02 EDUC 5282 UNIT 2 DISCUSSION FORUM ASSIGNMENT

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University of the People *

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5282

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Chemistry

Date

Nov 24, 2024

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pdf

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According to Longfield (2009), discrepant teaching event is designed to “confront students‟ naïve conceptions and tacit beliefs and to create cognitive disequilibrium” students thereby can juxtapose between their belief and practical experience. After reading the article on “Di screpant teaching events: Using an inquiry stance to address students‟ misconceptions” (Longfield, 2009) and watching the video, “Heavy Newspaper” („Heavy Newspaper‟, 2011), I realized that the approach would be invaluable to helping students take control over their learning process, develop critical thinking and innovative mindset. Compare and contrast the process of watching the video with conducting the same activity done as a hands-on minds-on activity. Watching the video and conducting the same activity as a hands-on minds-on activity are similar in purpose as both will confront students‟ initial belief about the concept and create cognitive disequilibrium (Longfield, 2011). However, the long term effect and the level of learning derived would be different in each scenario. The level of curiosity generated from both cases will be different. While watching the video alone might be consider to be teacher-center which will involve little or no participation from the students, but only as passive receivers of knowledge, and this will limit their curiosity and ability to construct new knowledge. Engaging them in a hands-on activity on the contrary will promote a student-center learning approach which will help the students to define their own learning and derive meaning by themselves. The video, “The 5E model: A strategy for the high school chemistry classroom” (SanBdoCitySchools, 2014) is a very good example of how this type of activity can be conducted in the classroom to promote students‟ engagement and a ctive participation (Rybee, 2009). Whereas, I may allow students to watch the video, this would be after we had engage in discussion around what they think might happen, and allowing them to try a couple of time to brake the ruler by placing the papers on it. If they succeed in doing the activity or not, then they can watch the video. This would help them to deepen their knowledge on the basic principle behind the activity. Of course, students will face a lot of obstacles and the activity may take longer time than just watching the video, but I belief in the end it will be worth it. References Bybee, R. (2009). The BSCS 5E instructional model and 21st century skills. The National Academic Board on Science Education. Retrieved from: http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_073327.pdf Longfield, J. (2009). Discrepant teaching events: Using an inquiry stance to address students‟ misconceptions. International Journal of Teaching and Learning in Higher Education, 21(2), 266.

https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1000&c ontext=ct2- facpubs SanBdoCitySchools. (2014, June 17). The 5E model: A strategy for the high school chemistry classroom [Video]. YouTube. SpanglerScienceTV. (2011, February 3). Heavy newspaper - Cool science experiment [Video]. YouTube.

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