Scott Beiter Portfolio
Design Project Initial Post
For this project I think I'll do something with teaching new science teachers how to plan units using the 5E model for conceptual change. I posted a response to Liz in the discussion space for the readings of this week and the topic seemed to jump out at me. I need to review a bit of literature before committing, but I think it vital for new science educators.
In this section I'm just going to write at what may be close to stream of consciousness. Mainly, I don't want to lose ideas for the design project that I think of. I was debating narrowing the focus of the project from the broader topic of conceptual change and the 5E model. I became aware after a bit of research that many now
think of use the 7E model. Which should I focus on? I do like aspects of the 7E model, but I'm all in favor of simplicity, particularly when it comes to teaching. For my overall goal for the lesson I'm designing is to enable science teachers to develop or edit lessons to better fit into the 5E/7E framework. Conceptual change ties into it nicely since 5E requires learners to question what they know. I need to review the proper terminology (ie student, teacher, learner). As a main segment of the design project I'll have the learner develop a lesson/unit using the 5E/7E model. This will be a formative assessment. Perhaps I could also have learners evaluate lessons for conceptual change or 5E components? That would be great to do prior to the design of the 5E/7E unit.
Update: I've started the project based on the ICM I developed. Even though I'm sure there are some needed changes needed to my ICM I can't seem to put my head around it yet. I ended up with two main units that are combined together in the end for a final project. In hindsight I could have stuck with one or the other, but combining them seems so natural. I suppose I should begin ICMs for each individual unit to pull out lesson plans. The whole process goes from feeling straight forward to nebulous.
Update: My first unit is almost complete. Each unit has taken on the format of: Learning Objectives, Overview, Activities, and Reflection. I have a bit of tweaking to do along with the entire Reflection section. The Reflection will be the concept map objective shown in one of the maps below.
Novice science teachers need to learn a teaching model that is inquiry oriented, addresses misconceptions, and provides an easy to adapt framework.
Participants will be able to:
- Describe the parts of the 7E model.
- Identify misconceptions
- Explain how the 7E model teaches for conceptual change.
- Construct a unit using the 7E model.
- adult learners.
- mainly between the ages of 18 and 65
- male and female
- arriving with some post-secondary education
- both k-12 and post-secondary teachers or future teachers
Participants should have:
- completed a college level class in education history or philosophy
- knowledge of basic lesson plan and unit plan construction
- ability to navigate a web site and utilize basic web-based media
The course will be modeled around an online course such as those found at the Open University. The intent is to have various media present: remedial and well as new material.
The instructional content will focus on two main components. The first component is the practice of conceptual change. Students arrive in class with explanations of natural phenomena. Often these explanations are scientifically sound, but many explanations are not based on evidence. Duit and Treagust (2008) note "Over the past three decades, research has shown that students come to science classes with pre-instructional conceptions and ideas about the phenomena and concepts to be learned that are not in harmony with science views."
Students must realize that their current explanations are inadequate and their minds are then open to other explanations. Students are said to have "dissatisfaction." There is consistent evidence that conceptual change oriented instruction (CCOI) has much success encouraging conceptual change (Cetin, P., Kaya, E., & Geban, O., 2009)(Ceylan, E., & Geban, O., 2009)(Eick, C., Dias, M., & Smith, N., 2009).
The second component is the 5E/7E model. Through this method teachers are able to better access the zone of proximal development by initially having students question their current beliefs. Misconceptions can be very deeply entrenched and require convincing evidence to change them. The 5E/7E model then allows teachers to build further skills and knowledge. An earlier limitation of CCOI were that they often failed to go beyond the initial conception and apply understandings to additional areas and concepts. The 7E model address this shortcoming in the 5E model by including an Extention phase in which students must apply their conceptual understanding to a new situation.
- Definition of terms.
- Why teach for conceptual change?
- The 5E/7E model: structure and function
- Lesson Analysis
- Teaching for conceptual change using the 7E model
- Lesson/unit construction
It must be noted that the course will not focus on the underlying philosophy and research behind conceptual change, but instead focus the participants' attention how how to develop lessons that promote conceptual change. Though some of the essential components of the research and thinking behind conceptual change models will be addressed, only so much as is needed to better apply the 7E model into classroom practice.
A search was done for "5E model" and "7E model" using EBSCO, ERIC, and Google Scholar. The references section on this page includes those pieces of literature that were found. The "Teaching Secondary School Science" book is a personal copy. The searches produced surprisingly limited results. More research articles were found searching for "conceptual change" and science. Most studies compared conceptual change to traditional classroom practices. The best overview and review of conceptual change is probably the Treagust and Druit (2008) article. In fact, it may end up being essential reading for the course.
Objective 1: Understanding Key Terms
[Situation]Given a key term about conceptual change [LCV] defines [object] the word [action] by verbally describing and relating the word.
[Situation]Given the terms concerning conceptual change the participant [LCV] demonstrates understanding of the [object] terms [action] by constructing a concept map.
Objective 2: The 7E model
[Situation] Given a lesson plan, can [LCV] identify [object] parts of the 7E model [action] by breaking the lesson up into sections corresponding to the 7E model.
Objective 3: Identifying Misconceptions
[Situation] Participant [LCV] demonstrates finding [object] misconceptions [action] by using internet resources or other strategy to locate misconceptions about a topic.
[Situation] Given student work/response the participant [LCV] identifies [object] misconceptions by recognizing the misconceptions.
Objective 4: Creating Dissatisfaction
[Situation] Given a misconception the participant [LCV] generates [object] student dissatisfaction [action] by developing an appropriate engagement lesson.
Objective 5: Unit Development
[Situation] Given a topic, can [LCV] generate a [object] unit plan [action] by using the 7E model.
Instructional Curriculum Map
Click below to see the Objective 3b. Media:objective3b2.jpg
Trowbridge, L.W., Bybee, R.W., & Powell, J.C. (2000). Teaching Secondary School Science: Strategies for Developing Scientific Literacy. Upper Saddle River, NJ: Merrill, an imprint of Prentice Hall.
Eisenkraft, Arthur. (2003). Expanding the 5E Model. Science Teacher, v70 n6 p56-59
Rodger W. Bybee, Joseph A. Taylor, April Gardner, Pamela Van Scotter, Janet Carlson Powell, Anne Westbrook, and Nancy Landes (2006). The BSCS 5E Instructional Model: Origins and Effectiveness. BSCS 5415 Mark Dabling Boulevard. Colorado Springs, CO 80918
Cetin, P., Kaya, E., & Geban, O. (2009). Facilitating Conceptual Change in Gases Concepts. Journal of Science Education and Technology, 18(2), 130-137. http://search.ebscohost.com.libproxy.albany.edu
Ceylan, E., & Geban, O. (2009). Facilitating Conceptual Change in Understanding State of Matter and Solubility Concepts by Using 5E Learning Cycle Model. Hacettepe University Journal of Education, 3641-50. http://search.ebscohost.com.libproxy.albany.edu
Eick, C., Dias, M., & Smith, N. (2009). Middle School Students' Conceptual Learning from the Implementation of a New NSF Supported Curriculum: Interactions in Physical Science[TM]. School Science and Mathematics, 109(1), 45-53. http://search.ebscohost.com.libproxy.albany.edu
Urey, M., & Calik, M. (2008). Combining Different Conceptual Change Methods within 5E Model: A Sample Teaching Design of "Cell" Concept and its Organelles. Asia-Pacific Forum on Science Learning and Teaching, 9(2), http://search.ebscohost.com.libproxy.albany.edu
Cibik, A., Diken, E., & Darcin, E. (2008). The Effect of Group Works and Demonstrative Experiments Based on Conceptual Change Approach: Photosynthesis and Respiration. Asia-Pacific Forum on Science Learning and Teaching, 9(2), http://search.ebscohost.com.libproxy.albany.edu
Tastan, O., Yalcinkaya, E., & Boz, Y. (2008). Effectiveness of Conceptual Change Text-Oriented Instruction on Students' Understanding of Energy in Chemical Reactions. Journal of Science Education and Technology, 17(5), 444-453. http://search.ebscohost.com.libproxy.albany.edu
Treagust, D., & Duit, R. (2008). Conceptual Change: A Discussion of Theoretical, Methodological and Practical Challenges for Science Education. Cultural Studies of Science Education, 3(2), 297-328. http://search.ebscohost.com.libproxy.albany.edu
http://www.imacphysics.org/planning.html. IMAC Physics: Instructional Planning. No Author Listed. Lasts Update February 19, 2009.
http://www.youtube.com/watch?v=VeWjMxY5-Kg. Misconceptions and Dead Ends. Sadler P (1994) 'Simple Minds'. QED. BBC2. 19.9.94
http://www.youtube.com/watch?v=ylqqMaswHZg. The World is Flat: Changing Students' Misconceptions of Science. Produced by Veritech Corp.
Science Teaching Reconsidered: A Handbook. Prepared by the Committee on Undergraduate Science Education. National Academy of Sciences. March 2003, 5th Ed. ISBN 0-309-05498-2