By Patricia D. Morrell, Kate Popejoy (eds.)
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One other name during this well known sequence of 'Tests that teach', designed to assist enhance scholars' examination functionality and raise language competence at talent point. job varieties familiarise scholars with the projects they're going to face within the examination, additional perform and suggestions pages construct self assurance in answering them and an increased resolution key offers transparent reasons as to why the given solution is right.
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11. we don’t know because the higher you get the less air you get. 12. it doesn’t have weight. Therefore gravity hasn’t got any pull on the gas to bring it to the ground. 13. the particles could be so light that gravity doesn’t push them down. 14. they are small enough to defy gravity. 15. if they fell they would leave a vacuum so they stay evenly dispersed. 16. gas particles can float. 17. air can float. 18. the particles are anti-gravity and won’t fall down. I gave out the sheet to the class and had to spend a few minutes on an unrelated administrative matter, so I told the students to start discussing the suggested answers themselves.
Learning occurred by social construction/reconstruction of new understandings more than individual construction. Issues of student change • The students were used to the teacher delaying judgment and, importantly, knew that eventually the content issues would be sorted out. • The students had learnt that it was OK, even sometimes useful to be initially incorrect –this is a significant shift in thinking about how they learn that takes multiple experiences to achieve. • Having said the above, not every student (at this time) understood and supported what the teacher was doing –change here occurs at different rates for different individuals.
D. MORRELL & K. POPEJOY Topic: Constructivism/Conceptual Change Title: Teaching for Conceptual Change when Alternative Views Cannot be Experimentally Tested Submitted by: Ian J. Mitchell, Monash University, Melbourne, Australia Materials: Mitchell, P (1993) Students’ ideas on the particle model PEEL SEEDS 22, p29 Overview: The particle model is deceptively simple to teach; one can show students drawings of the way particles are said to be arranged in solids, liquids and gases and have them able to recognize these and state the differences quite quickly, but what meanings have they actually constructed?