tag:blogger.com,1999:blog-2257488513052953562.post3687131371871975921..comments2015-11-11T19:32:27.406-08:00Comments on Science Literacies 2015: McMullen- Memo 2Amandahttp://www.blogger.com/profile/04288157704159727422noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-2257488513052953562.post-78467556548979201542015-09-09T11:07:05.897-07:002015-09-09T11:07:05.897-07:00Ray,
Thank you for your insight! I do wonder if b...Ray,<br /><br />Thank you for your insight! I do wonder if by approaching certain disciplines (specifically biology) from the perspective of central ideas first and details later, we add to the misconception that science is all memorization. Take for example learning the process of photosynthesis. If we teach students the central idea (the most basic formula for photosynthesis) but don't teach them the processes that occur and make this basic formula true (the details), then the students don't understand why sunlight and carbon dioxide produce oxygen, water, and sugar and simply memorize another formula. Do you think there could be another way to still establish these schemas (or a better example to outline how this strategy is beneficial) or is this the best possible way that we know of?Linsey Mhttps://www.blogger.com/profile/06565983368486437301noreply@blogger.comtag:blogger.com,1999:blog-2257488513052953562.post-88247310283703811022015-09-09T08:24:55.283-07:002015-09-09T08:24:55.283-07:00I spent a fair bit of time looking into applicabil...I spent a fair bit of time looking into applicability of these papers as well and honestly I had a pretty hard time bringing it down to a level relatable to us as educators. I hadn't previously thought of trying to perceive the "expert/novice thinking spectrum" in the context of a classroom. At first glance, I would think that one Secondary Ed classroom wouldn't have as broad a spectrum as displayed in these experiments, but then again, I don't have a whole lot of data on which to base that. <br /><br />I think the best way to apply the effective 'schema' approach in a classroom is to emphasize the importance of the guiding principles--I talked a little bit about this in my blog post. Something like a 'branching out' approach, finding the central ideas and working on the details later.<br /><br />In the chess expert example, however, it seems to me that the ability to chunk effectively is just bourne from a massive amount of time and familiarity with chess playing. As they say, 10,000 hours can make you a professional at anything, we just don't have 10,000 hours in a classroom.Anonymoushttps://www.blogger.com/profile/13910154120541233858noreply@blogger.com