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misconceptions. During this initial introduction all the students are accessing their own knowledge
to participate in the conversation. There are established rules of conduct in place to insure that
students are respectful with each other and there is no judgement based on what students contribute
to the conversation. The students are involved and I have created an interactive experience between
the students and the content, which is not limited to activities and labs. Because when students are
engaged and challenged, they are more likely able to retain the information that is presented to
them. They are also able to understand the material on a more complex level (Settlage,
When the students are conversing amongst each other and with me in an environment of
discovery is generated and they are learning. In my artifact I highlight a portion of my lecture on
the types of blood cells. In the clip I prompt the students to start thinking critically about the
information that is presented to them. For the purposes of a science classroom supporting the
students in this way provides a framework for them to build upon as we move forward in our
lessons. Students are actively participating, collaborating and building knowledge. By opening the
lesson in discussion, the problems and misconceptions that were talk over earlier are known and
can be addressed in the moment, while they are forming, or as the lesson continues. This makes
for easy refutability through evidence that they observe or receive during lecture. It is important
when using this learning theory that once you move on to grouping students, that the students are
paired or grouped evenly based on their strengths and weaknesses. Groups that contain both strong
and weak members help each other. It pushes strong group members to explain, defend and
strengthen their arguments, while pushing weak members to seek help, ask questions, and also
Interaction with other students is essential to learning, a lot of science does not happen in
a bubble. The instructional strategies that I adopt in my classroom are designed to support learners.
To encourage students innovation through learning creatively which aims to create a thinking
process (Seechaliao, 2017). In both my pre and post assessments the assignment requires the
students to take the information that they have learned or already know and apply it in real world
situations and applications. The assessment is based on application of knowledge and not just
regurgitation.
to practice these four pedagogical principles: active learning, mediation, collaboration, and
interactivity (Gorder, 2008). Active learning focuses on students performing activities using
technology that helps them learn the content material. Mediation occurs when students and
teachers have the opportunity to interact with one another, and collaboration is when students are
pushed to the forefront of the learning process by collaborating with the teacher and exchanging
information. Finally, interactivity promotes hands-on activities between students and between
Lab work is often done in groups, so the students are getting a glimpse of what working
scientists do every day. It is very important to me for students to feel comfortable in what they
understand, and expressing what they do not understand. Social constructivism gives me the
opportunity to create a supportive learning and trusting learning environment between students
Settlage, J., Southerland, S. A., Smetana, L. K., & Lottero-Perdue, P. S. (2018). Teaching
science to every child: Using culture as a starting point. New York, NY: Routledge.