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Amy D'Amico
This online workshop: Conceptual Change: How New Ideas Take Root? is based on ideas presented in Good Thinking! an original animated series developed by the Smithsonian Science Education Center (SSEC) and FableVision Studios as a professional development resource for K-12 science educators.
Read more
This online workshop: Conceptual Change: How New Ideas Take Root? is based on ideas presented in Good Thinking! an original animated series developed by the Smithsonian Science Education Center (SSEC) and FableVision Studios as a professional development resource for K-12 science educators.
Read more
This online workshop: Conceptual Change: How New Ideas Take Root? is based on ideas presented in Good Thinking! an original animated series developed by the Smithsonian Science Education Center (SSEC) and FableVision Studios as a professional development resource for K-12 science educators.
Research over the past 30 years has documented what teachers have known from experience that students do not come to class as “blank slates”, but most often with a diverse set of ideas, concepts, and mental models that they have already developed from their life experiences. These ideas are called preconceptions, which are student ideas constructed before having formal instruction. Students use their own rules and mental models to make sense of their observations, and to explain phenomena that they encounter every day. One of the critical and ongoing challenges for educators across all grades is to discover students’ understandings and their mental models about phenomena, and when these models are based on misconceptions to provide opportunities for students to develop new understanding based on scientifically accepted concepts.
The activities in this workshop are designed to help teachers identify student misconceptions and understand their thought process, and to provide strategies that can lead students to develop sound reasoning and to experience conceptual change.
The format and organization of the workshop are designed to allow individuals to successfully complete the online learning activities independently as a self-paced class, without the need for outside input or feedback. At the same time, this format was designed to flexibly fit into PLC meetings, PD workshops, or any time that you and your colleagues can meet to absorb some new ideas and discuss your experiences as educators. While the students in the Good Thinking! classroom are identified as being in the 5th grade, the pedagogical strategies are relevant to all levels of instruction.
Common Abbreviations in the Text
§ Science and Engineering Practices (SEP)
§ Crosscutting Concepts (CCC)
§ Next Generation Science Standards (NGSS)
§ Framework for K-12 Science Education (Framework)
§ Nature of Science (NOS)
§ Smithsonian Science Education Center (SSEC)
Register for this course and see more details by visiting:
OpenCourser.com/course/2j4jxp/conceptual
What's inside
Learning objectives
- Workshop objectives:
- Identifying student misconceptions and mental models in science.
- Developing plans for using the identified student misconceptions and mental models to teach new ideas.
- Identify instructional strategies presented in the video to support conceptual change in science.
- Apply the strategies to planning new instruction
- Workshop objectives:
- Identifying student misconceptions and mental models in science.
- Developing plans for using the identified student misconceptions and mental models to teach new ideas.
- Identify instructional strategies presented in the video to support conceptual change in science.
- Apply the strategies to planning new instruction
Good to know
Good to know
Know what's good ,
what to watch for , and
possible dealbreakers
Explores preconceptions and mental models in science instruction, providing strategies for conceptual change
Draws on research in science education, supporting evidence-based teaching practices
Designed for K-12 science educators, enabling them to improve student understanding of scientific concepts
Leverages the Smithsonian Science Education Center's animated series "Good Thinking!" to illustrate instructional strategies
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Save Conceptual Change: How New Ideas Take Root to your list so you can find it easily later:
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Activities
Be better prepared
before
your course. Deepen your understanding
during
and
after
it. Supplement your coursework and achieve mastery of the topics covered
in Conceptual Change: How New Ideas Take Root with these
activities:
Organize your notes and resources
Show steps
Keep your materials organized for easy reference and effective learning.
Show steps
-
Create a system for organizing your notes and resources.
-
File your materials in a logical manner.
-
Review your materials regularly to reinforce your learning.
Read 'Teaching Science for Understanding' by James Trefil and Robert Hazen
Show steps
Gain insights from experts in science education on effective strategies for promoting conceptual change in students.
View
The Sciences: An Integrated Approach, 7th...
on Amazon
Show steps
-
Obtain a copy of 'Teaching Science for Understanding'.
-
Read the book and take notes.
-
Reflect on the implications for your own teaching practice.
Explore the Smithsonian Science Education Center website
Show steps
Access a wealth of resources on science education, including videos, lesson plans, and interactive simulations.
Show steps
-
Visit the Smithsonian Science Education Center website.
-
Review the available resources.
-
Select a few resources that align with your interests or learning goals.
Five other activities
Expand to see all activities and additional details
Show all eight activities
Review scientific reasoning skills
Show steps
Review the basics of scientific reasoning to strengthen your foundation for understanding how new ideas take root.
Browse courses on
Scientific Reasoning
Show steps
-
Read articles or books on scientific reasoning.
-
Practice applying scientific reasoning to real-world scenarios.
-
Take an online course or workshop on scientific reasoning.
Engage in discussions with fellow educators
Show steps
Connect with other educators to share ideas and best practices for supporting conceptual change in the classroom.
Show steps
-
Join an online forum or discussion group for science educators.
-
Participate in discussions and ask questions.
-
Share your own experiences and ideas.
Design a lesson plan on conceptual change
Show steps
Develop a lesson plan that incorporates the strategies you learn in this workshop to support conceptual change in your students.
Browse courses on
Lesson Planning
Show steps
-
Identify the learning objectives for your lesson.
-
Research the topic and identify common student misconceptions.
-
Design activities that will help students challenge their misconceptions and develop new understandings.
-
Create a lesson plan that includes these activities.
Create a presentation on the Good Thinking! series
Show steps
Share your knowledge and understanding of the Good Thinking! series with your colleagues or students.
Browse courses on
Science Education
Show steps
-
Gather information about the Good Thinking! series.
-
Organize your information into a logical flow.
-
Create visual aids to support your presentation.
-
Practice your presentation.
Participate in a science education competition
Show steps
Challenge yourself and showcase your understanding of science education principles and practices.
Show steps
-
Research science education competitions.
-
Select a competition that aligns with your interests and goals.
-
Prepare your entry.
-
Submit your entry.
Organize your notes and resources
Show steps
Keep your materials organized for easy reference and effective learning.
Show steps
Show steps
Show steps
- Create a system for organizing your notes and resources.
- File your materials in a logical manner.
- Review your materials regularly to reinforce your learning.
Read 'Teaching Science for Understanding' by James Trefil and Robert Hazen
Show steps
Gain insights from experts in science education on effective strategies for promoting conceptual change in students.
View
The Sciences: An Integrated Approach, 7th...
on Amazon
Show steps
Show steps
Show steps
- Obtain a copy of 'Teaching Science for Understanding'.
- Read the book and take notes.
- Reflect on the implications for your own teaching practice.
Explore the Smithsonian Science Education Center website
Show steps
Access a wealth of resources on science education, including videos, lesson plans, and interactive simulations.
Show steps
Show steps
Show steps
- Visit the Smithsonian Science Education Center website.
- Review the available resources.
- Select a few resources that align with your interests or learning goals.
Five other activities
Expand to see all activities and additional details
Show all eight activities
Review scientific reasoning skills
Show steps
Review the basics of scientific reasoning to strengthen your foundation for understanding how new ideas take root.
Browse courses on
Scientific Reasoning
Show steps
Show steps
Show steps
- Read articles or books on scientific reasoning.
- Practice applying scientific reasoning to real-world scenarios.
- Take an online course or workshop on scientific reasoning.
Engage in discussions with fellow educators
Show steps
Connect with other educators to share ideas and best practices for supporting conceptual change in the classroom.
Show steps
Show steps
Show steps
- Join an online forum or discussion group for science educators.
- Participate in discussions and ask questions.
- Share your own experiences and ideas.
Design a lesson plan on conceptual change
Show steps
Develop a lesson plan that incorporates the strategies you learn in this workshop to support conceptual change in your students.
Browse courses on
Lesson Planning
Show steps
Show steps
Show steps
- Identify the learning objectives for your lesson.
- Research the topic and identify common student misconceptions.
- Design activities that will help students challenge their misconceptions and develop new understandings.
- Create a lesson plan that includes these activities.
Create a presentation on the Good Thinking! series
Show steps
Share your knowledge and understanding of the Good Thinking! series with your colleagues or students.
Browse courses on
Science Education
Show steps
Show steps
Show steps
- Gather information about the Good Thinking! series.
- Organize your information into a logical flow.
- Create visual aids to support your presentation.
- Practice your presentation.
Participate in a science education competition
Show steps
Challenge yourself and showcase your understanding of science education principles and practices.
Show steps
Show steps
Show steps
- Research science education competitions.
- Select a competition that aligns with your interests and goals.
- Prepare your entry.
- Submit your entry.
Career center
Learners who complete Conceptual Change: How New Ideas Take Root will develop knowledge and skills
that may be useful to these careers:
High School Science Teacher
High School Science Teacher
As a **High School Science Teacher**, you will be responsible for developing engaging and effective lessons that align with state and national science standards. This course, *Conceptual Change: How New Ideas Take Root,* will equip you with the knowledge and skills needed to help your students develop a deep understanding of scientific concepts. The course will help you to identify and address student misconceptions about science, and will provide you with strategies for promoting conceptual change in your classroom. Additionally, the course will help you learn how to use inquiry-based learning and other evidence-based teaching practices to engage your students and help them develop the skills they need to succeed in science.
Museum Educator
Museum Educator
As a **Museum Educator**, you will play an important role in creating and delivering educational programs that help museum visitors of all ages learn about science and the natural world. This course, *Conceptual Change: How New Ideas Take Root,* will provide you with the knowledge and skills you need to develop and lead engaging and effective science programs. The course will help you to learn how to use informal learning environments to promote conceptual change, and will provide you with strategies for addressing the diverse learning needs of museum visitors. Additionally, the course will help you learn how to develop and implement assessment strategies to evaluate the effectiveness of your programs.
Science Writer
Science Writer
As a **Science Writer**, you will communicate complex scientific information to a wide range of audiences. This course, *Conceptual Change: How New Ideas Take Root,* will help you to develop the skills you need to write clear, concise, and engaging science articles, reports, and other materials. The course will help you to learn how to identify and address misconceptions about science in your writing, and will provide you with strategies for promoting conceptual change in your audience. Additionally, the course will help you learn how to use writing to promote science education and outreach.
Instructional Designer
Instructional Designer
As an **Instructional Designer**, you will develop and implement educational programs that meet the needs of learners. This course, *Conceptual Change: How New Ideas Take Root,* will provide you with the knowledge and skills you need to design and develop effective science instruction. The course will help you to learn how to identify and address student misconceptions about science, and will provide you with strategies for promoting conceptual change in your instruction. Additionally, the course will help you learn how to use technology to enhance science learning.
Curriculum Developer
Curriculum Developer
As a **Curriculum Developer**, you will create and evaluate educational materials for use in schools and other educational settings. This course, *Conceptual Change: How New Ideas Take Root,* will provide you with the knowledge and skills you need to develop science curricula that promote conceptual change. The course will help you to learn how to identify and address student misconceptions about science, and will provide you with strategies for incorporating evidence-based teaching practices into your curricula. Additionally, the course will help you learn how to evaluate the effectiveness of your curricula and make revisions as needed.
Science Education Researcher
Science Education Researcher
As a **Science Education Researcher**, you will investigate how people learn science and develop effective science teaching methods. This course, *Conceptual Change: How New Ideas Take Root,* will provide you with the knowledge and skills you need to conduct research on conceptual change in science education. The course will help you to learn how to design and implement research studies, and will provide you with strategies for analyzing and interpreting data. Additionally, the course will help you learn how to disseminate your research findings to the scientific community and to educators.
Educational Psychologist
Educational Psychologist
As an **Educational Psychologist**, you will study the psychological processes involved in learning and teaching. This course, *Conceptual Change: How New Ideas Take Root,* will provide you with the knowledge and skills you need to understand how students learn science and how to teach science effectively. The course will help you to learn how to identify and address student misconceptions about science, and will provide you with strategies for promoting conceptual change in your teaching. Additionally, the course will help you learn how to use research to improve your teaching practice.
School Administrator
School Administrator
As a **School Administrator**, you will be responsible for the overall operation of a school, including the development and implementation of educational programs. This course, *Conceptual Change: How New Ideas Take Root,* will provide you with the knowledge and skills you need to lead and manage a school that promotes conceptual change in science education. The course will help you to understand the research on conceptual change, and will provide you with strategies for creating a school culture that supports conceptual change. Additionally, the course will help you learn how to evaluate the effectiveness of your school's science education programs.
Science Policy Analyst
Science Policy Analyst
As a **Science Policy Analyst**, you will analyze and evaluate science policy and provide recommendations to policymakers. This course, *Conceptual Change: How New Ideas Take Root,* will provide you with the knowledge and skills you need to understand the science policymaking process and to make informed recommendations about science policy. The course will help you to learn how to identify and address misconceptions about science in policymaking, and will provide you with strategies for promoting conceptual change in science policy.
Science Journalist
Science Journalist
As a **Science Journalist**, you will report on science and technology for a variety of audiences. This course, *Conceptual Change: How New Ideas Take Root,* will provide you with the knowledge and skills you need to write clear, concise, and engaging articles about science. The course will help you to learn how to identify and address misconceptions about science in your writing, and will provide you with strategies for promoting conceptual change in your audience. Additionally, the course will help you learn how to use social media and other online platforms to share your science writing with a wide audience.
Science Communicator
Science Communicator
As a **Science Communicator**, you will communicate complex scientific information to a wide range of audiences. This course, *Conceptual Change: How New Ideas Take Root,* will provide you with the knowledge and skills you need to develop and deliver effective science communication programs. The course will help you to learn how to identify and address misconceptions about science in your communication, and will provide you with strategies for promoting conceptual change in your audience. Additionally, the course will help you learn how to use a variety of communication channels to reach your target audience.
Education Consultant
Education Consultant
As an **Education Consultant**, you will provide advice and support to schools and other educational organizations. This course, *Conceptual Change: How New Ideas Take Root,* will provide you with the knowledge and skills you need to help schools improve their science education programs. The course will help you to learn how to identify and address misconceptions about science in science education, and will provide you with strategies for promoting conceptual change in schools. Additionally, the course will help you learn how to develop and implement professional development programs for teachers.
Teacher Educator
Teacher Educator
As a **Teacher Educator**, you will prepare future teachers to teach science. This course, *Conceptual Change: How New Ideas Take Root,* will provide you with the knowledge and skills you need to help your students learn how to teach science effectively. The course will help you to learn how to identify and address misconceptions about science in science education, and will provide you with strategies for promoting conceptual change in your students. Additionally, the course will help you learn how to develop and implement effective science teacher education programs.
For more career information including salaries, visit:
OpenCourser.com/course/2j4jxp/conceptual
Reading list
We've selected seven books
that we think will supplement your
learning. Use these to
develop background knowledge, enrich your coursework, and gain a
deeper understanding of the topics covered in
Conceptual Change: How New Ideas Take Root.
Provides a comprehensive overview of the science of learning. It covers topics such as the brain and learning, motivation, and assessment.
Save
Provides a comprehensive overview of the learning brain. It covers topics such as the brain and learning, motivation, and assessment.
Save
Provides a comprehensive overview of research on how people learn. It covers topics such as the role of prior knowledge, the importance of motivation, and the effectiveness of different teaching strategies.
This document provides a set of standards for science education in the United States. It includes standards for content, teaching, and assessment.
Classic work on the development of higher psychological processes. It provides insights into how social interactions and cultural tools shape our thinking and learning.
Provides practical guidance on how to teach science effectively. It covers topics such as lesson planning, classroom management, and assessment.
Save
Provides a practical guide to creative and critical thinking. It includes chapters on how to generate ideas, solve problems, and make decisions.
For more information about how these books relate to this course, visit:
OpenCourser.com/course/2j4jxp/conceptual
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Effort
4 to 5 hours per week for 1 week
Level
Introductory
Via
edX
Institution
The Smithsonian Institution
Instructor
Amy D'Amico
Language
English
Transcript
English
This course belongs to a
collection
called
The Smithsonian Science Education Center’s The Science of Teaching Science. It's comprised of four courses:
- Conceptual Change: How New Ideas Take Root (viewing)
- Science: A Work in Progress
- That's So Meta(cognitive)!
- Fired Up About Energy
Good to know
Explores preconceptions and mental models in science instruction, providing strategies for conceptual change
Draws on research in science education, supporting evidence-based teaching practices
Designed for K-12 science educators, enabling them to improve student understanding of scientific concepts
Leverages the Smithsonian Science Education Center's animated series "Good Thinking!" to illustrate instructional strategies
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