Reflection: Grappling with Complexity Condensation Part 2: Using PCRR to Develop Consensus Models - Section 4: Students Share New Models And Identify Aspects Needing Improvement

 

PCRR has allowed me to empower my students to critique, reflect and deepen their understanding about complex scientific phenomena.  Without providing deliberate structure, my student would waste time trying to figure out how to analyze models and reflect and time on learning would not be maximized.  As teachers, we need to provide the necessary structure to allow our students to be successful, while promoting a student-centered learning environment.  If we fail to provide the necessary structure then we may be tempted to steer too much and our students' lose their voice and ability to reflect and grow.  PCRR is a useful strategy to get students to share initial models of their understanding of a certain phenomenon.  In addition, you can use it after students have investigated and completed a CER response.  Students can then participate in scientific argumentation, supported with evidence, to reflect on their original thoughts and refine their models.  Despite our best efforts, however, students need to realize that scientific models are never complete--there is always more to learn.

  Providing Structure with PCRR
  Grappling with Complexity: Providing Structure with PCRR
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Condensation Part 2: Using PCRR to Develop Consensus Models

Unit 7: Molecules
Lesson 4 of 9

Objective: SWBAT deepen their understanding of condensation and evaporation by investigating a certain phenomenon.

Big Idea: Students have experienced condensation and evaporation in the past few lessons, but do they truly grasp the cause and effect relationships and patterns that emerge to help explain causation?

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  30 minutes
condensation
 
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