Upon entering the science classroom, the third grade students found the following item at their workstations: a capped two-liter bottle filled with water with a medicine (eye) dropper floating inside. Printed instructions asked the students to squeeze the sides of the bottles and observe the effects; the dropper sank deeper in the water the harder the children squeezed the bottle. A
constructivist science educator would ask which question of the students as they were squeezing the bottle?
A) Why does the dropper sink?
B) What physical processes are taking place inside the bottle?
C) What do you observe happening in the bottle?
D) What scientific principle is involved in this demonstration?
E) Why do the droppers sink and rise as you adjust the pressure on the bottles?
C
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Which of the following is a typical middle school practice that promotes mathematical connections?
a) Use of block scheduling. b) Common planning time for teachers in the school. c) Use of common textbooks among teachers in the school. d) Bi-weekly faculty meetings after school. e) Use of technology in all classes.
With the final MPT of this book, your preparation and implementation of the peer lesson is more important than is your participation as a student or evaluator of MPTs by other class members
Indicate whether the statement is true or false.
Identify Ladson-Billings' three principles for teaching in multicultural classrooms
What will be an ideal response?
The major outcome of Mac an Ghaill and Haywood (2015) was to identify:
a. What accounted for the development of the group’s ethnicity b. How the researchers developed a relationship with the group c. What theory explains the group’s culture d. How the group interacted and experienced ethnicity e. What factors caused the group’s experience