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Chapter 4: What will I do to help students generate and test hypotheses about new knowledge?

In the classroom Students have some basic information. Collect data and organize data around the task. Groups will report on its findings. Refers to as accommodation or restructuring.. Require students to question their knowledge. Problem-based learning (PBL). PBL: the learning that results from the process of working towards the understanding or resolution of a problem. The starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve. PBL demonstrated a rather weak effect on students ability to produce examples (lower-level, factual type of understanding). Teacher serving as a guide. Simply activating prior knowledge had little effect on knowledge change. Generating and testing hypotheses involve providing support for a conclusion (testing hypotheses). Framework for supporting a claim: Grounds (to be valid claims must be supported); Backing (established the validity of grounds and discusses the ground in depth) & Qualifiers (State the degree of certainty for the claim and/or exceptions to the claim) Students should be exposed to various types of errors in thinking that can occur when constructing support (faulty logic, attack, weak reference, misinformation) Students can be presented with errors that are common to support that utilizes quantitative data: -Regression towards the mean: a more moderate score is closer to the mean. -Errors of conjunction: is more probably than an event occurs in isolation rather than simultaneously. -Keeping aware of base rates: Be aware of the patterns -Understanding the limits or extrapolation: making predictions without going beyond what was observed. -Adjusting estimates of risk to account for the cumulative nature of probabilistic events: Its more likely than an event occurs with the pass of time. Making a prediction based on observations, designing an experiment to test that prediction, and then examining the results in light of the original prediction. Set up a situation based on a physical or psychological phenomenon. Teacher invites hypotheses (what predictions will be made?) Students collect data that allow them to test their hypotheses. They collect this information and analyze it to determine which hypothesis it supports. Use knowledge in a highly unusual context.

Research and Theory

Action Steps Action step 1. Teach students about effective support.

Action step 2. Engage students in experimental inquiry task that require them to generate and test hypotheses.

Action step 3. Engage students in problem-solving tasks

that require them to generate and test hypotheses.

Action step 4. Engage students in decision-making tasks that require them to generate and test hypotheses.

Action step 5. Engage students in investigation task that require them to generate and test hypotheses.

Action step 6. Have students design their own tasks.

Action step 7. Consider the extent to which cooperative learning structure will be used.

Challenge to determine what must be done differently given the unusual context or the constraint; this makes them to reexamine its strategies and techniques. Students predict how the new context or the constraint will affect the situation. Describe their conclusions using well-structured support. Require students to select among equally appealing alternatives. To identify or have students identify the alternatives to be considered (alternatives may be provided for students) An option would be to have students generate the criteria: X: YES O: NO ?: I DONT KNOW Three types of investigations: -Historical: What really happened? Why did X happen? -Definitional: What are the important features of X? What are the defining characteristics of X? -Projective: What would happen if? Designing an investigation task: -State the investigation task in the form of a question. -Make initial predictions. -Seek out information about what is already known or believed to be true about the topic. -Students focus on identifying areas in which the experts opinions differ. Introduce this questions to stimulate interest in students -Is there a particular experiment, problem, decision, concept or hypothetical event you would like to conduct or examine using the information we have been studying? Require gathering information can be done in small cooperative groups Split the task into parts that are done cooperatively and parts that are done individually.

Summary

What will I do to help students generate and test hypotheses about new knowledge?

Hypotheses - generation

Hypotheses - testing task

To examine their thinking regarding knowledge being learned.

Types: Experimental inquiry, problem solving, decision making, and investigation.

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