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Energy, Force, and Motion

Uncovering Student Ideas in Physical Science- 45 Force and Motion Assessment Probes (Volume 1)

This book includes 45 force and motion related probes (K-12 +) that can be used as an application with a force and motion related full topic study. The probes provide a source of student work to examine for understanding of key ideas (CTS Section III) as well as evidence of commonly held alternative conceptions (CTS Section IV). In addition, the introductory chapter is a nice read to use in supplementing the full topic study.

Bibliographic Citation: 
Keeley, P. and Harrington, R. (2010). Uncovering student ideas in physical sciuence- 45 force and motion probes. Arlington, VA: NSTA Press.

What Makes A Shadow

This 8 minute video shows second grade students engaged in activities that examine their thinking about how light travels. This video can be used to supplement Sections II and IV.

Bibliographic Citation: 
Harvard Smithsonian Digital Video Library Collection: http://hsdvl.org/video.php?record_serial=86&source=4

What Children Bring to Light- A Constructivist Perspective on Children's Learning in Science

Readings from this book can be used to supplement CTS sections II and IV. Using the topic of light, the author helps the reader understand how students construct meaning in science and ways teachers can improve instruction that builds upon students ideas in order to build a bridge between the ideas they bring to the classroom and the scientific ideas. Chapter 2 examines the alternative frameworks literature and describes findings from research that help us understand how children think about the nature of light.

Bibliographic Citation: 
Shapiro, B. (1994). What Children Bring to Light- A Constructivist Perspective on Children's Learning in Science. New York, NY: Teacher's College Press.

The Impact of a Science Demonstration on Children's Understandings of Air Pressure

This article can be used with CTS sections II and IV to learn more about how demonstrations impact students' preconceptions about air pressure.

Bibliographic Citation: 
Shepardson, D., Moje, E., and Kennard-McClelland, A. (1994). The Impact of a Science Demonstration on Children's Understandings of Air Pressure Journal of Research in Science Teaching. Vol 31(3), pp 243-258.

Teaching to Promote the Development of Scientific Knowledge and Reasoning About Light at the Elementary Level

This chapter can be used with Section II and IV to further explore implications for teaching concepts related to light, particularly inquiry-based strategies. It also illuminates the learning difficulties and prior conceptions students bring to their learning related to visible light concepts.

Bibliographic Citation: 
Donovan,S. and Bransford,J.Eds (2005). Teaching to Promote the Development of Scientific Knowledge and Reasoning About Light at the Elementary Level. In How Students Learn Science In The Classroom. Washington D.C: National Academy Press. pp 421-474.

Teaching for Conceptual Change: Confronting Childrens' Experience

This article can be used with Sections II and IV to examine teaching strategies that confront elementary students' tenaciously held ideas about objects, such as mittens, coats, and hats, generating their own heat. The article is a nice glimpse into a fourth grade classroom example of teaching for conceptual change.

Bibliographic Citation: 
Watson, B. and Konicek, R. (1990) Teaching for Conceptual Change: Confronting Childrens' Experience Phi Delta Kappan, May 1990, Pp 680-684. To access article online: http://www.exploratorium.edu/IFI/resources/workshops/teachingforconcept.html

Teaching About Energy

This paper can be used to supplement CTS Sections II and IV. The paper addresses commonly held ideas students have about energy, why the concept of energy is so difficult to learn, considerations for teaching energy-related ideas, and suggestions for teaching specific energy-related concepts.

Bibliographic Citation: 
Millar, R. Teaching about Energy. 2005. Department of Educational Studies: Research Paper 2005/11. University of York. www.york.ac.uk/depts/educ/research/ResearchPaperSeries/Paper11Teachingaboutenergy.pdf

Teaching About Energy

This paper can be used as a supplement for Sections I and II. It addresses the scientific idea of energy and considers how energy, used in an everyday context, raises implications for teaching.

Bibliographic Citation: 
Millar, R.2005. Teaching About Energy. University of York, UK. http://www.york.ac.uk/depts/educ/ResearchPaperSeries/Paper%2011%20Teaching%20about%20energy.pdf

Sound

This book can be used to supplement CTS section I. Selected sections can be used to help teachers deepen their understanding of sound related concepts.

Bibliographic Citation: 
Robertson, W. (2003). Stop Faking It! Finally Understanding Science so You Can Teach It- Sound Arlington, VA: NSTA Press.

Shedding Light on Science

Supplement for Section I: This 8 minute video features a scientist explaining the concept of the speed of light to measure distances in the universe.

Bibliographic Citation: 
Harvard Smithsonian Digital Video Library Collection <http://www.hsdvl.org/video.php?record_serial=88&source=>
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