W13&14

Rewards narrow our focus and concentrate our minds. Cases like "the candle problem for dummies" in Daniel Pink's TED talk show that reward work. It has been scientifically shown, however, that work that requires thinking and creativity is actually negatively effected by rewards. I think this can be applied to STEM in many ways. Classroom environments distribute rewards in a very obvious ay--grades. When students are rewarded by grades, I think oftentimes there can be an unfortunate loss of true learning and thinking--poorer performance. Students simply aren't given as much room to think and be creative when all they are concerned about is how to pass the exam. Of course we have to have grades--but I think the knowledge of this concept amongst educators carries significant weight.

In the Principles and Practices of the Universal Design for Learning (UDL) video, there are numerous aspects that relate to How People Learn. They also relate to other concepts we've talked about in this class, such as conceptual change. Conceptual change is how a person's perspective changes as they age, or how the perspective of people in general changes over history. The video also discusses how students at various ends of the intelligence spectrum are underserved, as each student comes from a different perspective and  handles each lesson on an individual level.

The guidelines for UDL relate to being a STEM learner. For example, multiple means of engagement suggests that "learners differ very dramatically in what does engage them". This suggests for students that not being good at one skill doesn't imply a lack of ability or knowledge. For teachers, this requires consideration when designing of lessons. This includes consideration of where students should sit, if the lesson should target visual, auditory, or kinesthetic learners, etc. It also requires consideration of how the classroom is set up.

W11&12

To me, defining thinking requires thinking. It requires curiosity and the ability to follow-up on that curiosity. Thinking is drawing relationships between ideas, seeking out answers to questions, and approaching problems from different perspectives. The culture of thinking in my area of STEM (science) is very question-and-answer based. It involves coming up with a hypothesis or prediction and then using both what you already know and what you can discover to formulate conclusions.

What constitutes the essential elements of mathematical and scientific thinking?

Practices, concepts, and ideas

How are external representations related to the elements of mathematical and scientific thinking?

External representations are related to the elements of mathematical and scientific thinking because students use their senses to interpret these external representations before they are scientifically comprehended. These comprehension must commence prior to scientific thinking taking place.

What defines the role for external representations in the knowing and learning of STEM?

External representations are used in many ways in the knowing and learning of STEM. In one video, the discovery of pasteurization is discussed. Science would not be the same if it was not based on eternal interpretations influencing action. The role of external representations are defined by the potential they have to lead to STEM thinking.