IMAGES & ANALOGIES AND MODELS & SYMBOLS

Today we have discussed another two techniques which can be used in teaching concept which are using images and analogy and also using models and symbols.

Teachers use analogies to build conceptual bridges for students between what is familiar (an analog concept) and what is new (a target concept).

The Teaching With Analogies includes these 6 steps:
(1) Introduce the target concept,
(2) Review the analog concept,
(3) Identify relevant features of the target and analog,
(4) Map similarities,
(5) Indicate where the analogy breaks down, and
(6) Draw conclusions.
sources:  http://www.coe.uga.edu/twa/

for example: teaching current circuit using water circuit as analogy of it. Or teaching cell using Cell City diagram as below.

Images here refer to mental images. Mental images are visual representations of a step in a rule or procedure that are visualized in the mind. Unlike pictures, mental images can change to reflect changes in information because they are represented in the learners' imagination.

for example: teaching about neutron, electron and proton. as they cannot be seen, ask the student to imagine that neutron is placed in the nucleus(center)  and proton also placed together with neutron in nucleus while electron is rotating around the nucleus.

teachers can use models to help students make sense of their observations, and understand abstract ideas through visualization of 

1. object that are too big, too small or positioned so it is difficult for them to be seen easily.

    eg: an ecosystem, cell and heart

2. processes that cannot be seen directly. eg: digestion

 

3. abstract ideas: eg: particulate nature of matter; transfer energy

 some examples of science symbols.

M

TEACHING CONCEPT

 

Our group has been given a task to teach a concept using example and non-example method.

we have choose to introduce the concept of organic compound using this method.

we have listed few things on blackboard as follow:

coal                      alcohol                          carbon dioxide gas

limestone              petrol                            eggs

marble                  newspaper                    soda baking

flour                     cotton shirt                    calcium cyanide

teacher should: 

1) ask students to identify which of the things above are originate from living things(plants and animals) and non-living things(minerals)

2) ask students to classify them into two group with distinct differences

3) leading questions to define the characteristics of the things in each group

4) guide students to find the similarities and differences between them

5) tell the students the exact concept of organic compound based on discussion.

organic compound:  organic compounds are all compounds of carbon except for oxides of carbon, bicarbonates and carbonates of metal ions and metal carbides and cyanides and originated from living things such as plants and animals.

PEDAGOGY CONTENT KNOWLEDGE (PCK)

PCK is about how to teach students based on pedagogy we have discussed before such as learning theories, approaches and strategies. its also consist of knowledge of science that are facts,concept,principle,theories etc.

if we refer to PCK, we can see that not all teachers can teach science. for example, english teacher maybe good in language but he or she not necessary good in conveying the knowledge of science to students. science or any subject should be teach by one who expert in that area.

science knowledge

1.facts: the simplest explaination about something that have been accepted by whole world.
for example:  a dog is a mammal

2. concepts: consists of many facts.
for example: plastics are polymers that can be shaped by applying heat or pressure. 

3. principle is a law.
for example: Newton's Third Law stated  For every action, there is an equal and opposite reaction. 

4. Theories: still can be argued and not necessarily true
for example: science theory of evolution

knowledge claims about alternative concept 

- happens when student have misconception in science. 

- even adult also have misconception

- sometimes the ideas are same with scientist before because they make conclusion based on observation.

- the teacher themselves not competent with the knowledge.

famous term arises from alternative concept is SPONTANEOUS GENERATION

Vygotsky: Social Development Theory

in learning theory discussion, lecturer has told our group (form 5) to discuss and explain about contructivism theory focusing on Vygotsky's social development theory.

the theory focused on the connections between people and the socialcultural context in which they act and interact in shared experiences.

three major themes in Vigotsky's theory of learning

1. social interaction plays a fundamental role in the process of cognitive development.

2. the More Knowledgeable Other that refers to anyone who has a better understanding or a higher ability level than the learner such as teacher.

3. the Zone of Proximal Development (ZPD) . the ZPD is the distance between a student's ability to perform a task under adult guidance and/or with peer collaboration and the student's ability solving the problem independently.

what i think about this theory???

teacher can implement this theory in class by make students do discussion in group and teacher act as a facilitator. the groups should consist students from different level so the good one can help the weak one in understanding the stuff. teacher should guide the students so the students always in track and not covered by misconception.

ASK: Attitudes.Skills.Knowledge.

there are 3 mains domain of learning.
i. cognitive
ii. psychomotor
iii. affective

based on chart above knowledge refers to cognitive domain, attitudes refer to affective domain while skills refer to psychomotor domain.

we gain knowledge from reading, attending lecture, informal process from parents and community, doing experiments or engaging with real life situation. our knowledge is strengthen when we face new condition that have something to do with prior knowledge.

process or skills can be divided into three which are thinking skills,science process skills and manipulative skills.

thinking skills can be critical thinking and creative thinking. when students doing observations and able to do attributing, its can enhance their critical thinking.

science process skills is about cognitive skills while manipulative skills refer to psychomotor skills that is able to do something such as drawing and so on.

scientific attitudes are how we feel and how we deal with science knowledge. as a student and also a teacher we should create or we should have a good attitudes towards science. By doing and learning science we should appreciate more on what scientist have done for our good. for example research on global warming, why global warming happens and how its happened? when we know all this things, we should avoid the manner that contribute to global warming.

what is science education?

now, we come to another task that have been given by my lecturer.

which is, WHAT IS YOUR IDEA ABOUT SCIENCE EDUCATION??
the class have given their opinions after a short discussion with their partners.
here are some of the ideas:

1. process of teaching and learning science
2. foster students with science knowledge, science skills and inculcate scientific attitudes among students.
3. realize that knowledge is not absolute. new discovery and new knowledge may come out anytime.
4. process of sharing the content of science and interaction among human community

blogging??

actually i already have 1 blog to talk about my life,my interest,my hobby,my event and everything that related to my life which i think i want to share about.
but recently i quit blogging because i think im not good in story telling..hehehe ;)
and now..i appears again in this blogging world just have to fulfill my course requirement..requirement??
haha..no la..this is one of my assignment..for science method..hehe ;)

on 6 January 2011, we started the class with a question from my lecturer..

WHAT IS SCIENCE???

want to know what come first in my mind at that time??

to me,science is about everything. pen is science. our breathing process is science. bridge is science. all is science.
below are the ideas about what me and my friends think about science.

1.science as a study that related to logical and rational thinking.2. its related to daily lives/everywhere
3.science as a process or things to occur
4. made of different discipline (Biology,Chemistry,Physics)
5. consist of process skills and manipulative skills.
6. science is something we have to do with experiment..
7.science is a discovery from scientist