Reflective Learning Assignment

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I believe that this is a continuity issue and teachers will need to try and integrate other topics to help learners understand ideas better. Bransford et al. (2000, p.55) have shown in their findings that for transfer of knowledge to transpire, learning must not just be about remembering facts or even employing fixed sets of methods, but rather a deeper understanding of concepts for learners to develop skills for own use. This will enable them to apply what they have learnt to new circumstances. For example once a pupil is able to build up on the concept of diffusion in physics, they can look at how heat conduction in fluids work, involving thermal energy which results particles to diffuse from a higher to a lower concentration. I remember…show more content…
From my observations, I found that most teachers knew their classes well, especially how they learnt, and ensured that the materials provided was tailored to suit learners. I did not get the opportunity to teach about the cell during SE1 placement. However through research, observations and carrying out a focus group, I have come to understand the importance of becoming a more reflective practitioner. Looking at “big ideas” within the national curriculum, I now understand how learners begin topics with preconceptions from primary school experiences. Research supports that learners bring certain beliefs and ideas that are greatly founded in the way the think to science lessons (Driver et al. 1994). Some of these ideas are unreliable with what scientists and teachers believe and may later become problematic through KS3-5 along the spiral curriculum. For example a student may think the sperm was alive, based on its characteristics. If the child continues to adhere to this idea even after teachers have tried to correct this, progression will be obstructed within that child and therefore continuity would not take place…show more content…
I went away without realizing the misconception I had introduced to the learners. I then returned and used my misconceptions as a starter activity, only to find some learners challenging me as to why we breathe in other gases aside from oxygen. Vygotsky’s theory shows that as a teacher, you can encourage and facilitate classroom learning for pupils to build up on abstract ideas over a period of time. This will help to identify any misconceptions along the way too. (Vygotsky 1978) By doing this M1, I have come to realize how teachers can sometimes contribute to misconceptions. By the end of the lesson, all was rectified, and I now understand the importance of using diagnostic tests to identify misconceptions in science

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