This lesson for science teachers shows many examples of students' misconceptions about evolution and two teachers' approaches to dealing with them. Videos of actual classroom instruction provide the material used to analyze, organize, and summarize the inaccuracies, incomplete knowledge, and misconceptions students have about evolution. The expected outcome is to summarize and evaluate the strategies two teachers use to address common misconceptions.
Students may need help using html flags to indicate paragraphs in their essay submitted to Calibrated Peer Review.
Examine how student misconceptions about evolution can be raised and addressed.
Identify examples of misconceptions students have about evolution.
Understand how assessment strategies are integrated into inquiry-based science lessons.
Video and sound capabilities required.
Text of Learning Exercise:
Week 10 Discussion Questions over Online Session 6
1. Think about the students you have taught over the years. What are their common misconceptions about evolution? For each misconception, identify what is the "correct" explanation. Include misconceptions students in Mr. class=SpellE>Bingman's and Ms Havlik's classes raise.
2. What are the most promising strategies for uncovering students' prior knowledge and changing student misconceptions? What is essential about Ms. Havlik's sequence of activities and questions. Explain important ideas about lesson design,
instructional strategies, and the physical environment.
3. Give examples of QUESTIONS used to assist student thinking, challenge student explanations, and suggest further study.
When you are ready to write your essay, you may find the Video Segments and External Web Links listed under session 6 resources especially helpful.
Additional Source Materials
How People Learn - National Research Council. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press, 2000 href="http://www.pbs.org/wgbh/evolution/educators/course/session6/explore_a_pop1.html">http://www.pbs.org/wgbh/evolution/educators/course/session6/explore_a_pop1.html
JRST 39 (10): 952-978,
2002 posted as a course Document on Blackboard at href="http://Blackboard.fullerton.edu/">http://Blackboard.fullerton.edu.
Week 11 Discussion Questions over Online Session 7
1. Where would you put Mr. Bingman's, Ms. Havlik's, and Ms. Chen's lessons on the continuum for each of the five essential features at href="http://www.pbs.org/wgbh/evolution/educators/course/session7/engage_b.html">http://www.pbs.org/wgbh/evolution/educators/course/session7/engage_b.html? Explain why. What specific elements of the lessons led you to make these placements?
2. What is the role of inquiry in teaching for understanding?
3. What are the advantages and disadvantages of usin
g simulations to teach evolution? What might you include in a debriefing for these activities?
4. Give examples of questions used to assist student thinking, challenge student explanations, and suggest further study. What questions would you ask to help students increase their understanding of the evolution content?
style='mso-spacerun:yes'> 1. What evidence of student learning/understanding is there in student work in Mr. Bingman's class? Why do you think that?
style='mso-spacerun:yes'> 2. What techniques work to reveal how students think about their learning?
style='mso-spacerun:yes'> 3. What misconceptions have you identified? What is the "correct" explanation?
style='mso-spacerun:yes'> 4. How can one change students' understandings about misconceptions?
yes'> 5. What did you see in students' work that was interesting and surprising?
You've seen many examples of students' misconceptions about evolution and two teachers' approaches to dealing with them. Use the notes you've taken to analyze, organize, and summarize the inaccuracies, incomplete knowledge, and misconceptions students have about evolution. Then summarize and evaluate Mr. class=SpellE>Bingman's and Ms. Havlik's strategies.
Write your essay using a word processor to take advantage of the spell check/grammar and word count functions. Pay attention to the CPR word limit (300 to 600 words). Be brief and make your points in as few words as possible.style='mso-spacerun:yes'>