Some
Questions and Answers
(Expand
and Write on the basis of marks assigned to questions)
Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Lecturer in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
1)
What
is constructivism?
·
Learner constructs knowledge using 1.
Previous Knowledge 2. Newly assimilated experiences 3. Newly developed insights
·
Learning is active reconstruction and
reinterpretation of experiences.
·
The core of the process of teaching is
the arrangement of environment with which the student can interact. (Dewey,
1918)
·
The first principle of true teaching is
that nothing can be taught. The teacher is not an instructor or task master, he
is a helper and a guide. (Aurobindo,1910)
2)
Differentiate
between behaviourism and constructivism.
|
Behaviourism
|
constructivism
|
|
Teacher centered
|
Pupil centered
|
|
Content oriented
|
Process oriented
|
|
Emphasizes teaching
|
Emphasizes learning
|
|
Based on behavioursit
theories of learning
|
Based on cognitive
theories of learning
|
|
Learning is stimulus
–response relationship
|
Learning is
associated with unique mental processes
|
|
Learning is a
mechanical process.
|
Learning is a natural
process
|
|
Learner is a receiver
of knowledge.
|
Learner constructs
knowledge
|
|
Teacher’s role is of
an instructor
|
Teacher’s role is of
a facilitator
|
3)
How you will promote collaborative
learning experience in your class room?
n Teacher.
has to be clear about the learning out come.
n Help
learners to experiment & discuss in groups.
n Allow
learners to use their previous knowledge.
n Provide
learning aids to facilitate learning.
n Use
locally available resources
Etc
4)
What
do you meant by preconception? Give two examples for preconceptions in Science?
By seeing and hearing
we get superficial and apparent ideas about many things. With this available knowledge, students form
mental representations. This is
preconception.
Eg. Stars are like small jewels with
shape
Objects of less weight will float in
water
5)
What
do you meant by misconception? Give two examples for misconceptions in Science?
A
misconception happens when a person believes in a concept that is objectively
false. When teaching and learning occurs new concepts may be formed, or an
existing concept may get modified.
Due
to individual differences, teaching styles or due to influence of
pre-conceptions of learner, the learner may end up with half boiled ideas
relating to a concept. Such
misconceptions act as learning blocks in further learning.
Eg:
- When water
evaporates it becomes hydrogen and oxygen.
- A very
heavy piece of wood may sink in water.
- In an
electric connection, the electrons travel from Idukki to my house to light
the bulb.
6)
Give some examples for misconceptions
about the nature of Science
- Science theories
are true for all times
- All scientific
knowledge comes from experiments
- Science has a
solution to any problem in the world
7)
Where do misconceptions come from?
l Personal experience in the world
l Experiences in “school”
l Informal learning
l Language usage
l Influence of pre-concepts
8)
What is the role of teacher in Pre/mis conceptions of students?
·
Teacher should check previous knowledge
to understand preconception.
·
A wrong pre-conception may create
learning blocks.
·
Teacher should diagnose misconceptions
if any after the instruction.
·
Teacher should use more devices like
model/ chart/ av aids etc. to avoid misconception.
·
Teacher should employ remedial teaching
to correct the wrong conceptions.
·
Teachers must help students correct their
misconceptions.
·
Teachers must make an effort to determine what “old”
misconceptions are present and what “new” ones are being created.
·
To help students correct their misconceptions you
must provide opportunities for them to test their model. Let them see for themselves that it fails to
generate correct “answers”. Then you can
help them build a correct model.
·
Teachers must understand that misconceptions exist
and that they have consequences for the learner. Note that teachers were and still are
learners. Teachers are likely to have
misconceptions in no way different than those held by their students!
The job of the teacher is to . . . HELP THE LEARNER TO LEARN!
Then as teachers we
need to . . .
- Know what impediments to learning our students are grappling with
- Provide our students with the resources (or learning environment)
that will help them move beyond those impediments
- This means creating an interactive learning environment
In such an environment
students can best challenge their own models (mental constructs) and determine for themselves whether they
work. Once they appreciate that their
models fail under certain conditions they are more likely to build a correct
model.
9) Give an example for
combined preconcept and misconcept of a student?
A child of standard II has the preconception that Earth is flat. With his prior sensory experiences and
knowledge he has felt the Earth as flat.
This is his preconception. But he learns from the geography lesson that
Earth is spherical. He sees the globe
which his teacher brought. His
preconcept is changed. But did he
acquire the correct concept? No!
he acquired a new misconcept.
That the earth is exactly spherical in shape and that a long pole passes
through the middle of the earth which is called axis!
10) Give an example for
misconcept that may develop during teaching?
A honeybee moving in circles around a rose flower is given as analogy to
the orbit of an electron around nucleus.
But if a learner starts to think of nucleus as a rose flower, then he is
building a misconcept.
11)
Differentiate between achievement test and diagnostic test?
|
Achievement Test
|
Diagnostic Test
|
|
Purpose – to measure the relative accomplishment of pupils in
specified area of learning.
|
Purpose – to analyse the deficiencies in learning of students
|
|
Measures how much student has achieved
|
Finds out why student has not
achieved
|
|
Ranking or grading students is a concern
|
Marks/ scores are not important; ranking is not an aim.
|
|
Proper weightage is given to every topic
|
Contains a cross section of topics; weightage to every topic is not
essential
|
|
Strictly observes the time factor.
|
Time is not a matter of concern.
|
|
Remedial teaching & corrective measures may not follow
|
Remedial teaching is essential as follow up.
|
