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Understanding misconceptions. The materials in this resource are from the Secondary National Strategy ‘Progressing to Level 6 and beyond in science’ project. They were intended for science teachers who are focusing on understanding students’ misconceptions.
Explain, or even better show, why the misconception is wrong – present competing theories to students so they have the opportunity to reject some theories (misconceptions) and accept others (conceptual change). Concept cartoons can help here if used after the correct information has been introduced.
Misconceptions in Science Education . 1.1. Misconceptions as a Barrier in Science Education. 1.2. Misconceptions and Teachers’ Instruction. 1.3. Addressing Misconceptions during Learning. 1.4. Limits of the "classical" Conceptual Change Approaches References.
As a result, attention in science instruction has shifted from attempts to extinguish misconceptions to attempts to strengthen students’ epistemic knowledge, and their model building, hypothesis testing, and reasoning skills.
Misconceptions as Barriers to Understanding Science. The role of misconceptions in the learning process. Descriptions and examples of some common misconceptions in science. Methods to identify misconceptions. Methods to break down misconceptions.
A scientific misconception is a false or incorrect understanding of a scientific concept or principle, often resulting from oversimplifications, inaccurate information, or the misapplication of intuitive knowledge.
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Principles and Big Ideas of Science Education. In this report, a group of scientists, engineers and science educators set out ten principles underpinning the science education of all students.
