Discussion-earth and space.pptx
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This study examined student teachers' understanding of earth science concepts and found they had uneven and incomplete ideas that prevented a holistic understanding. The study identified four main types of alternative conceptions that acted as barriers to learning the relationships between concept groups. These preconceptions could influence how new knowledge is interpreted. Constructivist teaching methods aim to avoid alternative conceptions by having students express and discuss their own ideas. Considering students' preconceptions in lesson planning and curriculum development may help them more scientifically develop fundamental science concepts, which are building blocks for further learning.
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Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
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that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
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108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
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see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
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History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
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108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
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- 1. DISCUSSION An Investigation into the Understanding of Earth Sciences among StudentsTeachers
- 2. •This study highlights the possibility that within a conceptually-confined area like geoscience, student teachers’ ideas of closely related concept groups tend to be uneven, creating a critical barrier and preventing the long term development of a scientific, holistic idea of how the Earth functions as a dynamic, integrated system.
- 3. As pointed out above, this necessitates a scientific, descriptive understanding of each concept group as well as a casual understanding of the relationship between them. The study revealed the student teachers’ alternative conceptions in relation to the following four main types of alternative conception models (barriers to learning), and indeed all the students’ productions serve to emphasize these findings.
- 4. Although such comparisons cannot be taken too far and would merit further investigation, it is suggested that student teachers’ existing alternative conceptions may influence the way knowledge is interpreted and understood in this domain, particularly evident when the appropriate alternative conception is absent
- 5. Constructivist point of view proposes a number of educational methodologies to avoid alternative conceptions in general.These methods typically concern pre-evaluations including the collective production of the models which will bring to light the students’ opinions using activities they develop themselves and discussions which force them to express their ideas, while letting the students benefit from the manner of thinking of others (Develay, 1992; Driver, 1988;Weathley, 1991
- 6. Therefore, if we take the alternative conceptions into account in planning future activities in teacher education and science curriculum development, students may have a better chance to scientifically develop the fundamental concepts of science. Since these concepts are building blocks for later learning, their development will help students meaningfully grasp the advanced concepts of science
- 7. As another approach, it can be proposed to analyze how geologists develop the theories explaining the Earths’ structure and its internal and external processes. Considering that all geologists were once students, it can be useful to analyze each step up to and including their last one, which finally supports scientific wisdom in the field of rock formation.
- 8. Finally, the education that student teachers receive will be transferred to the students that will shape the future of their country.Therefore, designing a way of learning that involves the elimination of alternative conceptions by setting up a kind of filter through the use of laboratories and field studies is especially important in science and technology courses, particularly in the Earth Sciences.