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Strategies and Tools for Teaching. Ilan Chabay The New Curiosity Shop®. Elements 2002 Workshop. Inquiry As Motivation and Process. Provoke students’ or pose your own questions Reflect process of doing science Challenge your own and students’ current understanding

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strategies and tools for teaching
Strategies and Tools for Teaching

Ilan Chabay

The New Curiosity Shop®

Elements 2002 Workshop

inquiry as motivation and process
Inquiry As Motivation and Process
  • Provoke students’ or pose your own questions
    • Reflect process of doing science
    • Challenge your own and students’ current understanding
    • Awaken inherent curiosity as an intrinsic motivator
    • Use surprise -- “cognitive dissonances”
cognitive dissonance an example
Cognitive Dissonance: An Example
  • The Cart and The Pendulum™ in Mirador, Santiago, Chile
cognitive dissonance an example1
Cognitive Dissonance: An Example
  • The Cart and The Pendulum™ in Mirador, Santiago, Chile
introducing new ideas
Introducing New Ideas
  • Focus on few most important concepts
    • Organize ideas into a coherent framework
    • Identify fundamental ideas at core of concept
    • Restate ideas in multiple ways
    • Elaborate connections to students’ current level of understanding and knowledge
    • Emphasize a deeper understanding of principles, process, and content
pre existent mental models
Pre-existent Mental Models
  • Build upon existing mental models of students -- so-called “naïve concepts”
    • Elicit descriptions of existing models
    • Focus on idea represented by models, rather than on choice of vocabulary
    • Point out common and distinct threads among models
    • Identify significant problems in current models
    • Alter or replace models explicitly by reference to observations, experiments, and theory.
complexity and conceptual layers
Complexity and Conceptual Layers
  • Articulate all the major concepts encompassed by a complex idea
  • Organize ideas in priority orders
  • Create an strong model for the central idea
  • Elaborate on secondary ideas in separate models
  • Encourage exploration of major ideas and their implications
conceptual layers in a set of models
Conceptual Layers in a Set of Models
  • Giant Magnetic Disk Drive™
conceptual layers in a set of models2
Conceptual Layers in a Set of Models
  • Messing Up Data on the Giant Magnetic Disk Drive™
conceptual layers in a set of models3
Conceptual Layers in a Set of Models
  • Hidden Directions™ and Magnetic Medium™
models representations simulations
Models, Representations, Simulations
  • Consider models and simulations as a type of metaphors in science
  • Use real phenomena when possible
    • Real phenomena and objects have a profound impact
    • Models using real phenomena have an inherent richness and are more open-ended
  • Connect models and simulations to real events
  • Discuss limitations of model -- what does it do and what doesn’t it do well
  • Beware of facile manipulation of a model without significant understanding of its representation
models are at the core of science
Models Are At the Core of Science
  • Developing models
    • Define the purpose of the model
    • Set criteria for design
    • Choose medium
    • Test to identify problems
      • Operational
      • Conceptual
  • Using models
    • Develop a visual vocabulary for thinking
    • Observe emergence of patterns
    • Make and test predictions to check understanding