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Science Teaching Reconsidered A Handbook (1997) / Chapter Skim
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Chapter 4: Misconceptions as Barriers to Understanding Science
Pages 27-32

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From page 27...
... In an exam which paired an algorithmic problem with a conceptual question on the same topic, only 49% of those students classified as having high algorithmic ability were able to answer the parallel conceptual question. Besides offering students information and helpful examples, we must show them the reasoning processes that lead to algorithms and conceptual generalizations.
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From page 28...
... HOW TO BREAK DOWN MISCONCEPTIONS Although vernacular and factual misconceptions can often be easily corrected, even by the students themselves, it is not effective for a teacher simply to insist that the learner dismiss preconceived notions and ingrained nonscientific beliefs. Recent research on students' conceptual misunder standings of natural phenomena indicates that new concepts cannot be learned if alternative models that explain a phenomenon already exist in the learner's mind.
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From page 29...
... Addition ally, small group discussions and office hours provide effecExample of a Factual Misconception tive forums for identifying student misconceptions. With practice and effort, a teacher can learn to probe a student's conceptual A grade-school geography teacher once framework (often by simply listening)
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From page 30...
... reported that Overcome Misconceptions students constructing concept maps in cooperative groups show a greater increase in conceptual learning than students work Carefully selected demonstrations are ing individually, thus the utility of concept mapping may de one way of helping students overcome pend on the instructional setting. Similar results were obtained misconceptions, and there are a variety by Basili and Sanford (1991)
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From page 31...
... • Think about how to address common misconceptions with demon strations and lab work. • Revisit common misconceptions as often as you can.
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From page 32...
... 1988. Formal reasoning ability and miscon ceptions concerning genetics and natural selection.
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Key Terms

  • students overcome
  • helping students
  • common misconceptions
  • preconceived notions
  • nonscientific beliefs

  • concept maps
  • conceptual question
  • conceptual misunderstandings
  • factual misconceptions
  • difficult task

  • sample concept
  • concept map
  • students themselves
  • conceptual frameworks
  • overcome misconceptions

  • own observations
  • connecting lines
  • authors suggest
  • salty atlantic
  • associated paradoxes

  • widely held
  • lecture format
  • solve numerical
  • gas volume
  • empty space

  • retained unchallenged
  • conceptual misunderstanding
  • algorithmic ability
  • notions plague
  • published items


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