By Eugene G. Rochow
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Block C has been obseived to be 'nearly a11 gone' and they predict 'so D must sink'. They accept the evidence when they see it, however, and find that D floats higher than any other block. So they are quite willing to change their ideas in the light of evidence. Immediately there is some further hypothesising as to why block D floats best. The initial hypothesis, about air inside it, is overtaken by one finding support within the group, that D is lighter. ) They also use their previous knowledge to identify block D as balsa wood.
Hawking, 1988, p. 10) m if this applies to the theories of scientists, how much more seriously ty must it be taken in relation to the individual theories of learners? At any particular time learners' ideas are those which best fit the evidente available, but soon there are likely to have to be changes in the light of further information or observations. However, if we see íor ourselves the evidence which brings the need to change, there wiil be no confusion but greater clarity. presented. It is only when others tell them to adopt different ideas for which they as yet see no reason, that confusion is likely.
While Femi was explaining to Rachel why a ruler was needed, Richard was looking closely at block B floating in the water: F. reir ce. ias to the hg ieir ~rst ing the s in the dge, lave it he E the Richard Ahmed Pete Rachel Pe te Rachel Richard Femi Rachel Pete Ahmed Pete I can't understand why this is lopsided Well, look, see, it goes down that side Yes, that's what I mean, I can't understand it (who has not noticed this lopsided debate, having been busy writing the record, finishes wnting about A) Now how is B?