I was thrilled when reading this article that Mrs. O'Brien allowed her students to figure out for themselves that the conceptions about heat weren't always true. She could have simple stated that sweaters don't produce heat that they only help sustain heat but that wouldn't prove to the children that what she was saying was actually true. She made sure the students would understand by letting them test their knowledge about sweaters giving off heat. I also liked that she allowed more than one test and didn't just cut her students learning off after the first test. The students were able to test other questions or reason as to why the sweaters weren't changing the temperature on the thermometer.
I also liked the term the "construction zone" as the area where students prior knowledge can be connected to new terms and concepts that are relevant to the students learning. That making predictions adds to the students willingness to accept the outcome even if it shows that they are wrong. I find that to be a huge thing in giving the students the right tools to be able to accept their misconceptions and be willing to change them based on new discoveries and knowledge.
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