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  Feature Name: Contextualized definitions in “Hanging with Friends - Velocity Sty...
 
Author: Tamar, Yaakov, Yael, Suki

Category: Other

Subject: Physical sciences

Kind: NA

Audience:
 Elementary School
 Middle School
 High School
 Higher Education
 Teachers & Principals
 Other


Projects:

Software URL: WISE: Hanging with Friends Velocity Style

Created by: Erika Tate

Reference URL

This Feature is connected to (1) Principles
  • Connect to personally relevant contexts
     
    Feature in Visual Map
     
    Description:
    This feature embeds scientific terms in the context of an interview with a teenager. The purpose of the interview is to find the teenager’s velocity, but the context of the interview is her trip from Lake Park to the movie theatre to meet her friends. The interviewee speaks in everyday language while communicating the information needed to determine her velocity, saying, “I was running a bit late and almost didn’t get a seat. I arrived at the Movie Theatre at 5:05 pm. This is referred to as my final time.”

    The Rationale Behind the Feature (Specific Design Principle):
    The feature seamlessly blends everyday language and events (being late to a movie) with concepts in physics (at what velocity was she traveling to get there?). By bringing real-life style events (a conversation or interview) into play, the feature draws the student into the activity and helps them place it in a familiar context. One’s velocity will in fact help determine if one makes it to a movie on time! The feature thereby gives the student an engaging review of the specific terms and data needed to make a scientific determination (velocity) from an everyday event.

    Context of Use:
    This feature is part of a TELS project: Hanging with Friends Velocity Style (#18343)
    Field-based Evidence:
    Evidence about how this feature was accepted in class runs – need to be added.
    References:
    Tate, E. (2005). Hanging with Friends, Velocity Style! Learning from multiple representations of velocity. Poster presented at the Annual Meeting of the American Educational Research Association, Montrael, Canada.

    Kali, Y., Fortus, D., & Ronen-Fuhrmann, T. (in press). Synthesizing TELS and CCMS design knowledge. In Y. Kali, M. C. Linn & J. E. Roseman (Eds.), Designing Coherent Science Education. NY: Teachers College Press.

    Image:(Click to enlarge)