EDUC341 Chapter 5: Page 85-100
12 Mar 2019
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Chapter 5 - eliciting students" ideas (page 85-100) Resources have potential to support learning. Provide a rich scenario to jump-start conversations. Framing a lead-in for the conversation; expressing an authentic reason for investigating a particular set of ideas and set up an understanding for the purpose of the study. First elicit observations (before asking for explanations) After talking about observations, make a subtle shift to talking about hypotheses. Students" inferences about what might be happening at the unobservable level that causes an observable event or process. Open up conversation by using probing questions, wait time, turn-and-talks, revoicing, follow-up questions, and having students comment on one another"s ideas. Small-group models of scientific phenomena -- observable, unobservable, before/during/after. List of students" hypotheses -- sentence frames, include 4-6.
