Considerations for Teaching Integrated STEM Education

Using Bridging Analogies and Anchoring Intuitions to Deal with Students Preconceptions in Physics

The New Science of Learning The Cambridge Handbook

Makalede yeni fen bilimleri öğrenimi hakkında bilgi verilmektedir.Derin düşünme ve yansıtıcı düşünme arasındaki farkları, öğretmenlere, ailelere, politikacılara  yeni fen eğitimi için tavsiyelerde bulunulmuş. Çevre nasıl düzenlenmeli, bişlgisayar teknolojisinden nasıl yararlanılmalı gibi tavsiyelerde bulunuyor. Öğrenmeyi öğrenme nasıl olur, öğretirken öğrencilerin önbilgileri üzerine nasıl eğitim verilir makalee buna da değinilmiş.  Küresel ısınma gibi günümüz problemlerinin nasıl çözüleceğini öğrencilere sorulması gerektiğini vurgulamıştır.

Constructionismm

constructivist learning approach in science teaching

Yapılandırmacı yaklaşımda öğrenciye bilgi verilmez ,öğrenci ön bilgileri sayesinde ve yeni öğrendiği bilgiler ışığında bilgiler arasında köprü ,bağ oluşturarak bilgiyi zihninde yeniden oluşturur.Yani zihninde var olan şemalarıyla yeni öğrenmiş olduğu şemaları birleştirir ve özümser.Peki öğreneceği konuyla durumla ilgili şeması ,ön bilgisi yada hazırbulunuşluğu yoksa yeterli düzeyde değilse yeni bilgiyi zihnide nasıl yapılandıracak ? Hazırbulunuslugu bir şekilde hallettik eğitim süresince peki bu bize zaman sıkıntısı yaşatmaz mı ?

Learning in Online Communities

Arguing to Learn

A History of Conceptual Change Research

enginering design based instruction

this article emphisezes the design based curriculum on students' content understanding of simple machines. engineering design method is used to teach the topic "simple machines" to fifth graders in USA. the engineering design is defined as an activity that involves the construction of a physical product which solves a human problem.during  the study, students designed some simle machines such as seesaws, food mixers,ramps and pulley and used lego materials. while students designing and building models of real simple machines, they figured out how each simpel machine works and how simple machines are different from complex machines. in the study, researchers applied pre and post test to fifth grade students to test their understanding.  it is seen that most of the students have misconseptions about simple machines and complex machines. students think that simple machines decrease the work done and sipmle machines do some of the work for us so we use less energy and complex machines are the ones that work with electricity or battery power. for students to have a conceptual understanding of simple machines, they need to know some related concepts such as work,energy, force. it is suggested in the article that teachers should give extra attention to these topics.

s1:  how do you consider the readiness of fifth grade studetns for this study?  why did you choose 5. grades in stead of 6,7 or 8?

s2: why there is no control group in the study?

cultivating model based reasoning

in this article the issue is modeling in science education. one of the advantages of designing instruction around modeling is that it enables educaters to sidestep the recurring and useless debates about the relative virtues of emphasizing science process or science content.. no one can engage in the activity of modeling without modeling something and this something is related to the question asked.. at the same time modeling is a practise, not a predigested collections of facts. beyond its value for students modeling has important advantages for teachers.because models are written and because they are publicly defended and debated, an emphasis on models tends to make students thinking highly visible to teachers.
 also, in classrooms in which the modeling is applied , students learn that the point of scientific inqury is not to find the correct answer in stead they see that answers inevitably lead to additional questions and that deeper study of phenemenon leads to deeper understanding.


Q1: if we start to modeling to reach certain objective in scince curriculum and during development period students convert to model to something else rather than our target. how to behave to this student?

Q2)  what more emphasis should be given to? the process of development a model or the product itself?