Topics of interest include, but are not limited to: Curriculum design, Virtual laboratories, Interactive knowledge media, New technologies, Team learning, Competency assessment, Policy making, Challenges and trends.
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Dear Dr. Petrosino,
I am pleased to inform you that your paper The Challenges of Fluid Density has been accepted for publication in the Journal of Continuing Education and Professional Development.
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Abstract
Teachers’ understanding of
science concepts must be deeper than just factual knowledge. They need to
understand how the facts are connected and relate to the natural world. Weather, ocean currents, and tectonic movement are all
phenomena listed in the Next Generation Science Standards (NGSS). Although understanding
density of fluids within fluids is not directly mentioned in the NGSS,
students need to understand fluid density in order to explain these common yet
complex phenomena. We extended a familiar science activity of making a density
column in order to help teachers understand the expectations of NGSS. Understanding
the causes of the phenomena is critical for teachers. We found when students do
not understand, they are more likely to substitute concrete or active causal
factors, such as weight or force. We issued to our teachers the following
challenge: “Make a density column with these 4 mystery liquids.” As our
students were in the process of determining the correct order to add the
liquids, we noticed they confused mass and viscosity with density. In light of
the expectations of the NGSS, we need to change the way teachers are prepared.
They need time and space to practice connecting the concepts in practice.
Therefore, teachers need help to connect the concepts to past experiences as
well as time to reflect and revise. Teachers need to develop a mindset as a
lifelong learner powered by their reflections and drive to help students
understand science.
Keywords: Professional
Development; Density; Next Generation Science Standards; Science Concepts;
Fluid Density; Domain Knowledge
