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Brain Powered Science

Brain Powered Science

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Published by Jack Mosel

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Published by: Jack Mosel on May 08, 2012
Copyright:Attribution Non-commercial

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Brain-Powered Science
Teng nd Lenng Wt Dsepnt Events
Thomas O’Brien
Arlington, VA
Copyright © 2010 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
 
Claire Reinburg, Director  Jennier Horak, Managing Editor  Andrew Cocke, Senior Editor  Judy Cusick, Senior Editor Wendy Rubin, Associate Editor  Amy America, Book Acquisitions Coordinator 
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Will Thomas Jr., Director, Cover and interior designCover and inside illustrations by Daniel Vasconcellos unless noted otherwise.
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Catherine Lorrain, Director Nguyet Tran, Assistant Production Manager 
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Francis Q. Eberle, PhD, Executive Director David Beacom, Publisher Copyright © 2010 by the National Science Teachers Association. All rights reserved. Printed in the United States o America.12 11 10 09 4 3 2 1
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O’Brien, Thomas.Brain-powered science : teaching and learning with discrepant events / By Thomas O’Brien.p. cm.Includes index.ISBN 978-1-935155-10-21. Science--Study and teaching (Middle school) 2. Science--Study and teaching (Secondary) 3. Visual educa-tion. I. Title.LB1585.O28 2010507.1’2--dc222009046351e-ISBN 978-1-936137-75-6
 NSTA is committed to publishing material that promotes the best in inquiry-based science education. However, conditions of actual use may vary,and the safety procedures and practices described in this book are intended to serve only as a guide. Additional precautionary measures may berequired. NSTA and the authors do not warrant or represent that the procedures and practices in this book meet any safety code or standard of  federal, state, or local regulations. NSTA and the authors disclaim any liability for personal injury or damage to property arising out of or relating to the use of this book, including any of the recommendations, instructions, or materials contained therein.
P
ermissions
You may photocopy, print, or e-mail up to fve copies o an NSTA book chapter or personal use only; this does not include displayor promotional use. Elementary, middle, and high school teachers only may reproduce a single NSTA book chapter or classroom or noncommercial, proessional-development use only. For permission to photocopy or use material electronically rom this NSTA Press book, please contact the Copyright Clearance Center (CCC) (
www.copyright.com;
978-750-8400). Please access
www.nsta.org/permis-sions
or urther inormation about NSTA’s rights and permissions policies.
About the Cover 
 —Saety Issues: In the cartoon drawing on the cover, artist Dan Vasconcellos depicts the energy and excitementpresent in a school science lab. During actual school lab investigations, students should always maintain a sae distance rom theteacher who is doing the demonstration (in this case, a two-balloon balancing act). The teacher and students should wear personalprotection equipment i the demonstration has any potential or bodily harm. Saety Notes throughout this book spell out when ademonstration requires that the teacher and students wear saety goggles or other protective items.
Copyright © 2010 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
 
 Acknowledgments
.................................................................................................
 ii
 About the Author
.....................................................................................................
i
Introduction
..............................................................................................................
 i
Science Education Topics
..................................................................................
xxv 
Section 1:Introduction to Interactive Teachingand Experiential Learning
Actiity 1
Analogies: Powerful Teaching-Learning
 
Tools .............................................
3
Actiity 2
Möbius Strip: Connecting Teaching and Learning .....................................
15
Actiity 3
Burning a Candle at Both Ends: Classrooms as Complex Systems .............
25
Section 2:Human Perception as a Window to Conceptions
Actiity 4
Perceptual Paradoxes: Multisensory Science and Measurement .................
37
Actiity 5
Optical Illusions: Seeing and Cognitive Construction .................................
47
Actiity 6
Utensil Music: Teaching Sound Science .....................................................
63
Actiity 7
Identification Detectives: Sounds and Smells of Science ............................
73
Section 3:Nature of Cognition and Cognitive Learning Theory
Actiity 8
Two-Balloon Balancing Act: Constructivist Teaching.................................
87
Actiity 9
Batteries and Bulbs: Teaching Is More Than Telling ...................................
97
Actiity 10
Talking Tapes: Beyond Hearing to Understanding ....................................
109
Actiity 11
Super-Absorbent Polymers: Minds-On Learning and Brain “Growth” ......
119
Actiity 12
Mental Puzzles, Memory, and Mnemonics: Seeking Patterns ....................
131
Actiity 13
Sound Tube Toys: The Importance of Varying Stimuli ..............................
141
Actiity 14
Convection: Conceptual Change Teaching ................................................
153
Actiity 15
Brain-Powered Lightbulb: Knowledge Transmission? ...............................
163
Contents
Copyright © 2010 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.

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