In reading chapter three i felt the most important point was making the connection between prior knowledge and new knowledge. I like how the author suggests that students need repeated opportunities to struggle with inconsistencies between their own ideas and scientific explanations, to reorganize their ways of thinking and to make appropriate links between their own ideas and scientific concepts. As a teacher i was wondering how to teach this in a way that my students would be able to make the connection and learn from what they previously thought. I'm glad that this chapter went into detail on how conceptual change can occur.
I also like the ideas about concept maps. I am a visual learner and these types of maps help me to organize my information in a way that i can learn and understand.
I feel that it is very important to build successful learning communities. As a teacher i want my learning to be enhanced by organizing my learning environment to encourage a cooperative culture that centers on thinking.
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As teachers, our job really is to teach children how to think. Everything you say in this post points to that--connecting prior knowledge to new questions and tasks, seeing relationships and distinctions through concept maps, and constructing new understandings as Vygotsky suggests (in relationship with the teacher and with peers). If you do these things, your classroom will be a great place where students will become excited about learning!
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