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http://sciencehooks.scoilnet.ie/physics/sink-or-float/

students hypothesize whether an object will sink or float based on their knowledge

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Why don't the Atlantic and Pacific oceans mix?

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Why don't the Atlantic and Pacific oceans mix?

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Inquiry carried out by students scaffolded by the previous knowledge on how salt impacts density

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What concepts of acceleration are difficult to understand?

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What part of the concept of acceleration is difficult to understand: the mathematics, the physics, or both?

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In this paper, details of student difficulties in understanding the concept of acceleration and the mathematical and physical/intuitive sources of these are delineated by utilizing the teaching experiment methodology. As a result of the study, two anchoring analogies are proposed that can be used as a diagnostic tool for students’ alternative conceptions. These can be used in teaching to highlight the peculiarity of acceleration concept. This study portrays how seeing acceleration as ‘rate of change’ of a quantity (velocity) and recognizing the consequences of such a definition are hindered in certain ways which in turn negatively affect learning the concept of force. This is also an example that illustrates that a rather “simple” mathematical concept (i.e., rate of change) for the expert can become a complex phenomenon when embedded in a physical concept (i.e., acceleration) which is consistently found to be as a misconception among learners at various levels that is widely occurring and very resistant to change.

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Aspects the students often find difficult

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Aspects the students often find difficult

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1. Manipulation of formula

2. Including units in their answers

3. Differentiation between speed and velocity

4.  Unit conversions- example seconds to minutes and KM to M

5. Graphical representation and understanding  what they convey

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Inquiry in the science classroom, explaining its benefits and how students became less dependent on the teachers for accessing information.

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Journal of Science Education and Technology

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References

1. Cavana GR, Leonard WH (1985) Extending discretion in the high school science curricula. Sci Educ 69(5):593-603. doi: 10.1002/sce.3730690502

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2. Crawford B (2000) Embracing the essence of inquiry: new roles for science teachers. J Res Sci Teach 37(9):916-937. doi:10.1002/1098-2736(200011)37:9<916::AID-TEA4>3.0.CO;2-2

Article Google Scholar

3. Rehorek SJ (2004) Inquiry-based teaching: an example of descriptive science in action. Am Biol Teach 66(7):493-499. doi: 10.1662/0002-7685(2004)066[0493:IT]2.0.CO;2

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4. Thompson SL, Collins A, Metzgar V, Joeston M, Shepherd V (2002a) Exploring graduate-level scientists' participation in a sustained K-12 teaching collaboration. Sch Sci Math 102(6):254-266

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5. Thompson SL, Metzgar V, Collins A, Joeston M, Shepherd V (2002b) Examining the influence of a graduate teaching fellows program on teachers in grade 7-12. Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science, Charlotte, NC, 10-13 January

6. Thompson SL (2003) Development of a framework to measure science teachers' inquiry perceptions and practices. Paper presented at the Annual Meeting of the Association for the Education of Teachers of Science, St. Louis, MO, 29 January-2 February

7. Vygotsky LS (1979) The collected works of L.S. Vygotsky. In: Rieber RW, Wollock J (eds) Problems of general psychology, vol 1. Plenum Press, New York

8. Windschitl M (2004) Folk theories of "inquiry:" how preservice teachers reproduce the discourse and practices of an atheoretical scientific method. J Res Sci Teach 41(5):481-512. doi: 10.1002/tea.20010

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# data[].attributes.attachment_link.title
Closing the Gap: Inquiry in Research and the Secondary Science Classroom

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Teaching students how to conduct authentic scientific inquiry is an essential aspect of recent science education reform efforts. Our National Science Foundation-funded GK-12 program paired science graduate students-fellows-with secondary science teachers in order to enhance inquiry-based instruction.

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Benefits of group work in the science classroom

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Group work in science learning - international scenarios and implications for teaching and learning in Hong Kong

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Student Skill and Attitude Development Through Group Work The investigative nature of science provides a unique setting for group work, particularly cooperative learning, to build its framework (Sherman, 1994). This nature of science is an aspect often neglected by science teachers in their normal teaching.

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Journal of Science Education and Technology

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Journal of Science Education and Technology

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Article on the use of computer simulations in the classroom and their benefits.

# data[].attributes.attachment_link.provider_name
Journal of Science Education and Technology

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Access options

Buy single article

Instant access to the full article PDF.

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Subscribe to journal

Immediate online access to all issues from 2019. Subscription will auto renew annually.

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References

1. Driver, R. (1990). Constructivist approaches to science teaching. Paper presented in the seminar series Constructivism in Education at the University of Georgia, Mathematics Education Department, Athens, Georgia, April 12, 1990.

2. Duit, R. (1990). The constructivistic view: A both fashionable and fruitful paradigm for science education research and practice. Paper presented in the seminar series Constructivism in Education at the University of Georgia, Mathematics Education Department, Athens, Georgia, April 12, 1990.

3. Fredette, N., and Lochhead, J. (1980). Student conceptions of simple circuits. The Physics Teacher 194-198.

4. Holyoak, K. J. (1984). Mental models in problem solving. In Anderson, J., and Kosslyn, S. (Eds.), Tutorials in Learning and Memory W. H. Freeman and Company, pp. 193-218.

5. McDermott, L. C. (1984). Research on conceptual understanding in mechanics. Physics Today July 2-10.

6. Steinberg, M. (1990). Electricity Visualized PASCO Scientific.

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# data[].attributes.attachment_link.title
Computer simulations in the science classroom

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In this paper we describe software for science instruction that is based upon a constructivist epistemology of learning. From a constructivist perspective, the process of learning is viewed as an active construction of knowledge, rather than a passive reception of information.

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Students fill theses out after numerous classes. both students and teachers are informed of where they need to improve and where they succeeded.

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Recap on the previous chapter dealing with volume and mass of both regular and irregular objects of which they'll need in the density chapter.

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Measurement Mystery: Crash Course Kids #9.2

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something students often find hard to understand

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JCT poster on Inquiry based learning, each class is different and it may not work with all.

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inquiry based experiment

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the key skills used in this unit will help students not only in the subject of science but also in other subjects.

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Given to students to analyze independently. Students often struggle on how to differentiate between velocity and speed.

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Kids learn about speed and velocity in the science of physics and the laws of motion including units and measurement. What is the difference between speed and velocity?

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Exam questions used with students to help them understand the topic at an exam level 

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Exam questions used with students to help them understand the topic at an exam level 

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Students should be able to Identify and measure/calculate length, mass, time, temperature, area, volume, density, speed, acceleration, force, potential difference, current, resistance, electrical power

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Attacking a Dense Problem: A Learner-centered Approach to Teaching Density

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Attacking a Dense Problem: A Learner-centered Approach to Teaching Density

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Density is a difficult concept for students to learn because it is abstract and because it is derived from the concepts of mass and volume. The solution is to address density at each of the three levels of scientific understanding: macroscopic, particle/modeling, and symbolic. This article demonstrates how to help students gain a conceptual understanding of density by combining the three levels of scientific understanding and the 5E Learning Cycle.

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Attacking a Dense Problem: A Learner-centered Approach to Teaching Density

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Density is a difficult concept for students to learn because it is abstract and because it is derived from the concepts of mass and volume. The solution is to address density at each of the three levels of scientific understanding: macroscopic, particle/modeling, and symbolic.

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Key skills of the Junior Cycle

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paper on the difficulties in understanding acceleration concepts 

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paper on the difficulties in understanding acceleration concepts 

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(PDF) What part of the concept of acceleration is difficult to understand: The mathematics, the physics, or both?

# data[].attributes.attachment_link.description
In this paper, details of student difficulties in understanding the concept of acceleration and the mathematical and physical/intuitive sources of these are delineated by utilizing the teaching experiment methodology. As a result of the study, two anchoring analogies are proposed that can be used as a diagnostic tool for students' alternative conceptions.

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students voiced what they remembered from last class - diagnostic assessment

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Definitions and graphical analysis of motion

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Notes condensed for students to use before the topic exam 

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Notes condensed for students to use before the topic exam 

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exaggerated example to show how density works
https://www.youtube.com/watch?v=Rm5D47nG9k4

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Motion calculation exercise simulation  

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Motion calculation exercise simulation  

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https://www.geogebra.org/m/N9cWPaX6

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something I will place huge emphasis on during the unit especially after moving from online to in class teaching. students need to be constantly involved to learn and take control of their own learning.

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Figures given afterwards of which students have to calculate speed. distance, time and acceleration

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4K AWESOME Twister Roller Coaster Front Seat POV Knoebels Amusement Park

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Analyzing a YouTube video and calculating 

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Analyzing a YouTube video and calculating 

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students take information from the video for sharing afterwards along with calculations during the video itself

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Speed Distance Time | Forces & Motion | Physics | FuseSchool

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Science Collaborative Planning Document - padlet

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density simulation- whole class deliberation and interaction needed 

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density simulation- whole class deliberation and interaction needed 

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https://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=362

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https://quizlet.com/ie/575848096/density-flash-cards/
interactive matching flashcard game to done at the end of a lesson to get students to test their knowledge on density.

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High resolution image to show Motion of cars at night to represent speed/acceleration

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UOL on Density and Motion

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unit of learning on density and acceleration