?

•What were the responsibilities of the students?


Session StructureSession StructurePart IIIPart III

Compare and contrast the current and Compare and contrast the current and desired future of learning and teaching desired future of learning and teaching with the hands-on experience and with the hands-on experience and

classroom examplesclassroom examples


Look for:Patterns

Insights

QuestionsNational Science Resources Center©

Session StructureSession StructurePart IIIPart III

Identify and discuss the implications of Identify and discuss the implications of these experiences these experiences


Based on this experience, Based on this experience, what elements of your MSP what elements of your MSP plan do you believe need to beplan do you believe need to be

AddedAdded

DeletedDeleted

ModifiedModified

ImplicationsImplications

NSRCNational Science Resources Center©

Professional DevelopmentVisionVision

NSRC

K-16 K-16 AssessmentAssessment

K-16 K-16 Professional Professional DevelopmentDevelopment

Science Science MaterialMaterial

ssSupportSupport

K-16K-16Research-Research-

based based Curriculum Curriculum

withwithRigorousRigorousContentContent

Administrative Administrative & Community & Community Support and Support and PartnershipsPartnerships


Learning CycleLearning Cycle

FocusFocus Identify and share prior knowledge

ExploreExplore Engage in explorations of topics in depth

ReflectReflect Reflect upon experiences to compare and contrast prior knowledge

ApplyApply Apply new ideas and knowledge to a new situationNational Science Resources Center©

Research on Research on How People LearnHow People Learn

• Need to draw out and work withNeed to draw out and work with

preexisting understandings that studentspreexisting understandings that students

bring to learningbring to learning• Need to teach students some subjectNeed to teach students some subject

matter in depth providing many examplesmatter in depth providing many examples

in which the same concept is at work andin which the same concept is at work and

providing a firm foundation of factualproviding a firm foundation of factual

informationinformation• Need to teach students metacognitive skillsNeed to teach students metacognitive skills

Documents

How People Learn Bridging Research and Practice: An Examination of A Model of Learning and Teaching Christos Zahopoulos Sally Goetz Shuler Janine Underhill