JACK+in+the+box

The Jacks! (Kevin Lockard, Pat Curwen, Matt Johnson)

1) Children have a general curiosity that allows them to inquire about different areas and subjects that could advance their own knowledge. If they are allowed to explore the world around them, with some guidance, then they could learn a lot about the environment around them.

2)The misconceptions may be the only way that a child can reasonably progress to a better understanding of the concepts at hand.

3) Our own experience was very brief in the longer core concept idea. We learned things at a fairly quick pace, not allowing us to really settle in to a core concept and discover things ourselves. Allowing for this longer learning period, lets students gain a deeper understanding of the concept and will carry further with them in life. Unfortunately allowing for this time takes away time for other subjects. As teachers we have to find a balance of allowing time for deeper understandings and a quick paced learning so that we can cover all the material the student needs to know by the end of the school year

4) We need a unit can teach the concepts of the short-term lesson or goal but at the same time will build off of the prior knowledge towards a long-term strong learning progression that the student can use in science classes to come.

5) The conceptual change theory is a way to build upon prior knowledge, rework misconceptions, and allow for achievement of higher levels of understanding.

Type 1 (Elaborating on a preexisting concept) Chemistry: Learn how the properties of elements convey the way they react in experimental situations

Type 2 (Reconstructing a network of concepts) Chemistry: Grasping the idea that things are made up of tiny pieces called atoms that are invisible to the naked eye

Type 3 (Achieving new levels of explanations) Biology: Understanding the specifics of how an organ works in a broad system in a body, such as the stomach and intestines work.