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Activity Set #1: Describe the "ideal" physics student => Is this a "fair" question?

Submitted by jsaylor on Sun, 11/26/2006 - 6:48am.
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Small group whiteboarding task w/ student led discussion circle:

•What adjectives/verbs best describe the "ideal" physics student?

Think/Pair/Share
(this got skipped, but I will try to include it next year)

•Is the question about what makes an "ideal" physics student a fair "scientific" question? How could you make it one? How could you try to answer your revised "fair question" scientifically?

Glossary entrees/ Words to discuss meaning:

ideal
"fair question"
ambiguous, ambiguity
expectation
collaboration
discourse
consensus
scientific community
learning community
mutual responsibility

 

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andrewstillman's picture

Introducing vocabulary

Submitted by andrewstillman on Mon, 01/01/2007 - 11:18pm.

This is a good, provocative question for teasing out the testable vs. non-testable distinction.

I'm thinking it would probably unearth a lot of attitudinal "data" up front you about the kids' relationship with Physics, and this might even deserve some processing in and of itself...it would depend on what came out of it...

If I were to try this, how do you recommend introducing the "Glossary Entrees"...I notice this is a recurring structure in most of your activities, but I'm not sure how I would facilitate that...on the surface I'm not sure what the students are doing with the glossary entrees. Are these to be defined in notes according to class consensus?

Can you articulate your discourse-management approach for the glossary entrees in general?...perhaps in the curriculum overview? (Did I miss this somewhere?)

Cheers,

Andrew

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