VIDBE-Q Volume 65 Issue 2
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from your students. I asked this student to describe what she felt at each stage as
the pumpkin seeds grew. She described her impressions about the roots and the
sprouts in great detail to me so that I could ensure that she understood the concepts
being taught. For example, I started with paper models of the seed and this child
was unable feel the difference between the various parts of the seed as it grew,
therefore, we initially worked with real seeds to ensure she understood what was
being presented. Next, I made models that were more durable than the real seeds
and were easier to use as instructional tools; the actual seeds continued to change
but the instructional items become an important part of the process so that students
could generalize their understanding into other settings.
Image 3. Children exploring pumpkin seeds as they dig out the contents of a
pumpkin using a large spoon, small spoon, as well as their hands
