We made it! Giant bubble experiment!

Day 1. 2019 Upward Bound Ms. Bae Science.

We opened our class successfully. I was unsure whether my plan works..two wands worked and wind helped us. Today's weather was perfect for the outdoor activity. You can slowly raise the wand from the bubble solution and let winds go through the bubble membrane. Then you can see a long horizontal bubble tunnel. I don't have any big container at home so decided to use a recycle bin in my office. The bin is deep enough to carry 2 gallons of bubble solution and wands fit very well.

But making vertical bubble tunnel didn't work due to winds. We learned that we need a flat floor and no wind environment to make a giant vertical bubble tunnel.

We carefully lifted the hula hoop.

Besides this fun activity, I got so many valuable questions from my students.

Does wind affect how bubbles are made?
Why the bubble can float for so long?
Why did some bubbles go way further than other bubbles?
What is the balance of all the substances for the perfect bubble making solution?
Why didn't the big pool do good bubbles?
What causes the bubble making solution to make a tunnel?
Why weren't' the bubbles lasting that long?
Can we make the bubbles a different color?
How does the solution and water make bubbles?

We will continue to discuss those questions. Good work!

Comments

A generative professional development program for the development of science teacher epistemic orientations and teaching practices

Bae, Yejun., Hand, Brian.M. & Fulmer, Gavin.W. A generative professional development program for the development of science teacher epistemic orientations and teaching practices. Instr Sci (2022). https://doi.org/10.1007/s11251-021-09569-y Read the article here => https://rdcu.be/cFaG2

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Developing latent constructs of dialogic interaction to examine the epistemic climate: Rasch modeling

Yejun Bae | Gavin W. Fulmer | Brian M. Hand School Science and Mathematics | DOI: 10.1111/ssm.12460 ABSTRACT This study investigates two latent constructs (Engagement and Value) of dialogic interaction to examine the epistemic climate. Since the new reform movement emphasizes creating generative learning environments, it is important to examine whether a classroom promotes students’ knowledge generation or limit students’ epistemicgrowth through rote memorization. At this point, it is inevitable to focus on dialogic interaction (one of the epistemic practices), because how students engage with and view dialogic interaction provides meaningful information about the epistemic climate. By employing Rasch modeling, this study tested a statistical validity of two latent constructs of dialogic interaction. The findings in this study highlight that the two latent constructs are theoretically and statistically valid and can be used to gauge the epistemic climate through students’ en...

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