Can disequilibration happen throughout the entire lesson?
Depends on the definition of throughout.
If a person can’t figure it out they are disequilibrated when they aren't thinking about it?
It’s possible to be disequilibrated for any length of time I suppose if the definition of disequilibrated Is - not knowing. If so, then I suppose for some ideas it could be for a life time.
However, if you define it as the realization of a disconnect to a person's thinking in a situation where they are consciously seeking a resolution, then students could move in and out of it depending on their focus. How active one is in seeking equilibrium is related to their motivation and opportunity to consciously seeking equilibrium.
Another possibility is to be disequilibrated and then equilibrated and then be disequilibrated again and equilibrated again - over and over for an extended period of time.
For example with the simple electrical circuit investigation. When a student is asked if they can light the bulb and they answer yes. They are in equilibrium as they are being given a bulb, wire, and battery to do so. When they try the ways they anticipated would work and can't figure it out, they are disequilibrated. Then suppose they try different combinations until they stumble on one that lights the bulb. They may ask themselves- how did I do that? If they recreate the success and are aware of what they did, then Ah-ha! I see how I can do it. Equilibrium again.
Then along comes the professional educator and asks, can it can be done another way? They give the educator a look as if you got to be kidding.
Really? There are more ways? The educator nods her head affirmatively and walks on - disequilibrated, because they thought there would only be one way and they are wondering if there are more ways, then why was one so hard to find?
As they are thinking a flash of insight and Ah-ha! I found a second way. Equilibrated.
What? More? A third? Really? ….. It can be done a third way? Awww, come on. No way.
You would like a clue?
Yes. Oh yes.
Dr. Robert Sweetland's Notes ©