CHAPTER 3: LEARNING SCIENCE WITH UNDERSTANDING
Chapter three has some very interesting points. It’s main topic and theme is understanding and building science knowledge. The theory of this chapter is scaffolding. Taking prior-based knowledge; and building on a new concept that was just taught will help student’s growth in science. Piaget’s cognitive development stages all play a role in the learning and scaffolding of science concepts. Providing teachings to disprove certain concepts and teach the right ones are a practical approach of this chapter. Some thoughts will be disproven and replaced with new thoughts and new concepts that will have to be organized for future references.
This chapter left me with a lot of knowledge on how to build off of previous concepts learned by students. I was surprised that knowledge organization can help learn a new concept. As a future teacher, this is a good strategy to practice with my students. This whole chapter was pretty direct and clear. It shows how previous knowledge will help review the beginning of a new concept which, once learned, will provide scaffolding to advance knowledge in science. My question for this chapter is how do you know, what and if, previous knowledge was even learned for a certain concept and how can you review it so that the scaffolding process can run smoothly for a student? All-in-all, this chapter gives me knowledge on how to go about playing on a student’s previous knowledge and building on more of what was just learned.
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Assessment is key in knowing how to scaffold student learning. And the assessments you use can be as simple as the activity the students are working on at the moment. Science journals can provide an effective tool for assessing student learning.
ReplyDeleteScaffolding is not a matter of making sure assignments become increasingly difficult. Scaffolding refers to the ways in which you design activities to support students in the learning new concepts.