I worked on the Genetic Inheritance\u00a0(ID: 23367) project, and had a look at the \u2018Unused Steps\u2019 section more than trying to create my own slides for the project. I found some interesting connections and discussion points that must have been taken out for the sake of relevance to the content knowledge of the project, but I thought they were useful inquiries to create connections within understanding genetics. One such example was the \u2018observing probability\u2019 slide, where the students make connections to what the likelihood of certain trait acquisition would be. Though the slide takes a simplistic view on probability (observing only 50% chance of getting a trait), this could be extended by the teacher in looking at probability of certain traits over time, and turning this into a mathematics inquiry, which would be more grade level appropriate, as the lesson is targeted to Grade 6-8.<\/p>\n
Also, though there are many opportunities for writing their learning and reflection, I found the slide where students were asked to \u201cTurn to your partner and talk about the choice you made. Who do you think is right?\u201d particularly relevant. To me, it follows Gobert et al.\u2019s model that \u201cmake[s] science accessible for all students where accessibility has two meanings: to engage students in problems that they find personally relevant, and to engage students at an appropriate level of analysis and explanation, rather than load them down with abstract scientific models of phenomena which do not readily connect with students\u2019 ideas\u201d (Gobert et al., 2002). In getting them to justify their thinking to their peers, they are simultaneously checking their own understanding and building meaning together (using constructivist strategies).<\/p>\n
I really enjoy the collaborative format of WISE, using a framework where the lessons are taught (by WISE teachers) and go through various iterations before being inducted into the library. I also find that the effective use of technology makes it a model for good technology integration. Rather than focusing on the hardware, WISE focuses on patterns and pattern detection through technology, where \u201cWISE continuously adds new, proven features in response to user needs and as a result of user experience. WISE curriculum design patterns capture proven inquiry strategies. These patterns can inform design of other learning environments and of diverse forms of instruction\u201d (Linn et al., 2003).<\/p>\n
References:\u00a0<\/strong><\/p>\n Gobert, J., Snyder, J., & Houghton, C. (2002, April). The influence of students’ understanding of models on model-based reasoning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana.<\/p>\n Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration.\u00a0Science Education, 87<\/em>(4), 517-538.<\/p>\n I worked on the Genetic Inheritance\u00a0(ID: 23367) project, and had a look at the \u2018Unused Steps\u2019 section more than trying to create my own slides for the project. I found some interesting connections and discussion points that must have been taken out for the sake of relevance to the content knowledge of the project, but […]<\/p>\n","protected":false},"author":55933,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669390],"tags":[],"class_list":["post-5136","post","type-post","status-publish","format-standard","hentry","category-b-ski"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5136","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/55933"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=5136"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5136\/revisions"}],"predecessor-version":[{"id":5137,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5136\/revisions\/5137"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=5136"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=5136"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=5136"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}<\/h3>\n","protected":false},"excerpt":{"rendered":"