Concepts and understanding are definitely linked! The are like toast and butter, it just works!
We had a discussion in BioEd, regarding case studies and how boring methods of teaching and learning could be souped up to uncover a new found interest and vigure in the subject under study.
We had to find a way to relay a concept that learners did not understand and engage with well and basically were clueless about even after we or the lectures taught this concept many times before.
We recieved guidance from R. Rait a Phd. seasoned case study writting student to Dr. Holtman. She gave helpfull advice to what to, and what not to do when writting case studies. Examples of which were to not ask students to be placed in scenarious of their own when using examples, to not ask them to be put into someones shoes, or to imagine a scenario ect. This is because it just stirs up confusion, and makes learners feel more lost.
Instead things like story telling and naratives could be used. Armed with this simple method to relay information and understanding we had to hunt for those confusing examples learners had to deal with before, and I decided to right a narrative if ever I had to explain mine again.
In a practical class for Life Science 141, learners executed a practical to help them understand that with the proccess of osmosis, theres a gain and loss of water through a differentially permeable membrane. On evaluating the reports written by students it was as clear as day that this concept was far from their understanding! Very far! I created my narrative to help learners understand where they went confused and what was the "right idea". Aiding them to put the two halves of the puzzle together so to say.
We had a discussion in BioEd, regarding case studies and how boring methods of teaching and learning could be souped up to uncover a new found interest and vigure in the subject under study.
We had to find a way to relay a concept that learners did not understand and engage with well and basically were clueless about even after we or the lectures taught this concept many times before.
We recieved guidance from R. Rait a Phd. seasoned case study writting student to Dr. Holtman. She gave helpfull advice to what to, and what not to do when writting case studies. Examples of which were to not ask students to be placed in scenarious of their own when using examples, to not ask them to be put into someones shoes, or to imagine a scenario ect. This is because it just stirs up confusion, and makes learners feel more lost.
Instead things like story telling and naratives could be used. Armed with this simple method to relay information and understanding we had to hunt for those confusing examples learners had to deal with before, and I decided to right a narrative if ever I had to explain mine again.
In a practical class for Life Science 141, learners executed a practical to help them understand that with the proccess of osmosis, theres a gain and loss of water through a differentially permeable membrane. On evaluating the reports written by students it was as clear as day that this concept was far from their understanding! Very far! I created my narrative to help learners understand where they went confused and what was the "right idea". Aiding them to put the two halves of the puzzle together so to say.
The class and the Riddle...
A class of students were given a very cryptic riddle before their lunch break and were left to their own devices, to solve it and present it after their break was finished. Ten minutes before the bell rings Kevin rushes to Tara!
Kevin: HAVE YOU FIGURED OUT THE RIDDLE YET?
Tara: I HAVE! ^_^
Kevin: LETS SEE?
*They both turn around holding a bag of water each, containing floating orange balls.
Tara: HOW-COME YOUR BAG IS ALMOST FILLED WITH WATER?
Kevin: 'CAUSE THATS WHAT THE RIDDLE ASKED FOR!
Tara: OH MY WORD! YOU HAVE TO HELP ME! PLEASE SHARE SOME OF YOUR WATER, SO THAT IT DOES NOT LOOK AS IF I HAVE MANY FLOATING BALLS IN SUCH A LITTLE WATER.
*Kevin pours over some water into Tara's bag filtering it with his fingers, allowing only water to pass by his fingers and none of the balls. He stopped when their water level was about equal.
Tara: OH MY WORD THIS IS ALMOST LIKE OSMOSIS!
This would be a small section before their practical reading and they would be asked to contrast and compare how this fits in with their practical, regarding they weight gain and loss of potato cores in different saline solutions.
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