Activity 3

• Something to write with or a computer
• Baking soda
• A 250 ml beaker or cup
• Vinegar
• Water
• Two students of different ages to talk with

1. Set up a conversation with two students of different ages to learn about how they understand some science concepts. You might want to tape your interview. Make sure to find out the following information:

• Age of student
• Current grade
• What science topics they remember studying in school or at home

1. Avoid using leading questions that suggest responses. For example, don’t say, “How do you think this will react?” By saying react, you lead the students to think something is going to happen.
2. Avoid praise or negative comments. For example, don’t say, “Good.” Rather, say “I see.”
3. Use phrases that allow a learner to clarify and expand on his or her ideas. Be sure to probe when scientific or technical terminology is used. For example, if the student says, “It will evaporate,” ask “What do you mean by ‘it will evaporate? “To clarify ideas, say things like, “Could you tell me more about what you mean?” Here are other phrases:

• “Please describe that further.”
• “What do you mean by…?”
• “Tell me more about….?”
• “Is this what you mean…?”
• “Please explain that further.”
• “Hmm. That’s interesting. Tell me more about that.”
• “What else would you like to tell me about what you observed?”

4. Listen to the learner – use active listening techniques. For example, look at the child when he or she is speaking. Paraphrase what the student says. For example, if the child says, “I think it will disappear,” you might say, “Do you mean you wouldn’t be able to see it?” Ask for explanations. Summarize what you think the student said.
5. Use the learner language to rephrase and further probe the learner’s response. For example, if a student says, “I won’t be able to see it,” say, “Why can’t you see it?” Don’t say, “Do you mean it will dissolve?”
6. Provide the learner with ample time to construct a response. Wait at least three to five seconds after asking a question before you say anything more.
7. Establish a calm and accepting atmosphere. Don’t rush the conversation by talking hurriedly or being judgmental about responses.
8. If a learner cannot answer a question, try rephrasing the question to find out what the student does know and what his or her thoughts are. For example, if you first ask, “What do you think will happen?” and the child doesn’t respond, rephrase the questions to say, “What do you think will happen when I put this baking soda into this water and stir it?” However, be careful; don’t add more than what the student said.
9. Complete the following tasks with two students:

• Show students a teaspoon of baking soda and a 250 ml beaker or cup with 100 ml water. Ask students to predict what will happen if you mix the baking soda in the water.
• Place the baking soda in the beaker of water and stir. Ask the students to describe what they see. Ask the students to explain what they observe. Find out what the students mean by the words they used. For instance, if they say, “It dissolved,” ask them what they mean by dissolved.
• Ask the students what they might see if they could magnify the contents of the beaker 100 million times. Ask the students to draw what they think they would see.

• Show students a teaspoon of baking soda and a 250 ml beaker with 100 ml of vinegar. Ask students to predict what will happen if you mix the baking soda in the vinegar.
• Place the baking soda in the beaker of vinegar. Ask students to describe what they see. Ask students to explain what they observe. Find out what the students mean by the words they use. For instance, if they say, “It reacted,” ask them what they meant by reacted.
• Ask what they might see if they could magnify the contents of the beaker 100 million times. Ask the students to draw what they think they would see.

1. Process what you found. Combine you data with the data from other students in your class. Summarize your data. What conclusions can you draw? What educational implications do your conclusions indicate?

None yet.

Solutions will be accepted between July 19, 2020 and November 6, 2020.

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