Standard+2.3.2

=Exhibit and share theoretical and practical knowledge of typical stages of students’ physical, social and intellectual development, as well as an awareness of exceptions to general patterns. =

In planning a unit on astronomy ([|A Space Odyssey]) and after discussions in the staff room I [|emailed] “[|Tips on Teaching Astronomy]” as it refers to the ideas that students hold prior to formal teaching in the high school. These ideas must be understood by the teacher so that in preparing the student for specific activities, the teacher is aware of the concepts held by their students.

To this end I developed an [|Astronomy Diagnostic Test] to be given to students before they start “A Space Odyssey”. These questions often do not have one correct answer, often the answer is still in dispute; however, it is the way the student thinks that is tested in this document. It was my experience that this diagnostic test formed the basis of active and sometimes heated discussion among my students. Not all teachers have used this test as after some discussion we felt that their students would not benefit from this and it may even make them feel insecure. I was actually surprised by some of my own students who were getting quite frustrated as they wanted there to be one correct answer and a mark at the end of the test. After the test my students got a note saying which ‘Space Odyssey’ activities they could omit as they clearly understood the ideas inherent in that activity.

In our study of electricity I asked my year 8 class to collect a battery, a bulb and two wires and make the bulb light up. When the students did this, I then asked them to describe what was actually going on inside the wires and the students came up with 4 possible models. Essentially we started by describing the 4 models that the girls described in their last lesson and a discussion ensued where the girls worked out how they might test their ideas and what the results for each model would look like. They then went to their practical stations to carry out the activity and get their results. The results confirmed one particular view and then we enacted that particular view of electricity. The students then modeled their idea, physically, by allocating a couple of students as batteries, a student as a buzzer, and 2 as ammeters on opposite sides of the ‘circuit’ (i.e. classroom). The rest of the students were then the electrons, carrying a green piece of paper (signifying energy), moving around the classroom (circuit) and giving the paper to the buzzer. Each time the ‘buzzer’ received a piece of paper she said “buzz”. The ammeters counted the number of people who passed by them. This activity was videoed.

After discussion in the staff room I showed some of my colleagues this video and they carried out this lesson with their classes. One of the [|emails] describing their lesson is included as evidence of sharing this knowledge of the way in which students’ intellectual and conceptual development do not always go hand in hand.