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Designing an Inquiry based learning activity (Mole Worksheet 3ºESO) - Contenido educativo

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Subido el 14 de julio de 2017 por M.pilar C.

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hello my name is Pilar and I'm going to explain you how to design an activity 00:00:02
for an inquiry based learning system I would like to share this video with you 00:00:07
because I found that nowadays there are many teachers that try to change this 00:00:14
way of learning into this one which is similar to what they are going to find 00:00:20
when they get to work. They will work in a team probably and it's pretty sure 00:00:29
they will have to explain their conclusions in front of their colleagues 00:00:38
so it's better to train them from high school to do this. What happens? The 00:00:42
teachers go into the class with a big idea, a very good experiment, an amazing 00:00:51
lab that he thinks that will really interest his students and make them 00:00:59
learn and make them have fun but students are not used to this kind of 00:01:03
methodology and sometimes they don't know what to do and the activity has not 00:01:10
the result the teacher expects and it leads to his disappointment. To avoid this let's see how to 00:01:20
improve our activities with an example. But if you want to learn more of the inquiry-based learning 00:01:32
methodology just visit this website inquiry-based science learning in wordpress and there you can 00:01:40
find more about this methodology as well as resources in science and more 00:01:48
examples in chemistry and in physics. This was the first exercise I did and 00:01:54
what we realized is that there is a big mistake. The carbon is not red, it's gray 00:02:03
and the red atoms are oxygen. Why did I leave this big mistake in this video? 00:02:13
It's because I think it's really important that we make a culture of a 00:02:22
mistake as an opportunity, a very worthy opportunity to learn. Our students 00:02:28
shouldn't be afraid to make mistakes in front of their classmates. Instead of 00:02:35
that we should encourage them to feel free to make any mistakes so that's the 00:02:41
way that the rest of the classmates can learn more well after that we see that 00:02:47
they have to calculate molecular masses it's a good idea with the models here 00:02:58
it's easier for them but we found a better way to display the results with a table now it's 00:03:03
clear and also we have included a new row with the mass of one molecule in grams they need 00:03:15
this in order to calculate it because although it's inquiry based learning they need knowledge 00:03:24
to do their calculations and we can give them the data and then they can calculate it and they can 00:03:32
see how light an atom is and it will help them with the next exercise. In this exercise I asked 00:03:45
to say a number guess a number of atoms or molecules that we need to be able to weight 00:03:54
them without a balance what we find is that it was confusing because as i give the example with 00:04:04
an atom of hydrogen if they suddenly try to guess the number of hydrogens if one gram of 00:04:13
hydrogen they will find a number really close to the Avogadro's number and that wasn't what I 00:04:22
really want so we see that it wasn't clear if they had to calculate it for each substance 00:04:30
on for all of them and then we find that it's clearer to give them this tip they can write 00:04:40
their answers here but they have a wide space to make their calculations. With 00:04:50
exercise 3 I gave them the Avogadro's number and this time it's easier to 00:04:59
make them calculate it that they will be more angry and that's what we did with 00:05:07
this exercise here. How many atoms are there in 12 grams of carbon? Now they 00:05:14
calculate the Avogadro's number using the definition of MOF. You can see that 00:05:20
this is part two of the worksheet. The first one was a guess, now they explore 00:05:24
if their guessing was right and useful enough. That's why we have this 00:05:33
question here. This question helps the student to think deeply about what they 00:05:41
have calculate and it guides them in order to not need the teacher 00:05:49
explanation they have they can think deeply as I said which sometimes it's 00:05:56
difficult to get with our students now in the exercise for they had to present 00:06:03
the results in these tables but this data here wasn't really necessary it's 00:06:11
pointless to calculate the mass of one molecule they had done it already and 00:06:18
it's pointless to calculate the mass in atomic mass units of huge amount of 00:06:24
molecules so we need just these three items and it's easier to present it like 00:06:30
this and also you can see a funny image that will engage our students of this 00:06:37
strange animal called mole. Now we have the results here and they will see 00:06:45
the coincidence between the mass of one molecule in atomic units 00:06:53
and the mass of a mole in grams and then we agree they will realize also that it 00:06:59
doesn't happen with any other amount of molecules now they know that they can go 00:07:08
further and try to do the same with an element this is an open question they 00:07:16
can think in different metals and have different results but they will all find 00:07:21
that the mass in atomic units it's the same of the mass of one mole in grams I 00:07:30
had this question here but I find that it's better to ask it later as a 00:07:39
a reflection that allows the student to go back, explain the concept with their 00:07:46
own words and assimilate it. When I explained my worksheet in front of my 00:07:53
colleagues, some of them pointed that with this question the concept of mole 00:07:59
as a multiplier wasn't really clear because it seems that it can be used 00:08:05
just for atoms and molecules that's what we change this exercise into the 00:08:10
exercise 5 with different metal that's very I find it very useful because they 00:08:18
can explain the results a one students to others and because the metal is 00:08:24
different the result will be different so it's not as when we correct an 00:08:30
exercise in our board that sometimes our students don't pay attention because 00:08:36
they know the result but this time the method will be another method so it's 00:08:44
different so something more interesting and they have the reflection to explain 00:08:50
the concept of a mall which is very interesting to see if the student have 00:08:57
understood has understood the concept and also there's a new question to 00:09:01
extend the concept of mall to any object a mall of tables a mall of footballs in 00:09:08
a game a mall of players so they can think further about it well what have we 00:09:19
learned today this is a very good question to make every day in an 00:09:28
inquiry-based learning system. We have learned that it's very important to 00:09:33
clarify the objectives before making the activity. We have learned that it's 00:09:37
better to do questions that the student can't solve without the help of the 00:09:45
teacher. It's better to try to make them find the data instead of giving it 00:09:49
directly as far as it's possible and as far as you can as well use anything you 00:09:56
find to engage their attention like the picture of the mall and I really 00:10:02
encourage you to give open exercise as the one with the metal that the students 00:10:09
do their calculations with different metals so they reach to different 00:10:15
solution and they can explain and share one student to the rest of the students 00:10:20
and finally include a reflection to help them to simulate the concept that's all 00:10:27
for today I really hope this will help you and I encourage to include this 00:10:35
methodology in your classes thank you very much for your attention 00:10:42
Idioma/s:
en
Autor/es:
Pilar Collado
Subido por:
M.pilar C.
Licencia:
Reconocimiento - No comercial - Compartir igual
Visualizaciones:
15
Fecha:
14 de julio de 2017 - 1:14
Visibilidad:
Público
Centro:
IES ISAAC PERAL
Duración:
10′ 49″
Relación de aspecto:
16:9 Es el estándar usado por la televisión de alta definición y en varias pantallas, es ancho y normalmente se le suele llamar panorámico o widescreen, aunque todas las relaciones (a excepción de la 1:1) son widescreen. El ángulo de la diagonal es de 29,36°.
Resolución:
1376x776 píxeles
Tamaño:
419.88 MBytes

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