This phenomenon could stimulate the following driving questions:ġ. Students can then explore genetics to explain how these young women can exhibit such different traits, even when they have the same parents. Incorporating simulations into practical activities, problem-solving exercises, or group discussions could improve students critical thinking and problem. the integrated study group gains listed first) as Science Understanding. As a start, these photos can be provided to the students for their observations of variation in twins. Physical Science Various Light Phenomena - K-12 Grade 11 Physical Science - Discussion Video Rolly Franco 639 subscribers 5.4K views 1 year ago PHILIPPINES This discussion video was. teachers lack confidence to engage in phenomena driven science learning with. The video linked below tells the story of these two women to add additional information for the phenomenon without explaining the how and whys.Įither the video or photos can be used to engage students in thinking about variation of inherited traits. With the aim of exploring how science is done in collaborative interactions when children discuss reasons for animal diversity, this paper provides insight into the relationships between acts of doing science and collaborative interactions. In a Panel Discussion, a selected group of students act as a panel. The photo shows seemingly unrelated ladies that are not just related, but are twins. Recall specific information Describe topics and phenomena Apply abstract concepts.
A photo in the story shows two young women whose physical traits are so different from one another that most people would say they are not related. 4 Integration Phenomena in Group Discussions. This news story describes a phenomenon that illustrates how traits are randomly passed from generation to generation. The review of research evidence draws on three major strands of research: (1) cognitive research illuminating how students learn (2) studies that examine laboratory experiences that stand alone, separate from the flow of classroom science instruction and (3) research projects that sequence laboratory experiences with other forms of science ins.
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