By Patricia D. Morrell, Kate Popejoy (eds.)
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Extra resources for A Few of Our Favorite Things: Teaching Ideas for K-12 Science Methods Instructors
However, not all students felt this way, and a couple said that they found this approach difficult because it was so fluid. They indicated that they were confused and found the lessons hard to follow. They said that they would rather have been told the answer at the beginning. BI Predict, observe, explain Teaching for effective learning: The complete book of PEEL teaching procedures4, p43 Melbourne, PEEL Publishing This procedure has three stages. Firstly the students are shown a situation and asked to make a written prediction with reasons as to what they think will happen when some change is made.
The ropes are then connected to each other by a ring of some sort in the middle and the ends of the ropes are knotted to prevent them from slipping into the tube. (Alternatively, the ropes can simply be overlapped). The ends of the tube are then sealed with a cap and taped shut to prevent students from seeing inside of the tube. The following schematic illustrates how a mystery tube can be constructed. Overview: It is important for science teachers to differentiate between scientific laws and scientific theories.
However, the task got the students reflecting more deeply than they had before on what they understood about the particle model and the answers the students thought up were often original, and were well worth consideration and discussion. I collected the answers from three forms, numbered them at random, and listed them on a sheet. 29 P. D. MORRELL & K. POPEJOY SURVEY – WHY DON’T THE PARTICLES IN A GAS FALL DOWN? Sample responses 1. they are light and they float together because of the movement.