Interpreting Student Responses
What do they really understand & know!
Reproduction, male female, and Using Evidence to Make Conclusions
Activity - Students observe butterflies emerge from a chrysalises in the classroom.
A teacher asks students to think what they know about butterflies and write and draw in their journals.
The sample discussion reviews different ideas the young learners have, how discussions can be discrepant events, and possible interpretations of what they know.
Student response | Possible interpretations |
---|---|
Chris
|
Application of coloration differences between sexes in some species. |
Another student Another student Another student Another student |
Suggests the idea that reproduction takes two sexes. |
Matt |
Suggest a comparison between butterflies and moths. Suggests the idea that females lay eggs and males don't. |
Rae |
Seems to build on the idea that females lay eggs and males don't. Argues from evidence that different species cannot reproduce together to deduce there must be male and female moths and butterflies. |
Juan |
Attempts to use facts about a silkworm turning to a moth and the moth then lays eggs. |
Leslie |
Circular reasoning |
Leslie |
Suggests the female gender is related to laying eggs and male isn't. |
Tessa |
Uses evidence to support the idea that moths and butterflies cannot mate. Knows the concept of camouflage and butterfly coloration. |
Jose |
Suggests the idea that reproduction takes two sexes. Uses evidence to support the idea that moths and butterflies cannot mate. Knows that some moths fly at night, and that silkworm moths do not fly at all. |
Molly |
Suggests the idea that reproduction takes two sexes. |
Jaime |
Suggests the idea that reproduction takes two sexes. Uses evidence to support the idea that moths and butterflies cannot mate. |
Jake |
Suggests the idea that reproduction takes two sexes. Uses evidence about sex-linked coloration to deduce sexes. |