Re: Discovery Learning and Guided Inquiry (was Re: AP students)

[John Clement <clement@HAL-PC.ORG>]

"Preconceptions in Mechanics" by Camp and Clement, published by Kendall
Hunt.  There is also some articles in JRST on them.:
Clement, John. Using Bridging Analogies and Anchoring Intuitions to Deal
with Students' Preconceptions in Physics. Journal of Research in Science
Teaching; v30 n10 p1241-57 Dec 1993. 1993

Clement, John; And Others. Not All Preconceptions Are Misconceptions:
Finding "Anchoring Conceptions" for Grounding Instruction on Students'
Intuitions. . 1989

Clement, John; And Others. Not All Preconceptions Are Misconceptions:
Finding "Anchoring Conceptions" for Grounding Instruction on Students'
Intuitions. . 1989

John M. Clement (no relation to the author above)
Houston, TX

> -----Original Message-----
> From: phys-l@lists.nau.edu: Forum for Physics Educators
> [mailto:PHYS-L@lists.nau.edu]On Behalf Of Derek Chirnside
> Sent: Thursday, May 03, 2001 5:59 AM
> To: PHYS-L@lists.nau.edu
> Subject: Re: Discovery Learning and Guided Inquiry (was Re: AP students)
>
>
> > There are many methods of attacking the problem of inert
> learning.  One is
> > the interactive lecture (Mazur-Peer Instruction, Thornton-ILD).  Guided
> > inquiry labs (Laws et al, Hake) or tutorials (McDermott) are also
> > effective.
> > ***Anchor and Bridging analogies*** seem to be fairly effective
> (Clement/Camp).
> > Modeling (Hestenes) and well designed studio courses (Laws) also
> > seem to be
> > effective.  Both physics education research and science
> education research
> > show that the student needs to be adept at representing ideas in 4 ways
> > (graph, eq., description, picture).  They also need to be able to
> > translate
> > from one representation to the others.  Conventional problem
> solving does
> > not do this.
>
> Where can I find out more about "Anchor and Bridging analogies" - these I
> have not heard of.
>
> -Derek Chirnside