Attacking a Dense Problem: A Learner-centered Approach to Teaching Density

Hitt, Austin M.

doi:10.3200/sats.42.1.25-29

Cited by 13 publications

(12 citation statements)

References 2 publications

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“…The education literature generally has recognized that promoting students' understanding of density has a long and problematic history (Hitt, 2005;Libarkin, Crockett, & Sadler, 2003;. We have found students do not understand density as a contributing factor in everyday phenomena.…”

Section: Densitymentioning

confidence: 79%

The Challenges of Understanding Fluid in Fluid Density

Petrosino¹,

Mann²

2017

JCEPD

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Teachers' understanding of science concepts must be deeper than just factual knowledge. They need to understand how the facts are connected and relate to the natural world. Weather, ocean currents, and tectonic movement are all phenomena listed in the Next Generation Science Standards (NGSS). Although understanding density of fluids within fluids is not directly mentioned in the NGSS, students need to understand fluid density in order to explain these common yet complex phenomena. We extended a familiar science activity of making a density column in order to help teachers understand the expectations of NGSS. Understanding the causes of the phenomena is critical for teachers. We found when students do not understand, they are more likely to substitute concrete or active causal factors, such as weight or force. We issued to our teachers the following challenge: "Make a density column with these 4 mystery liquids." As our students were in the process of determining the correct order to add the liquids, we noticed they confused mass and viscosity with density. In light of the expectations of the NGSS, we need to change the way teachers are prepared. They need time and space to practice connecting the concepts in practice. Therefore, teachers need help to connect the concepts to past experiences as well as time to reflect and revise. Teachers need to develop a mindset as a lifelong learner powered by their reflections and drive to help students understand science.

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Section: Densitymentioning

confidence: 79%

The Challenges of Understanding Fluid in Fluid Density

Petrosino¹,

Mann²

2017

JCEPD

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“…Starting in the Year 3 training workshop, the fellows experienced and planned lessons targeting the three attributes of science concepts: macroscopic, model, and symbolic (Hitt and Townsend, ; Gabel, , ; Johnstone, ). This approach was adopted because (a) it was predicted that the fellows would find it easier to understand and implement, and (b) this approach can potentially include some or most of the different phases of the 5‐E learning cycle (Hitt, ). Also, the specific sequence of inquiry where the student explores first and only then is guided toward an explanation and the appropriate vocabulary to describe it has been shown to correlate to higher student cognitive levels (Marshall & Horton, ).…”

Section: Program Design and Methodsmentioning

confidence: 99%

Training Master's‐Level Graduate Students to Use Inquiry Instruction to Teach Middle‐Level and High‐School Science Concepts

Gilman

Hitt

Gilman

2015

School Sci & Mathematics

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Through the GK‐12 program of the National Science Foundation, graduate student fellows in a coastal marine and wetland studies program were trained to present targeted science concepts to middle‐ and high‐school classes through their own research‐based lessons. Initially, they were taught to follow the 5‐E learning cycle in lesson plan development, but a streamlined approach targeting the three attributes of science concepts—macroscopic, model, and symbolic—was found to be a better approach, while still incorporating key facets of the 5‐E model. Evaluation of the level of inquiry in the classrooms was determined using an inquiry scale from 0 to 4, differentiated by the relative number of actions that are student‐centered. The graduate fellows consistently delivered lessons at the targeted levels 2 or 3, guided inquiry. In order to assess student learning, the GK‐12 fellows were trained to develop single‐item pre‐ and post‐assessments designed to probe middle‐level and high‐school students' understanding of the macroscopic, model, and symbolic attributes of targeted science concepts. For the lessons based on the research of the fellows, about 80% of the students showed statistically and practically significant learning gains. The GK‐12 fellows positively impact the classroom and are effective science ambassadors.

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“…Pero, a pesar de que este concepto (junto con los de masa y volumen) se considera básico, nuestra experiencia didáctica con alumnado adolescente nos indica que tienen dificultades en su aplicación (Palacios-Díaz y Criado, 2016). Parece que usan la densidad como un concepto huidizo, que lo encuentran poco diferenciado de los de masa o peso y, por tanto, innecesario a la hora de interpretar fenómenos de la vida cotidiana (Hitt, 2005).…”

Section: Introductionunclassified

Lo que no dicen los libros españoles de texto de educación secundaria obligatoria sobre la masa, el volumen y la densidad

Palacios-Díaz

García-Legaz

2017

ensciencias

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Palacios-Díaz, R., Criado, A.M., (2017). Lo que no dicen los libros españoles de texto de educación secundaria obligatoria sobre la masa, el volumen y la densidad. RESUMEN • En el presente trabajo se hace una evaluación de la forma en la que se exponen en los libros de texto españoles de segundo (LOMCE) y tercer curso (LOE) de educación secundaria obligatoria (ESO) los conceptos volumen, masa y densidad. La intención es establecer la presencia o ausencia de elementos, en este recurso, que puedan ayudar a eliminar, o a favorecer, las concepciones alternativas asociadas a estos conceptos que poseen los estudiantes. Los resultados demuestran que los libros LOE suelen presentar carencias relativas a estos conceptos, que no mejoran sustancialmente con la implantación de la LOMCE. En general, los libros introducen la densidad como una fórmula matemática sin previa aclaración cualitativa. Tampoco suelen tratar las concepciones alternativas, como las confusiones existentes entre densidad y viscosidad.PALABRAS CLAVE: materia; densidad; concepciones alternativas; evaluación de textos; enseñanza secundaria.ABSTRACT • This paper analyses the way in which the concepts of volume, mass and density are shown in the Spanish students' books for the second (LOMCE) and the third year (LOE) of Compulsory Secondary Education. The intention is to establish the presence or absence of elements in this resource, which can help us to eliminate, or to promote, the alternative conceptions associated with these concepts that students have. The results show that LOE text books present lack of several aspects related to these concepts, which don't improve substantially with the implementation of LOMCE. In general, students' books introduce density like a mathematical equation without previous qualitative explanation about its meaning. Moreover, they don't use to deal with alternative conceptions, like those related to the confusions between density and viscosity.KEYWORDS: matter; density; misconceptions; text evaluation; secondary education. INTRODUCCIÓNEl objetivo principal de este trabajo es evidenciar si la argumentación que ofrecen los libros de texto de segundo y tercer curso de ESO sigue las prescripciones de la didáctica de las ciencias en relación con el tratamiento de los conceptos elementales volumen, masa y densidad. Durante el desarrollo de esta investigación vivimos el tránsito de una ley de educación (LOE) a otra (LOMCE). Este hecho provocó que los contenidos mencionados, que con la LOE se presentaban con mayor profundidad en tercero, pasaran a segundo curso. De este modo, consideramos necesario incluir un breve sondeo de la evolución que ha sufrido el libro de una misma editorial en este cambio.La constatación, derivada de nuestra experiencia docente, de deficiencias en algunos libros propició la hipótesis de que la enseñanza de los textos podría seguir haciéndose a espaldas del conocimiento didáctico actual.El papel relevante que juegan los libros de texto en la enseñanza ha sido extensamente documentado (Azcárate y Serradó, 2...

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Attacking a Dense Problem: A Learner-centered Approach to Teaching Density

Cited by 13 publications

References 2 publications

The Challenges of Understanding Fluid in Fluid Density

The Challenges of Understanding Fluid in Fluid Density

Training Master's‐Level Graduate Students to Use Inquiry Instruction to Teach Middle‐Level and High‐School Science Concepts

Lo que no dicen los libros españoles de texto de educación secundaria obligatoria sobre la masa, el volumen y la densidad

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