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| • |
Seeing
is not believing. Because
they are using what they know to
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interpret
what we tell them, students often misinterpret even a clear
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and
compelling lecture or demonstration.
More mentally engaging
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activities
are required to have a more reliable effect.
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Students
are not blank slates. We
can use what we learn about
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students’
knowledge to create lessons that build from appropriate
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starting
points. (e.g., cognitive conflict, bridging, etc.)
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There’s
more to a course than content. Students use their learning
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to
build (and confirm existing) expectations and understanding of
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what
science is about and how to do it.
To affect these
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components,
we have to pay explicit attention to these issues in
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how
we teach content.
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