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Diagram

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A picture containing text

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Timeline

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Graphical user interface, application

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Timeline

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Audio Recording 18 Sep 2021 at 1:11:51 pm

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Stage 5: Chemical World Content: CW1  a)     a student identifies that all matters are made up of atoms that consists of  electrons, protons  and  neutrons  (ACSSU177). b)    student describes the structure of an atom in terms of nucleus, protons, neutrons and electrons. Timeline: Over the week or as fitted for the lesson plan.

Audio Recording 18 Sep 2021 at 1:13:13 pm

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Audio Recording 18 Sep 2021 at 1:38:48 pm

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Harrison, A. G. & Treagust, D. F. (2006).

Audio Recording 12 Sep 2021 at 12:01:16 pm

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Concept- Is the concept difficult
and abstract?
Students- What ideas do the
students already have about the
concept?
Experience- What experience can
students relate to that I can use?

Audio Recording 12 Sep 2021 at 12:05:20 pm

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Similarities and Dissimilarities: Discuss the familiarity with the analog, how it is similar and different.

Audio Recording 12 Sep 2021 at 12:07:03 pm

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Student engagement Monitoring  Discussion and Feedback

Audio Recording 12 Sep 2021 at 12:08:55 pm

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a)   Conclusion: was the analogy clear or useful or confusing? b)	 Improvements: What changes are needed for the lesson and the analogy?

Audio Recording 12 Sep 2021 at 12:11:06 pm

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Low
Student activity
High
High
Model 1114. Presentation of
prefabricated analogies, and regulation
of learning. Task tightly directed and
controlled. Technological model of
meaningful transmission-reception of
knowledge.
Model I. Presentation of prefabricated
analogies. Traditional focus.
Model Ill. Intervention through
analogies constructed in teacher-
student interaction. Socio-
constructivist focus.
Monitoring what is
learnt
Model 11B. Non-guided self-
elaborated personal analogies.
Spontaneous model, self-discovery
Low

José M Oliva , P. Azcárate & A. Navarrete (2007).

Audio Recording 12 Sep 2021 at 12:17:15 pm

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Audio Recording 12 Sep 2021 at 12:19:30 pm

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SC4-10PW - Describes the action of unbalanced forces in everyday situations PW1 - Change to an object's motion is caused by unbalanced forces acting on the object (ACSSU117) A. Identify changes that take place when particular forces are acting  B. Predict the effect of unbalanced forces acting in everyday situations  C. Describe some examples of technological developments that have contributed to finding solutions to reduce the impact of forces in everyday life,  eg  car safety equipment and  footwear design

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PW2 - The action of forces that act at a distance may be observed and related to everyday situations E. Identify that the Earth's gravity pulls objects towards the centre of the Earth (ACSSU118) F. Describe everyday situations where gravity acts as an unbalanced force

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Students can complete experimental activities within lesson, depending on time, action plan may go for 2-3 lessons

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5E model, promotes inquiry learning, encompasses model 2a, 2b and 3 of analogy model. LESSON 1 Engage:  Watch video on popular magic trick. Use as an analogy and further reference. Video :  The Tablecloth Trick - Sick Science! #010 – YouTube

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Exploration:  5 experiments, students to keep notes ready for discussion Class discussion, gather understanding before moving on to next lesson LESSON 2 Refer students to last lesson and any notes they may have. Students explain in writing their ideas of interactions taking place in experiments

A hand holding a toy truck

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Explain:  Use video and explanation to support or answer student questions or misconceptions.  Refer back to table cloth analogy. Use train and bus analogy as another way to explain similarities to experiments. Video -  Newton's First Law: Table Cloth Inertia Trick – YouTube

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LESSON 3 Extend and elaborate:  5 experiments, students make modifications and create new hypothesis  Evaluate:  Class discussion, student reflection, students start thinking of own analogies to concept involved

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5E is a great way to incorporate inquiry-based learning (Orgill & Thomas, 2007). Engaging the students is designed to excite, motivate and interest students. Engaging students is a great way to improve the classroom environment and peak student interest. (Orgill & Thomas, 2007;  Hanuscin  & Lee, 2008). Implementing a hands on, experimental approach will  allow students to learn through practical and visual means. It “makes science vivid, meaningful and fun for most students” (Johnson et al., 1997; Le Buffe, 1994). Students’ most memorable work in school came from hands on science tasks (27%). Aid in their retention of the concept. (Wasserstein as cited by Johnson et al., 1997).

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Define - Analogy is the process of identifying and exploring similarities between two concepts or theories.  Analogies in science facilitate new and complex contextual information to be integrated with student’s prior knowledge and understanding. Glynn (1991), defines the familiar concept as the ‘analog’ and the unfamiliar science concept is the ‘target’, which needs to be simplified and explained.                                                              Glynn, S. M. (1991). Explaining science concepts: A teaching-with-analogies model.  The psychology of learning science , 219-240.

Analogy
comparison of two things to
show their similarities or
relationships

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Reading lengthy pages may make students feel bored and lethargic.

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Education is not learning, but the training of the mind that it may learn.
— Sir William Withey Gull
In Sir William Withey Gull and Theodore Dyke Acland (ed.), A Collection of the Published Writings of William Withey Gull (1896), Ixii. (by typo, shown on the age as xlii).
Science quotes on: I Education (379) | Learn (632) | Mind (1339) | Training (80)

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Stage 4 – year 7 class with mixed ability students from varied cultural background. Topic  - Photosynthesis.

PPT - Photosynthesis diagram for kids PowerPoint Presentation, free  download - ID:8502327

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PHOTOSYNTHESIS
Carbon dioxide + water sunlight glucose + oxygen
Plants
- Absorb
from
the sun with the help
of chrolophyll in leaves
- Absorb water and
minerals from soil with
the help Of their roots
- Absorb
C02 from the
air through pores in
their leaves.
Within the leaves
of the plant. glucose
is produced due to
a chemical reaction
Glucose serves as a
source of energy
for the plant.
Oxygen is released
as a byproduct.

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Student Bored Study Stock Vector Images - Alamy

Student Sitting In The Class Looking Bored And Depressed Royalty Free  Cliparts, Vectors, And Stock Illustration. Image 18520001.

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Search with your voice
Digital Games as Analogical Sources
for Science Learning

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Bob the Botanist (A Game about Photosynthesis)
Copy li
a game about photosynthesis
MORE VIDEOS

Teaching ‘Photosynthesis’ to Stage 4 using Digital Games as Analogical Learning/ Teaching resource

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Bob the Botanist (A Game about Photosynthesis)
Copy lin
Plants need water from soil,
dioxide from the air. and energy
from the sun to help it grow.
•¯xotosynthesis is ttw process of usir" erwrgy
'm the sun to convert carbon dioxide arxi
water into molecules needed for plant
During the process of photosynthesis
plants create glucose. a type of sugar.
Clucose is the food of plants.
Green plants use sunlight create their
own sugar food called glucose. which is
the main source of nutntion for thern
Plants take in carbon
dioxide and release oxygen.
MORE VIDEOS

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Bob the Botanist (A Game about Photosynthesis)
Copy lin
Plants take car n dioxi e.
water, and light and turn them
into sugar and oxygen
Durinö photosynthesis. plants produce
oxygen "waste• which is then used by
all living things on Earth to breathe.
Photosynthesis occu
in the leaves of a pla
mak
thick smog in the air. which
rd for sunlight to reach plant
pollution prevents plants
from being able to carry mat mx»tosynthesis!
Plant leaves have something
called chlorophyll inside them
that gives plants their green color
MORE VIDEOS

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)out Photosynthesis)
What do plants use to create their own food called
Copy link
Sunlight
Rain
Glucose?
Insects
Wind
MORE VIDEOS

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Bob the Botanist (A Game about Photosynthesis)
BOB THE BOTANIST COMPLETED!
Total Score Earned: 6350
'nstions Answered Correctly: 19 out of 25
Hit Accuracy: 1 1.924%
Total Deaths: 16
MORE VIDEOS
Copy link

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ITL Australia
Innovative Teaching and Learning
2013
expected to carry out toar•n
to facilita'•
Time is S
Yes
together o_
here is a
Kylie Shaw, Sid Bourke, Kathryn Holmes,
Preston, and Max Smith
Centre for the Study of Research Training & Impact (SORT",
The University of Newcastle

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EVIDENCE/OBSERVATION BASED ON ITL REPORT- Although, students saw the lack of choice in task setting and approach to problem solving as a deficiency in learning with digital gaming resource.  However, the frequent opportunity related to peer collaboration was seen positive by students.

Shaw, K., Bourke, S., Holmes, K., Preston, G., & Smith, M. (2013).  ITL Australia: Innovative Teaching and Learning 2013: ITL Research Australia, 2011-2012 Phase Two Report .

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Clip Art Cooperative Learning Collaborative Learning Teacher Education,  PNG, 985x661px, Cooperative Learning, Animated Cartoon, Animation, Cartoon,

Students gained confidence and were much more engaged and find their work interestingly challenging. There was an improvement in individual student and class-task performance. Overall, the learning goals were achieved.

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Regular monitoring student focus and progress by checking at students’ work station Interim feedback opportunities to appreciate learning efforts.

What strategies could you use in order to provide effective feedback to  your students? | Learning Log

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Things the learner cannot do
Things the learner can
do with assistance
Things the learner
can do on his/her
own
Zone of Proximal Development
Fig. 1 Zone of Proximal Deelooment

Here, “more capable peer” (MCP) may be an adult (the teacher) or a peer.  As per Vygotsky, MCP can be a learning aide to enhance learner’s cognitive knowledge and thus, he can climb through the ZPD by learning and unlearning scientific concepts through peer assistance.

Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: MIT Press vygotsky1978.pdf (fau.edu)   https://home.fau.edu/musgrove/web/vygotsky1978.pdf

Addressing the learning difficulties of mixed-ability class following  Vygotsky Zone of Proximal Development model

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Computer Teacher - Vector Illustration. Royalty Free Cliparts, Vectors, And  Stock Illustration. Image 4193154.

CONCLUSION Hwang, G. J., & Wu, P. H. (2012) claims that previous research reveals educational computer games assist teachers and students by enhancing their teaching/learning capabilities and motivating their interest levels. Thus, integrating digital games as analogies to learn/relearn scientific concepts may also facilitate enhanced cognitive and comprehensive skills of the learner.

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Gee, J. P. (2003). What video games have to teach us about learning and literacy.  Computers in Entertainment (CIE) ,  1 (1), 20-20. https://blog.ufes.br/kyriafinardi/files/2017/10/What-Video-Games-Have-to-Teach-us-About-Learning-and-Literacy-2003.-ilovepdf-compressed.pdf Glynn, S. M. (1991). Explaining science concepts: A teaching-with-analogies model.  The psychology of learning science , 219-240 https://www.researchgate.net/publication/333378368_Explaining_science_concepts_A_teaching-with-analogies_model Anderman, E. M., & Sinatra, G. M. (2012). The challenges of teaching and learning about science in the twenty-first century: Exploring the abilities and constraints of adolescent learners.  Studies in Science Education ,  48 (1), 89-117.   https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_072608.pdf   Treagust , D. F., Harrison, A. G., & Venville, G. J. (1998). Teaching science effectively with analogies: An  approach for preservice and in-service teacher education.  Journal of Science Teacher Education ,  9 (2), 85-101.   https://www.researchgate.net/publication/263607816_Teaching_Science_Effectively_With_Analogies_An_Approach_for_Preservice_and_Inservice_Teacher_Education   Harrison, A. G. &  Treagust , D. F. (2006). Teaching and Learning with Analogies. In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Metaphor and Analogy in Science Education (pp. 11-24). Springer. Hwang, G. J., & Wu, P. H. (2012). Advancements and trends in digital game‐based learning research: a review of publications in selected journals from 2001 to 2010.  British Journal of Educational Technology ,  43 (1), E6-E10.  https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8535.2011.01242.x https://www.sciencemag.org/careers/2016/03/how-seriously-read-scientific-paper Jesper Haglund (2013) Collaborative and self-generated analogies in science education, Studies in Science Education, 49:1, 35-68, DOI: 10.1080/03057267.2013.801119 José M Oliva , P.  Azcárate  & A. Navarrete (2007) Teaching Models in the Use of Analogies as a Resource in the Science Classroom, International Journal of Science Education, 29:1, 45-66, DOI: 10.1080/09500690600708444

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Hanuscin , D., & Lee, M. (2008). Using the learning cycle as a model for teaching the learning cycle to preservice elementary teachers.  Journal of Elementary Science Education, 20 (2), 51-66.  file:///C:/Users/danmi/Downloads/W5.1%20Using%20The%20Learning%20Cycle%205Es%20Hanuscin(2008)%20(2).pdf Johnson, D., Wardlow, G., & Franklin, T. (1997). Hands-on activities versus worksheets in reinforcing physical science principles: Effects on student achievement and attitude.  Journal of Agricultural Education, 38 (3), 9-17.  http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.505.1331&rep=rep1&type=pdf Le Buffe, J.R. (1994). Hands-on science in the elementary school. Bloomington, IN: Phi Delta Kappa Foundation Orgill, M., & Thomas, M. (2007). Analogies and the 5e model: Suggestions for using analogies in each phase of the 5e model.  The Science Teacher, 74 (1), 40-45.  https://www-proquest -com.ezproxy.lib.uts.edu.au/docview/214612479?accountid=17095&cid=CID:20210618062832270:852847&fromOL=true&fromopenview=true&pq-origsite=gscholar

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