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Thinking in Scientific Ways
Developing and Communicating Scientific Understanding

Daily Views

Teachers' notes
Progress indicators
What the work shows Curriculum links The learning context Where to next

What the work shows

This exemplar highlights the importance of finding out students' initial views so that appropriate teaching strategies can be used. Megan's initial explanation for the cause of day and night represents a common misunderstanding in science at this level. The use of appropriate questioning means that the video clip demonstrates a more complete scientific understanding than her written final view.

Megan's “before” view Megan's “after” view

Megan's "before" view

Megan's "after" view

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Click to enlarge


View video clip of Megan's “before” view View video clip of Megan's “after” view

Video of Megan's "before" view

Video of Megan's "after" view


Progress Indicators

Thinking in Scientific Ways

Suggesting explanations
Megan suggests explanations, supporting her explanation with some evidence (see "before" view). She is able to use simple models to explain her idea (see "after" view).

Comparing and evaluating explanations
Megan, with support, changes her idea in the light of the evidence provided by Starry Night (see "after" view).

Developing and Communicating Scientific Understanding

Using scientific ideas in constructing explanations
Megan uses her "before" view illustration of a north-to-south sunrise and sunset to offer an explanation for experiences using some scientific ideas (for example, about the Sun, the Earth, and the Moon, and the concept of orbits) related to her experiences (L 2).

Megan attempts to interpret and explain her experiences, using some scientific ideas. By linking those ideas, she offers a more plausible explanation of her observation (see "after" view). In the video clip, Megan shows that she can use an aid – a physical model – to support her explanation.


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