Karen Saa
9/23/2009
Weekly Reflection
Week 3
This chapter focused on the fact that in order to learn science you must do so with understanding. In the beginning of the chapter the chapter mentions that in order to really understand something an individual should be capable of interpreting the specific topic in their own words, they should be able to relate concept s to real life experiences, and they should be able to interpret questions for investigations and express them in their own words. When an individual understands science they are able to do much more than just recall specific facts or terms. The chapter also discusses the importance of rehearsing prior knowledge. This gives students the ability to recall prior knowledge and build on that knowledge. Rehearsal consists of applying prior knowledge to a similar task but rather than practicing the same exact concept, the teacher will continue to add new knowledge to the students prior knowledge. It’s all a building process. Another technique that is important when learning science, and various other subjects, is the implementing of concept maps. I found this really interesting. I never used these until I entered college and they are a great way to create study guides and to pin point the key information that should be addressed. Concept maps are a great way for students to understand exactly how one topic relates to another. Scaffolding was also discussed in his chapter. I really do think that this method of teaching is wonderful. Students need to be challenged and the teacher should be a guide. Teachers should be helping students find the answers they are looking for, not dimply spoon-feeding them information. It’s important to challenge them with new information and with activities and assignments that really get their minds working. It surprised me how to read how challenging it can be to rewire students who have erroneous information about a certain area in science. I never thought it would be a difficult task to have them understand and accept that the information they may have been taught in the past is incorrect. I was glad that the chapter gives suggestions and methods that should be used to help elevate this challenging process. I think it is great that they suggest that we should teach in a way that will dissatisfy students with their own explanations. I am confused on how to properly conduct rehearsal vs. practice in the classroom? Some more examples would be helpful.
You do a good job reflecting on the main thrust of the chapter--learning with understanding. Indeed, we know from experience that a mere recall of facts is not what we're after (facts soon learned can soon be forgotten). Even facts, to be useful land meaningful, need to be grounded in deep understanding.
ReplyDeleteWhat this leads us to is the notion that our job is to teach children how to think. Concept maps provide one effective way of doing that. Concept mapping helps students see relationships and draw distinctions.
The difference between "practice" and "rehearsal" is subtle. Students can practice penmanship, typing words per minute, or their "math facts." Practice seems to be related more to skill proficiency than to understanding. "Rehearsal," by contrast, seems to have more to do with process and thinking. Examples might include giving students creative writing prompts in which they apply new skills, math problems in which they apply new strategies, and inquiry science questions in which they bring newly acquired knowledge to new problems (Can you design a circuit in such a way that if one light bulb goes out, the other one stays on?).