12 EDUC5282 UNIT 2 DISCUSSION ASSIGNMENT

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University of the People *

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5282

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Psychology

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Nov 24, 2024

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This week's unit was quite interesting to me. Learning about discrepant teaching events, has me thinking about how I can use this tool in my classes to help my students' engagement and curiosity. I'll be honest: this is a new concept to me, mainly because we can use this tool in more than science classes. I often look at videos and follow them on social media channels where scientists use discrepant events in their subjects, usually science, biology, and physics, to engage the viewers and teach science in a fun, educational way. I always think that if maybe I had teachers like that, I would have liked science subjects more, now I know the "magic formula". The video "Heavy newspaper" (SpanglerScienceTV, 2011), presents an experiment where a sheet of newspaper becomes so heavy from the air pressing on it that if you put a stick under it hold it down and karate chop it, the wood stick will break. When I first watched the video, I was very skeptical that this experiment would actually work. I mean, I know that a piece of newspaper is not heavy and that I can be strong, so how can it be that in this 3-minute video, there were three sticks broken in this form? In my mind, it was just not possible, or as Longfield (2009) explains it, I (the student) had a preconceived notion of the weight of the paper, the strength of the wood, my own strength, and that the most obvious result for this experiment would be that the paper flies off as soon as I try to karate chop the stick under it. That's what my brain knows, this is the cognitive equilibrium (Longfield, 2009) that my experiences have created in my brain. Watching this video certainly created the need to know if this was actually true; in other words, the "bait" worked. The discussion post assignment then asked us to conduct this experiment and to compare and contrast if we would get the same results from the video. My first question as I was collecting the tools to complete the experiment, was how thick the wood stick should be. Because I think this is a defining factor for the experiment to work. If I get a stick that is too thick then the weight of the air pressure would not be enough to hold the stick. Then if I got a thin stick, then it's too easy, then it's evident that the newspaper would hold it down. So to satisfy my curiosity I got three different thickness sticks — one slim, one medium, and one thick. I tried them all. It was fun! Both the thin and the medium-width stick actually broke, but the thick one made the newspaper fly in the air. So my hypothesis is that the width and density of the stick need to be equal to the air pressure that holds down the newspaper. If the density of the stick is bigger than that of the air pressure, the stick wins. With this experiment of trying for myself an example of a discrepant teaching event, I learned firsthand what students feel when their interest is piqued. We learn so much more when it becomes a challenge to our brains. My curiosity took control to prove if what I had seen in the video was authentic. And this curiosity led to my inquiry. I wanted to know for myself, so I went far beyond what was asked and learned more than I was initially presented with. I think that the video clip was the first step to arouse my curiosity if I'm being honest, mostly because I wanted to prove it wrong. To prove that the knowledge I had was right and that the video was wrong. Then I appreciated that I could put it to the test. This hands-on experience helped me learn that what I knew of each of the materials used was subject to an outside force I had no idea would affect it (the air pressure). I learned more than I thought I would. I feel like both the video and the hands-on events can work together to arouse curiosity in my students. The hands-on was the one to prove the point for

myself, and if I could only use one, I would choose hands-on. But if I follow the same order as this exercise: video then hands-on, I can see how it can become a challenge for students. Their curiosity will certainly take charge and as a result, their learning will be greater. References 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 SpanglerScienceTV. (2011, February 3). Heavy newspaper - Cool science experiment [Video]. YouTube.

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