02 EDUC5282 UNIT 2 DISCUSSION ASSIGNMENT
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University of the People *
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5282
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Communications
Date
Nov 24, 2024
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2
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The discussion about the Heavy Newspaper Experiment's discrepant events piqued my interest. After examining Longfield's materials and participating in the study myself, I realized the differences between how I viewed and interacted with video clips and the activities that were presented. Longfield (2009), explained that teaching can take various forms, such as discrepant science sessions and discrepant teaching sessions. Both methods seek to prompt students to reassess their ideas, but the difference between these two approaches is that the former involves setting up a teacher-led environment, while the latter involves the students participating in an independent learning process. This approach involves the teacher leading the way and providing the necessary details about the experience so that the students can prepare for the outcome. Discrepant teaching sessions place the students in a supportive environment, where they actively participate in the process, allowing them to develop their own knowledge. This type of environment also shifts the emphasis from the teacher's teachings to the students' participation. I watched the video clip and realized that the experiment was unfolding within a restricted environment. Although it was captivating, it lacked the tactile and immediacy of actual engagement with the task at hand. The hands-on activities, on the other hand, reinforced the materials' scientific principles and allowed me to improve my comprehension. Discrepant science events are educational activities that are presented either as a video clip or as the teacher experimenting. They can help students improve their understanding of certain scientific concepts or disprove common misconceptions (Nasrullah and Mulbar, 2014). Although it can help students improve their theoretical and terminologies knowledge, it can also limit their cognitive development by making them feel like they are passive observers (Mancuso, 2010). In addition, students might develop false perceptions if they struggle to connect their theoretical knowledge with real-world applications (Anggoro, Subuh, et al., 2019). One of the most important factors that can affect the engagement of students in a discrepant science event is the presence of hands-on activities. This type of teaching can also lead to the students focusing more on the outcomes of the experiment instead of the learning process itself. Although this approach is beneficial, it might lead to the students becoming more focused on the results of the study instead of the overall learning process. Although it is beneficial to have hands-on activities, this approach might lead to students focusing more on the results of the experiment instead of the whole learning process. Despite of these concerns, the learning process can still be affected by discrepant science events. They can foster students' ability to investigate and develop analytical thinking skills. A noticeable shift in my learning experience occurred after viewing the video demonstration of the "Heavy Newspaper" experiment (SpanglerScienceTV, 2011), actively conducting the experiment myself, and delving into additional research. When I first watched the experiment, my curiosity was focused on the expected outcomes. However, as I participated in the experiment, a profound clarity about the scientific principles at work emerged, significantly
increasing my level of engagement. Because of my personal involvement, I was able to connect theoretical knowledge with practical application, resulting in a more complete understanding of the experiment. As a result, I believe that, when considering different learning styles, implementing discrepant event teaching is beneficial in not only increasing students' comprehension levels but also fostering increased engagement throughout the learning process. This approach allows students to actively participate in and take ownership of their learning journey by catering to a variety of learning preferences, resulting in a more enriched and meaningful educational experience. References Anggoro, Subuh, et al. (2019). Using a Discrepant Event to Facilitate Preservice Elementary Teachers ..., 2019, www.ejmste.com/download/using-a-discrepant-event-to-facilitate-preservice-elementary-
teachers-conceptual-change-about-force-7694.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&context=ct2-facpubs Mancuso, V. (2010). Using Discrepant Events in Science Demonstrations to Promote Student Engagement in Scientific Investigations: An Action Research Study. https://urresearch.rochester.edu/fileDownloadForInstitutionalItem.action?itemFileId=27032&itemId=1
1853 Nasrullah, and Usman Mulbar. (2014). Learning from Misconception to Re-Educate Students in Solving Problems ..., 2014, https://ablconnect.harvard.edu/revealing-and-dealing-misconceptions SpanglerScienceTV. (2011). “Heavy Newspaper - Cool Science Exper
iment.” (2011).
YouTube, YouTube, 2 Feb. 2011.
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