Need for Change, Option D:
Video on Molecular Misconceptions

Estimated Time: 15-30 minutes.

Example of Use: Sample 1.5-day Workshop Agenda.

List of Materials

Sample Presentation
Presenter: The purpose of this activity is to examine students’ understanding of concepts that are taught.

TRANSPARENCY: Benchmark 4D The Structure of Matter (6-8)#3.

Presenter: Please read this benchmark.   Allow time for participants to read it.

Presenter: Benchmarks expects that ALL students completing middle school will understand that matter is made up of particles much too small to be seen even with powerful microscopes. Let’s have a look at an 8th grader’s understanding of this concept.

This video clip shows how Jamie, a gifted 8th grader, thinks about some phenomena that relate to the particulate model of matter. Jamie is presented with two tasks. In the first task, she is presented with a syringe filled with air. The air in the syringe is compressed ("squashed"), and Jamie is asked to draw a diagram of the air inside the syringe before and after it is squashed. In the second task, Jamie is presented with a closed flask containing air. She is asked to describe what the air would look like in the flask, if it were possible for her to see it magnified many times. Then a pump is used to remove some of the air and Jamie is asked to describe what the air would look like if half of the air was removed from the flask.

The tasks examine whether Jamie spontaneously applies the idea of the particulate nature of air, whether she thinks that the particles are evenly scattered, and what she thinks is in the spaces between the particles. Jamie’s responses are repeatedly prompted by the interviewer. 

Show excerpt of Jamie’s interview in the videotape A Schoolhouse with No Foundation.

Invite participants to react to the video.

Presenter: This next clip shows how Jody, a high achieving 10th-grade student in a chemistry honors class, thinks about the same phenomena. Skillful questioning by the interviewer reveals that Jody believes there is something in the space between particles.  

Show excerpt of Jody’s interview in the videotape. Invite participants to react to the video.

Presenter: The video excerpts show us just two examples of the limited level of understanding of the particulate nature of matter students have, even students labeled as "gifted." It also demonstrates how students cling to inaccurate but "satisfying" ideas and how they collect pieces of information from material presented but fail to connect these pieces into a meaningful whole. It was to correct this situation, to reform science education so that all American high school graduates will be science literate, that Project 2061 was begun.  

Presenter: One can find reason to be encouraged in this video excerpt, which shows how one student is able to modify and clarify his ideas when asked probing questions and given time to think. Watch how Chris, a 6th grader, explains what happens to the air in a syringe after it is compressed. Chris is asked to draw a diagram of the syringe and the air inside it before and after it gets squeezed. This task examines whether Chris spontaneously applies the idea of the particulate nature of air, whether he thinks that the particles are evenly scattered, and what he thinks is in the spaces between the particles. In the second task, observe also how Chris demonstrates his understanding when he is asked to draw a diagram of the air inside a covered flask as it would appear before and after half of the air is removed. Observe the role played by the interviewer in this segment.  

Show the video excerpt.

Presenter: Imagine what changes would be possible if teachers were able to probe their own students’ understanding and help them make connections among ideas. Imagine if curriculum materials included examples of student responses to guide teachers’ planning of instruction. These are just the kinds of changes that Project 2061 seeks to promote.