chemistry 431: guided study in teaching chemistry

Chemistry 431: Guided Study in Teaching Chemistry

Instructor: John C. Deming, PA 336, [email protected]

Office Hours: Monday, Wednesday, Thursday, and Friday 8:00 – 10:00 AM, Tuesday 2:30 –

4:30 PM, and by appointment. I am frequently available outside office hours.

Please come in any time the door is open.

Prerequisite: Acceptance into the education program at Winona State University, junior or

senior standing.

Course Purpose:

An opportunity for the qualified teaching candidate to obtain practical knowledge

and experience in techniques of planning and safely conducting inquiry-based

chemistry activities, including laboratories, discussions/cooperative learning

opportunities, etc. Not only will candidates learn of new ways of teaching

traditional content, but they will also learn the historical, cultural, and societal

context in which key discoveries were made throughout the history of chemistry.

Teaching candidates will learn to teach with the learning cycle curriculum

strategy, a research-based inquiry method for teaching science that has been

shown to improve students’ knowledge of scientific principles and their ability to

think. At the conclusion of the project, candidates will have collaboratively

developed curriculum materials that will have an immediate impact in their

classrooms. Course may be repeated to a total of 2 credits. Credits may not be

applied toward “electives” category of other programs in chemistry.

Meetings: To be arranged.

Textbooks: National Science Education Standards (ISBN: 078814281X). REQUIRED.

Marek, E.A. & Cavallo, A. M. L. (1997). The learning cycle: Elementary school

science and beyond (revised ed.). Portsmouth, NH: Heinemann. (ISBN:

0435071335) REQUIRED.

In addition to these texts, we will utilize readings from the literature in chemical

education, science education, psychology, and brain science. A readings list is

below, although each student in the course will customize his or her readings to

his or her curriculum project.

Adey, P., & Shayer, M. (1994). Really raising standards: Cognitive intervention and academic

achievement. London: Routledge. Cracolice, M.S., & Deming, J.C. (2001). Peer-led team learning. The Science Teacher, 68(1), 20–

24. Deming, J.C., & Cracolice, M.S. (2004). Learning to think. The Science Teacher 71(3), 42-47. Deming, J.C., Ehlert, B.E., & Cracolice, M.S. (2003, September). Algorithmic and Conceputal

Understanding Differences in General Chemistry: A Link to Reasoning Ability. Paper presented at the 226th ACS National Meeting, New York, NY.

Furio, C., Calatayud, M.L., Barcenas, S.L., & Padilla, O.M. (2000). Functional fixedness and functional reduction as common sense reasonings in chemical equilibrium and in geometry and polarity of molecules. Science Education, 84(5), 545–565.

Gabel, D., Sherwood, R., & Enochs, L. (1984). Problem solving skills of high school chemistry students. Journal of Research in Science Teaching, 21, 221–233.

Haidar, A.H., & Abraham, M.R. (1991). A comparison of applied and theoretical knowledge of concepts based on the particulate nature of matter. Journal of Research in Science Teaching, 28(10), 919–938.

Heyworth, R.M. (1999). Procedural and conceptual knowledge of expert and novice students for the solving of a basic problem in chemistry. International Journal of Science Education, 21(2), 195–211.

Lawson, A.E. (2003). The neurological basis of learning, development and discovery: Implications for science and mathematics instruction. Dordrecht, The Netherlands: Kluwer Academic Publishers.

Lawson, A.E., Abraham, M.R., & Renner, J.W. (1989). A theory of instruction: Using the learning cycle to teach science concepts and thinking skills. Cincinnati, OH: National Association for Research in Science Teaching.

Monteyne, K., & Cracolice, M. S. (2004). Development and validation of a web-based assessment of higher-order thinking skills. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC.

Nakhleh, M. (1993). Are our students conceptual thinkers or algorithmic problem solvers? Journal of Chemical Education, 70(1), 52–55.

Nicoll, G.; Francisco, J.; Nakhleh, M. (2001). A three-tier system for assessing concept map links: A methodological study. International Journal of Science Education, 23(8), 863-875.

Nurrenbern, S., & Pickering, M. (1987). Concept learning versus problem solving: Is there a difference? Journal of Chemical Education, 64(6), 508–510.

Schneider, L.S., & Renner, J.W. (1980). Concrete and formal teaching. Journal of Research in Science Teaching, 17(6), 503–517.

Shayer, M., & Adey, P. (Eds.) (2002). Learning intelligence: Cognitive acceleration across the curriculum from 5 to 15 years. Buckingham, UK: Open University Press.

Grading: Your course grade will be based on midterm assessments, a formal presentation

on inquiry, and the evaluation of the quality of your final curriculum project. This

curriculum project is the development of a complete learning cycle curriculum

package covering one major topic in high school chemistry, constituting about 1.5

weeks of student activities. Ongoing feedback will be given about progress toward

the final project by requiring you to hand in your final project for evaluation at

random times during the semester.

Additional deductions may be made for cases beyond the scope of these criteria at

the discretion of the instructor.

A 90% – 100%

B 80% – 89.9%

C 70% – 79.9%

D 60% – 69.9%

Other: Any student in this course who has a disability that may prevent him or her from

fully demonstrating his or her abilities should contact me personally as soon as

possible so we can discuss accommodations necessary to ensure full participation

and facilitate your educational opportunities.

This course syllabus is not a contract; it is a tentative outline of course policies.

Changes may be made before, during, or after the semester at my discretion.

Course Objectives:

(articulated in MN BOT Teachers of Science Subpart E of rule 8710.4750,

same numbering scheme applied here)

A teacher of science must have a broad-based knowledge of teaching science that

integrates knowledge of science with knowledge of pedagogy, students, learning

environments, and professional development. A teacher of science must

understand:

1) Curriculum and instruction in science as evidence by the ability to:

a) Select, using local, state, and national science standards,

appropriate science learning goals and content;

b) plan a coordinated sequence of lessons and instructional strategies

that support the development of students' understanding and

nurture a community of science learners including appropriate

inquiry into authentic questions generated from students'

experiences; strategies for eliciting students' alternative ideas;

strategies to help students' understanding of scientific concepts and

theories; and strategies to help students use their scientific

knowledge to describe real-world objects, systems, or events;

c) plan assessments to monitor and evaluate learning of science

concepts and methods of scientific inquiry; and

d) justify and defend, using knowledge of student learning, research

in science education, and national science education standards, a

given instructional model or curriculum;

2) safe environments for learning science as evidenced by the ability to:

a) use required safety equipment correctly in classroom, field, and

laboratory settings;

b) describe, using knowledge of ethics and state and national safety

guidelines and restrictions, how to make and maintain a given

collection of scientific specimens and data;

d) describe, using state and national guidelines, how to acquire, care

for, store, use, and dispose of given chemicals and equipment used

to teach science;

e) implement safe procedures during supervised science learning

experiences in the public schools; and

3) how to apply educational principles relevant to the physical, social,

emotional, moral, and cognitive development of preadolescents and

adolescents;

4) how to apply the research base for and the best practices of middle level

and high school education;

5) how to develop curriculum goals and purposes based on the central

concepts of science and how to apply instructional strategies and materials

for achieving student understanding of the discipline;

7) the need for and how to connect students' schooling experiences with

everyday life, the workplace, and further educational opportunities;

Course Outline of Topics:

The Nature of Science and Science Teaching – Best Practices

Traditional Instructional Cycles in Science Inquiry instruction The learning cycle and its applications

Developing Learning Cycles Adapting Existing Laboratories to Follow an Inquiry Format Converting Traditional Teaching Materials into Inquiry Materials

Learning Cycles for Secondary Science – Teachers Design Their Own Inquiry Units

The Nature of the Learner Piaget’s Theories of Intelligence and Intellectual Development Brain Physiology and Growth from Childhood to Adult

The Goals of Science Education Minnesota Standards for Science National Science Education Standards Understanding of Appropriate Science Learning Goals and Content

The Theory Base of Secondary School Science Vygotsky’s Zone of Proximal Development

The Research and Theories of Shayer and Adey The Role of the Teacher During Inquiry Instruction

Linking the Language of Science with the Concepts in Science Vygotsky’s Theories of Intellectual Development – Labeling a Concept Facilitating Students' Understanding of Scientific Concepts and Theories

Applying Concepts to New Settings Vygotsky’s Theories of Intellectual Development – Concept Generalization Phenomenon

Measuring Students’ Progress in a Learning Cycle Program – Content Knowledge Misconceptions in Chemistry Constructing Exam Questions to Evaluate Student Learning

Assessing Procedural Knowledge Using Piagetian Tasks The Development of Higher-Order Thinking Skills Description of Piagetian Tasks of Formal Operations

Action Research in the Classroom Teachers as Researchers Gathering Data on Teaching Effectiveness Protecting the Learner from Trivial Measurements The Rights and Privacy of the Learner

Safe Storage and Use of Chemicals Introduction to Online Chemical Ordering Tools Searching and Use of Material Safety Data Sheets (MSDS) Safe Chemical Use and Storage

Laboratory Safety

Learning Objective Learning Opportunity Assessment & Evaluation B. A teacher of chemistry

must demonstrate a

knowledge of chemistry

concepts.

5) The teacher must

understand organic and

biochemical reactions as

evidenced by the ability to

(m) design a

method to use

organic

compounds to

demonstrate a

given general

chemical principle.

Developing Learning Cycles

1. Adapting Existing

Laboratories to Follow

an Inquiry Format

2. Converting Traditional

Teaching Materials into

Inquiry Materials

3. Learning Cycles for

Secondary Science –

Teachers Design Their

Own Inquiry Units

Homework: Read Marek &

Cavallo 105-127;

(See attached handout for


from Non-Learning Cycle

Materials)

Read Nurrenbern & Pickering

(1987)

Read Deming & Cracolice

(2004)

Initially, students will practice

developing single lessons

following the inquiry format of

data-to-concepts. One of these

lessons will utilize inorganic

compounds to demonstrate a

general chemistry principle of the

student’s choice and one lesson

will utilize organic compounds

to demonstrate an organic

chemistry principle of the

student’s choice.

Curriculum Project The curriculum project is the

development of a complete

learning cycle curriculum

package covering one major

topic in high school chemistry,

constituting about 1.5 weeks of

student activities. (See

www.inquirychemistry.com

curriculum unit The Combined

Gas Law for example of a

representative curriculum

project)

E. A teacher of science

must have a broad-based

knowledge of teaching

science that integrates

knowledge of science with

knowledge of pedagogy,

students, learning

environments, and

professional development.

A teacher of science must

understand:

1) Curriculum and

instruction in science

as evidence by the

ability to:

b) Select, using local,

state, and national

science standards,

appropriate science

The Goals of Science

Education

1. Minnesota Standards for

Science

2. National Science

Education Standards

3. Understanding of

Appropriate Science

Learning Goals and

Content


Cavallo 17-33; Questions on

pages 24, 25, 28, 30-31

Curriculum Project

Explicit inclusion of MN and

National Science Content

Standards that are addressed in

the candidate’s curriculum

project

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learning goals and

content;

c) plan a coordinated

sequence of

lessons and

instructional

strategies that

support the

development of

students'

understanding and

nurture a

community of

science learners

including

appropriate inquiry

into authentic

questions

generated from

students'

experiences;

strategies for

eliciting students'

alternative ideas;

strategies to help

students'

understanding of

scientific concepts

and theories; and

strategies to help

students use their

scientific

knowledge to

describe real-world

objects, systems, or

events;

Covered in virtually every topic

during this course. Specifically

targeted in following topic:


1. Adapting Existing

Laboratories to Follow

an Inquiry Format

2. Converting Traditional

Teaching Materials into

Inquiry Materials

3. Learning Cycles for

Secondary Science –

Teachers Design Their

Own Inquiry Units


Cavallo 105-127;

(See attached handout for


from Non-Learning Cycle

Materials)

Read Nurrenbern & Pickering

(1987)

Read Deming & Cracolice

(2004)

Curriculum Project The curriculum project is the

development of a complete

learning cycle curriculum

package covering one major

topic in high school chemistry,

constituting about 1.5 weeks of

student activities. (See

www.inquirychemistry.com

curriculum unit The Combined

Gas Law for example of a

representative curriculum

project)

d) plan assessments

to monitor and

evaluate learning

of science concepts

and methods of

scientific inquiry;

and

Measuring Students’ Progress

in a Learning Cycle Program

– Content Knowledge

1. Misconceptions in

Chemistry

2. Constructing Exam

Questions to Evaluate

Student Learning


Cavallo 141-151;

Content Knowledge Exam

Candidate’s content knowledge

will be assessed using 15

conceptual questions similar to

the American Chemical Society’s

conceptual exams (versions 1996

and 2001)

Procedural Knowledge Exam

Candidate’s Higher-Order

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Questions on page 150

Read Nicoll et al. (2001) (see

attached handout for summary

of concept map rubric)

Assessing Procedural

Knowledge Using Piagetian

Tasks

1. The Development of

Higher-Order Thinking

Skills

2. Description of Piagetian

Tasks of Formal

Operations


Cavallo 230-240; Design a

reasonable method for testing

each of these thinking skills

using common items found in a

science classroom

Thinking Skills (HOTS) will be

assessed as a pretest at the

beginning of the semester and as

a posttest in the final week of the

semester using the Classroom

Test of Scientific Reasoning

from Lawson (1978) as well as

the dynamic, online HOTS Test

administered by The University

of Montana.

Lawson, A.E. (1978). The

development and validation of a

classroom test of formal

reasoning. Multiple choice

version revised, August 2000.

Journal of Research in Science

Teaching, 15(1), 11-24.

e) justify and defend,

using knowledge

of student learning,

research in science

education, and

national science

education

standards, a given

instructional model

or curriculum;

The Theory Base of

Secondary School Science

1. Vygotsky’s Zone of

Proximal Development

2. The Research and

Theories of Shayer and

Adey

3. The Role of The Teacher

During Inquiry

Instruction


Cavallo 69-101;

Questions on pages 74, 76, 89,

93, 96-97, 99

(see attached ZPD Assistance

Flowchart)

Posttest and Retrospective

Pretest of Professional

Development

(modified version of Lamb &

Tschillard (2005)) Assessment

was designed to determine the

impact of a professional

development workshop or

program by allowing participants

to describe how their conceptions

of teaching changed as a result of

the program. (see attached test)

Lamb, T. A., & Tschillard, R.

(2005). Evaluating learning in

professional development

workshops: Using the

retrospective pretest, Journal of

Research in Professional

Learning (pp. 1-9): National

Staff Development Council.

2) [A teacher must

understand] safe

environments for

learning science as

evidenced by the

ability to:

a) use required safety

Safe Storage and Use of

Chemicals

1. Introduction to Online

Chemical Ordering Tools

2. Searching and Use of

MSDS

3. Safe Chemical Use and

Curriculum Project

Inclusion of safety

considerations, MSDS, and

related safety equipment items

for classroom use in project

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equipment

correctly in

classroom, field,

and laboratory

settings;

Storage

4. Laboratory Safety

Homework: Review attached

Chemical Safety handout and

Laboratory Safety Agreement

b) describe, using

knowledge of

ethics and state and

national safety

guidelines and

restrictions, how to

make and maintain

a given collection

of scientific

specimens and

data;

Action Research in the

Classroom

1. Teachers as Researchers

2. Gathering Data on

Teaching Effectiveness

3. Protecting the Learner

from Trivial

Measurements

4. The Rights and Privacy

of the Learner

Homework: Complete the

online tutorial provided by

WSU regarding Human

Subjects Research

Responsible Conduct in

Research

Human Subjects Education

Module

Successfully complete the WSU

online assessment for Human

Subjects Research (score of 80%

or above required)

d) describe, using

state and national

guidelines, how to

acquire, care for,

store, use, and

dispose of given

chemicals and

equipment used to

teach science;


Chemicals




MSDS


Storage


Chemical Safety handout

Curriculum Project

Inclusion of safety


chemical preparation/storage

items in project

e) implement safe

procedures during

supervised science

learning

experiences in the

public schools; and


Chemicals




MSDS


Storage


Chemical Safety handout

Curriculum Project

Inclusion of safety


related safety practices and

procedures for classroom use in

project

3) [A teacher must

understand] how to

apply educational

principles relevant to

the physical, social,

emotional, moral, and

cognitive development

of preadolescents and

The Nature of the Learner

1. Piaget’s Theories of

Intelligence and

Intellectual Development

2. Brain Physiology and

Growth from Childhood

to Adult


Curriculum Project

Inclusion of students’ emotional

and cognitive development

considerations, as well as a

description of potential conflicts,

in curriculum project

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adolescents; Cavallo 34-68; Questions on

pages 37, 41, 57, 63

4) [A teacher must

understand] how to

apply the research base

for and the best

practices of middle

level and high school

education; The Nature of Science and

Science Teaching – Best

Practices 1. Traditional Instructional

Cycles in Science

2. Inquiry Instruction

3. The Learning Cycle and

its Applications


Cavallo v-16; Questions on

pages 5, 9, 11, 13, 15

Learning Cycle Test

This assessment is a modified

version of the Odom and Settlage

(1996) test to include current

Learning Cycle terminology. It

was designed to inform

instructors about their

effectiveness in developing

students’ understanding of the

learning cycle. (see attached test)

Odom, A.L. & Settlage, J. Jr.

(1996). Teachers’ understandings

of the learning cycle as assessed

with a two-tier test. Journal of

Science Teacher Education 7(2),

123-142.

Powerpoint Presentation

Candidate develops and gives a

presentation regarding his/her

understanding of inquiry that

could be used in a teaching

interview for a school board or

hiring committee

5) [A teacher must

understand] how to

develop curriculum

goals and purposes

based on the central

concepts of science

and how to apply

instructional strategies

and materials for

achieving student

understanding of the

discipline;

Linking the Language of

Science With the Concepts of

Science

1. Vygotsky’s Theories of


– Labeling a Concept

2. Facilitating Students’

Understanding of

Scientific Concepts and

Theories

Read Cracolice & Deming

(2001); Nakhleh (1993); Gabel

et al. (1984)

Reformed Teaching

Observation Protocol (RTOP)

The RTOP (Sawada et al., 2000)

will be used to assess candidate’s

application of the professional

development experiences

(candidate’s use of new

knowledge and skills).

Sawada, D., Piburn, M.,

Falconer, K., Turley, J., Benford,

R., & Bloom, I. (2000).

Reformed teaching observation

protocol (RTOP) (ACEPT

Technical Report No. IN00-1).

Tempe, AZ: Arizona

Collaborative for Excellence in

the Preparation of Teachers.

7. [A teacher must

understand] the need

for and how to

connect students'

Applying Concepts to New

Settings

1. Vygotsky’s Theories of


Curriculum Project

Inclusion of topics and

experiences “relevant” to

students in project

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schooling

experiences with

everyday life, the

workplace, and

further educational

opportunities;

– Concept Generalization

Phenomenon

Concept Map Rubric

Nicoll, G.; Francisco, J.; Nakhleh, M. (2001). A three-tier system for assessing concept map

links: A methodological study. International Journal of Science Education, 23(8), 863-875.

This paper describes a coding procedure for concept maps (including non-hierarchical)

1. Procedure

A. Students participated in hour-long, semi-structured interviews

1. Pilot study of 20 students refined interview protocol

2. 56 undergrad chemistry majors participated in the full study (volunteer)

3. Interviews were audio-taped and transcribed

2. Analysis Procedure

A. Concept maps were generated after completed interviews by authors

B. Maps were coded by three analyzers, one not familiar with the study

C. Concept maps were analyzed with transcripts in hand

1. Generated a skeleton of concept map

2. Transcripts were re-read to assign utility, stability, and complexity or each link

using rules listed in a table (attached)

3. Three-tier coding scheme was developed

a. Utility – if link is incorrect, incomplete, or useful

b. Stability – how confident students were of the information they were

providing

i. Defined – firmly believed their statement

ii. Emerging – not too sure of their statement

c. Complexity – how complex the map is (don’t just count links)

i. Useful links (either defined or emerging) were assigned numbers

to indicate level of utility

1. 1 – example

2. 2 – fundamental fact

3. 3 – indicated a link explained by another link

a. links usually imply causality

d. All maps were color-coded

4. Assessment

a. total number of useful, incorrect, incomplete, emerging, and defined

links

b. count the number of links at each level of utility

c. statistical analysis could then be performed

Chemical Safety Handout

The following sources of information are given as examples where information about the safe

and proper storage and disposal can be found:

Hazardous Waste Disposal:

Chemical Safety Day Program (U of M) (In Minnesota)

Designed for schools and other similar sites

Helpful information about disposing of hazardous chemicals, labeling, packaging for

pickup, collection of hazardous waste

Website: www.dehs.umn.edu/csdp

Note that many chemicals (especially those containing heavy metals or hazardous

organics) cannot be disposed of in the sewer system

Storage of Chemicals and Equipment:

Best arrangement has chemicals with similar reactive properties stored together and

compounds which will react with each other stored separately

Flammable, etc. compounds should be stored in appropriate containers and cabinets

Materials Safety Data Sheets (MSDS) MUST be on file in a convenient location which is

accessible to students and the public

Need to store chemicals in a “controlled” area

Some Sources of Information:

Materials Safety Data Sheets available at www.sigmaaldrich.com (or other sites)

Merck Index

Handbook of Chemistry and Physics

Hawley’s Condensed Chemical Dictionary

Academic Laboratory Chemical Hazards Guidebook, William J. Mahn, Van Nostrand &

Rinehold, 1991

Fundamentals of Laboratory Safety, William J. Mahn, Van Nostrand & Rinehold, 1991

http://www.dehs.umn.edu/csdp

http://www.sigmaaldrich.com/

Developing Learning Cycles from Non-Learning Cycle Materials

(Adapted to a list from pg. 114-115 of Marek, E.A. & Cavallo, A. M. L. (1997). The learning

cycle: Elementary school science and beyond (revised ed.). Portsmouth, NH: Heinemann.)

Verification activities

1. Activity begins with an explanation of the concept

a. Move these paragraphs to appear after the concept has been discovered by the

students

b. Statements that provide students with too much information can be converted to

questions.

c. Can pose a question and allow students to design experiments to find answers to

the question

2. The activity is teacher centered or a demonstration

a. If the teacher-centered activity or demonstration is safe, the students can conduct

it as an exploration or elaboration activity

3. The activity or demonstration is a discrepant event that gives students the impression that

science is “magic” and cannot be explained.

a. Select only those discrepant events that directly relate to specific science concepts.

b. The explanations for the phenomenon should not be discussed until after students

have discovered the concept.

4. The activity seems to be “hands-on”, but there is no concept, point, or specific science

learning that will take place during the activity.

a. Don’t do activities just to keep students busy

b. If there is a relevant concept embedded within the activity, use only those parts of

the activity that apply directly to students’ discovery of that concept.

5. The activity embodies many concepts and is not focused.

a. Complex activities can be separated into several learning cycles, each with one

important and central concept

b. Some of the “additional” concepts may actually be included in the elaboration

phase.

6. The printed questions are inappropriate.

a. These include low-level recall, yes/no responses, provide too much information,

are vague, etc.

b. These can be rewritten to require greater use of students’ thinking skills.

7. There are few or no application activities that help students organize the concept and

relate it to their own life experiences.

a. Ask students to explain or investigate how the concept is related to their everyday

lives.

i. This helps students see that science concepts are not just classroom

knowledge—the concept applies and relates to phenomena in the world

and around them.

Teacher Name:

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Knowing student preconceptions and prior knowledge is essential to effective teaching

After Workshop Before Workshop

To optimize student learning, teachers should develop understanding of concepts over time

and help students understand how they are linked to one another

Concepts can be linked together and it is possible to map their conceptual flow with a

graphic organizer

Inquiry teaching is a data-to-concepts approach that allows students to explore data and draw

their own conclusions

Teachers using inquiry can provide substantial instructions on data collection in lab without

telling the student the concept under investigation

I have been satisfied with the science education knowledge I have gained from my courses

(excluding the present course)

I believe I had a good understanding of appropriate inquiry strategies before this course

Posttest and Retrospective Pretest of Professional Development

(modified version of Lamb & Tschillard (2005) retrospective pretest)

My understanding: 1=None, 2=Little, 3=Moderate, 4=Quite a bit, 5=Complete

How would you describe your understanding of or your agreement with the following:

To assess student understanding of concepts, algorithmic questions should not be used

Teachers should cover fewer topics in more detail rather than trying to every topic in the

textbook

The development of students' thinking skills will have a greater impact on their future

success than memorization of facts and algorithmsI feel comfortable contacting a university professor with a question regarding chemical

content

I am likely to attend inquiry workshops at MEA to help enhance my teaching

I believe prior courses I have attended have dramatically improved my teaching

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After Workshop Before Workshop

I believe my time was well spent

The knowledge I've gained during this course will be useful in my teaching

I believe my teaching methods were/are adequately addressing the Minnesota Standards for

Science and the National Science Standards

I enjoyed my science methods course

University chemistry faculty are more interested in incoming students' ability to think than

on their initial content knowledge

I am comfortable addressing Science Content Standards which target student understanding

of historical developments in science and technology

I am likely to provide inquiry workshops at MEA to help other teachers improve

I am comfortable approaching my principal with ideas regarding professional development

My perception of good teaching was aligned with MN and National Standards

I am likely to discuss my teaching practices with other chemistry teachers in my school

I am likely to discuss inquiry teaching strategies with teachers in other content areas

Learning Cycle Test, Version 0.4

1. During what phase of the learning cycle are students given the opportunity to organize the

concept that they have just learned with other phenomena related to this concept?

A. Exploration

B. Explanation

C. Elaboration (or Expansion)

D. This is true for more than just one phase.

The educational reason for my answer is because:

A. After the information is given to the students, they are given the opportunity to

make connections to new concepts.

B. After the teacher explains the new concept, the students must be given time for

free exploration.

C. After the concept is presented, appropriate activities are provided to apply the

concept to a new situation.

D. The new learning cycle is all-inclusive and develops new concepts during each

phase.

2. If you were properly using the learning cycle to teach students about metamorphosis

during the elaboration phase, an appropriate activity would be to:

A. Extend the concept of metamorphosis to the concept of migration.

B. Examine the phenomenon of metamorphosis with an animal different from the

one studied during the first phase.

C. Using either A or B or both would be in keeping with the learning cycle

philosophy.


A. The purpose of the elaboration phase is to facilitate the students’ making

connections among related concepts.

B. Students need experience with the same concept in a different context.

C. Connections among various concepts help to reinforce student learning.

D. Teachers should implement various strategies as they help to extend students’

understandings.

3. During what phase of the learning cycle is the main purpose to lead students to build

meaningful understandings about their experiences (this is what Piaget called

“accommodation”)?

A. Exploration

B. Explanation

C. Elaboration (or Expansion)

D. This is true for more than just one phase.


A. Hands-on experiences provide concrete understanding.

B. Schema need to be adjusted so that the principal can be incorporated.

C. Students are guided to construct knowledge based upon their experiences.

D. Teacher-guided concept construction is essential during each phase.

4. The purpose of the elaboration phase of the learning cycle is to:

A. Expand the lesson into other science concepts.

B. Extend the previously developed concept in a new context.

C. Both A and B are legitimate purposes.


A. This is when connections to new but similar concepts are made providing

cognitive linkage between lessons.

B. New knowledge becomes more useful when applied to new situations.

C. Old concepts must be integrated with new concepts for accommodation to occur.

D. All of the above are true.

5. During the explanation phase of the learning cycle:

A. The teacher explains what happened during the previous phase.

B. Students answer questions in writing to reinforce scientific vocabulary.

C. Data are compared and terms are introduced.


A. The teacher acts as a guide, but students must be allowed to verbalize the data and

terms for meaningful learning to occur.

B. This is the time traditional instruction plays a role; many labs are complex and the

teacher must explain what happened.

C. Vocabulary words are key to learning science and students must practice the

concepts after exploring them during the hands-on activity.

D. The teacher should allow students to freely explore data and terms; teacher

intervention is not necessary.

6. During the exploration phase of the learning cycle, the teacher should give directions and

explain the concept that the students are investigating.

A. This is a TRUE statement.

B. This is a FALSE statement.


A. Students should be told why and what they are investigating so they understand

the reason for the activity.

B. The lesson will not have focus unless the teacher explains the concept they are

investigating.

C. The concept should be derived from the activity because telling is not as powerful

as the actual experience.

D. The teacher should not introduce the students to the concept but you can tell them

the results they should expect.

7. Which teaching behavior listed below is appropriate during the exploration phase of the

learning cycle?

A. Explaining the concept that the students will be investigating.

B. Describing the procedures the students should use.

C. Defining the lesson’s vocabulary words and giving examples.


A. Students must understand the concept before they can investigate it.

B. Students should be given a brief and simplified definition of the concept to allow

a pre-exploration mindset to develop.

C. Lab procedures are given in order to provide guidance about the activity and the

data that should be collected.

D. The intention is for the students to verify predefined vocabulary words in a hands-

on setting.

8. A major role of the elaboration phase of the learning cycle is to:

A. Aid students in exploring new science concepts.

B. Aid students in deepening their understanding.

C. Both A and B are appropriate.


A. Students may be exploring new concepts at the same time they are reinforcing

other concepts in order to help form connections.

B. For meaningful learning to occur, students must apply previously introduced

concepts to new situations.

C. Integration of old and new concepts is essential to promote higher-order learning.

D. According to learning theory, new concepts are explored to prevent false

accommodation.

9. During the explanation phase of the learning cycle, the teacher helps with which of the

following?

A. Additional phenomena are discussed and explored.

B. Students investigate phenomena first hand.

C. Students report their data to the class and analyze it.


A. Students verbalize what they experienced under the guidance of the teacher.

B. The teacher will interpret the data for the students.

C. The teacher lets the students work individually to construct meaning about the

concept.

D. Hands-on activities are essential for those students who have a concrete learning

style.

10. During the elaboration phase of the learning cycle:

A. New concepts are discussed and/or explored.

B. Additional phenomena are discussed and/or explored that involve the same

concept.

C. Data are reported to the class and terms are introduced.


A. New concepts are assimilated during the new activity.

B. Slightly different types of activities are used to investigate various concepts.

C. Students continue to use the concept under different circumstances.

D. The discussion of data is needed to support the presentation of additional

vocabulary.

11. During the exploration phase of the learning cycle, the teacher:

A. Demonstrates and explains a basic science concept.

B. Observes, questions, and assists the students as they work.

C. Introduces the skills and vocabulary that will be practiced during the activity.


A. The teacher must provide a mental framework for the students before they begin

exploring.

B. Students must have a sound understanding of a concept before they are presented

with the hands-on materials.

C. The teacher’s role is to provide help with equipment and may guide students in

their collection of data.

D. The teacher has the responsibility of providing the scientific terms when the

students are confused.

12. During the exploration phase of the learning cycle, the teacher:

A. Is a major informational resource for the students.

B. Facilitates the process of observing and recording data.

C. Keeps the students on-task and manages their behavior.


A. Students must have the important concepts defined at the same time that they are

working with materials.

B. The teacher may provide the data to the students for them to analyze.

C. Students should be provided with the materials from which they are to gather data.

D. Students should be prevented from sharing their ideas with others prematurely.

13. Suppose that you were using the learning cycle to teach students about the concept of

mass. During the elaboration phase of the lesson, an appropriate activity would be to:

A. Extend the concept of mass into the concept of weight.

B. Explore mass with different materials from what were used during the

exploration phase.

C. Both A and B would be appropriate.


A. During this phase, a new activity is supposed to extend the same concept.

B. The purpose is to move the students ahead to consider the more abstract

concept of weight.

C. This phase is when existing and emerging concepts are connected for the first

time.

D. Both mass and weight should be explored to establish scientific

understandings of the relationship between the concepts.

Have student attempt problem to

diagnose deficiency

Subordinate

concept

difficulty

Determine lower

bound of ZPD

Concept-

linking

difficulty

*Train

subordinate

concept Difficulty

linking

subordinate

concepts

Difficulty

linking

higher

concepts

1. Provide simple example

problems requiring subordinate

concept

A. Ask probing

questions to facilitate

their completion of the

example and/or provide

scaffolding assistance

B. If they do not have

the prerequisite skills,

require them to

complete homework

problems before

continuing

2. Provide a second example to

check for student understanding

A. If successful, go back

and attempt initial

problem

1. Assist student in

making connections

A. Compare

similar critical

elements of

subordinate

concepts

B. Link similar

concepts together

to form more

general higher

concept

1. Assist student in

making connections

A. Compare

similar critical

elements of higher

concepts

B. Link similar

concepts together

to form more

general higher

concept

1 Check for student understanding of

concept using initial problem

2. Challenge student to apply critical

elements of learned concept to daily life to

help make the higher concept more general

ZPD Assistance Flowchart

chemistry 431: guided study in teaching chemistry

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