By Patricia D. Morrell, Kate Popejoy (eds.)
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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. Crucial to the procedure is the discussion at this point of the various predictions and the reasons for them, it is, of course, essential that the teacher gives no indication of what he or she believes.
39 P. D. MORRELL & K. POPEJOY Modifications/Extensions: Have students connect what they have learned about the major scientific theories and laws theories in their respective disciplines. Good candidates include gas laws and kinetic molecular theory, Mendel’s laws of inheritance and chromosome theory, the law of superposition, plate tectonics, and natural selection. In each case, have the students discuss what the laws describe and what the theories explain. Additional Readings: Bell, R. L. (2008).
The resource Students’ ideas on the particle model is a part of what the teacher actually wrote. Give the preservice teachers this with a fairly open question such as How would you map this onto what we have said about constructivism? What I am looking for here is that my preservice teachers will see that what has been taught is not what has been learnt. 2. The next step is more challenging; the task is to work out where and why the students’ constructed views differ from what was taught. Note again that this is less an issue of prior views, more an issue of constructed meanings for what was taught.