Developing and Communicating Conceptual Understanding for All Students

Developing and Communicating Conceptual Understanding for All Students
Effective science educators support students’ development of conceptual understanding instead of focusing on facts and rote learning. Students need appropriate instruction that considers their developmental level, cultural background, and learning style, so in turn they can communicate their understanding as it develops. Today’s student-centered learning environment takes into account learning modalities and is designed to address diverse levels of understanding. This strand will focus on building teacher and student understanding and utility of those tools and technologies that enhance conceptual understanding.

Goals
To provide workshops and presentations focusing on one or more of the following:
• Designing diverse learning experiences that lead to conceptual change based on students’ misconceptions and prior learning.
• Developing teacher pedagogical knowledge of different modalities that may be used by teacher or student to build and communicate conceptual understanding.
• Selecting and using flexible, usable, and accessible tools, technologies, and modeling strategies for their potential to contribute to instruction that supports multiple learning modalities.
• Selecting and using appropriate tools, technologies, and modeling strategies students may use to communicate conceptual understanding.

Criteria
Proposals will be evaluated on the extent that they:
• Model methods for building and monitoring conceptual understanding, e.g., graphic representations, mathematical expressions, and written and spoken explanations.
• Model successful instructional strategies to address diverse levels of understanding and learning modalities.
• Align with one or more strand goals.
• Align with state and national science education standards (NSES and Benchmarks).
• Are based on current and available research and issues in science.
• Involve participants through activities and/or discussion.