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Misconceptions
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BENUE STATE UNIVERSITY, MAKURDI
FACULTY OF EDUCATION
DEPARTMENT OF CURRICULUM AND TEACHING
Course Title: Trends, Theory and Practice in Science Education Research
Course Code:
ECT 931
Course of Study: PhD Science Education
Topic:
i. What are misconceptions?
ii. Mention the types of misconceptions you know?
iii. What are the major sources of misconceptions and how can they be diagnosed and
addressed?
iv. List some constructivism learning models you know?
v. List some cooperative learning models you know?
vi. Describe how any one cooperative learning models of your choice can be transformed
for usage in a classroom situation.
Candidate Names:
Oluwatosin Victor Ajayi
Pg 171778 (Science Education)
Lecturers in Charge:
Professor Clement Onyeke Abah & Professor (Mrs) Regina Marita Onabid Samba
September, 2017
1|Page
1.
What are misconceptions?
A view or opinion that is incorrect because based on faulty thinking or understanding.
In other word, a misconception is a conclusion that’s wrong because it’s based on faulty
thinking or fact that is wrong (Wikipedia, 2015). Misconceptions in science education are
commonly held beliefs about science that have no basis in actual scientific fact. Scientific
misconceptions can also refer to preconceived notions based on religious and/or cultural
influences.
When teachers provide instruction on concepts in various subjects, they are teaching
students who already have some pre-instructional knowledge about the topic. Student
knowledge, however, can be erroneous, illogical or misinformed. These erroneous
understandings are termed misconceptions or alternative conceptions (or intuitive
theories). Misconceptions are not unusual. In fact, they are normal part of the learning
process. We quite naturally form ideas from our everyday experience, but obviously not all
the ideas we develop are correct with respect to the most current evidence and scholarship in
a given discipline. Moreover, some concepts in different content areas are simply very
difficult to grasp. They may be very abstract, counterintuitive or quite complex. Hence, our
understanding of them is flawed. In this way, teachers, can even sometimes have
misconceptions of material.
2.
Types of misconceptions
Misconceptions can be broken into five basic categories namely:
i.
Preconceived notions.
ii.
Nonscientific beliefs
iii.
Conceptual misunderstandings
iv.
Vernacular misconceptions
v.
Factual misconceptions
2|Page
3.
What are the major sources of misconceptions and how can they be diagnosed
and addressed?
i.
Sources of student misconceptions
One useful of research in science education is in the clarification of the sources of
students’ misconceptions. currently, such factor such as the daily life experiences of
students, intuitions, interaction with teachers or textbooks, social interaction, cultural
language use, experiential gestalt of causation, functional reduction and functional fixedness
have been claimed to be possible sources of misconception on various topic in science.
ii.
Diagnosing student misconceptions
In the context of Socratic instruction, student misconceptions are identified and
addressed through a process of questioning and listening. A number of strategies have been
employed to understand what students are thinking prior, or in response, to instruction.
These strategies include various forms of “real type” feedback, which can involve the use of
coloured cards or electronic survey systems (Martyn, 2007).
Another approach is typified by the strategy known as “Just in Time Teaching” (Just
in Time Teaching is a pedagogical strategy that uses feedback between classroom activities
and work that students do at home, in preparation for the classroom meeting. The goals are
to increase learning during classroom time, to enhance student motivation, to encourage
students to prepare for class, and to allow the instructor to fine-tune the classroom activities
to best meet students’ needs) (Rozycki, 1999). Here students are asked various questions
prior to class, the instructor uses these questions prior to class, and the instructor uses these
responses to adapt his or her teaching to the students’ prior knowledge and misconceptions.
Finally, there is a more research-intensive approach that involves interviewing
students for the purpose of generating the items that will make up a concept inventory or
other forms of diagnostic instruments (Taber, 2002). Concept inventories can be particularly
helpful in identifying difficult ideas that serve as a barrier to effective instruction (Garvin3|Page
Doxas and Klymkowsky, 2008). In identifying students’ misconceptions, first you can
identify their preconceptions. “Teachers need to know students’ initial and developing
conceptions. Students need to have their ideas brought to a conscious level”.
iii.
Addressing students misconceptions
A number of lines of evidence suggest that the recognition and revision of student
misconceptions involves active, rather than passive, involvement with the material. A
common approach to instruction involves meta-cognition that is to encourage students to
think about their thinking about a particular problem. In part this approach requires students
to verbalize, defend and reformulate their understanding. Recognizing their realities of the
modern classroom, a number of variations have been introduced. These include scientific
inquiry. Scientific inquiry is a technique that provides an active engagement opportunity for
students and incorporate metacognition and critical thinking.
Success with inquiry-based learning activities relies on a deep foundation of factual
knowledge. Students then use observation, imagination, and reasoning about scientific
phenomena they are studying to organize knowledge within a conceptual framework
(Bransford, 2005). The teacher monitors the changing concepts of the students through
formative assessment as the instruction proceeds. Beginning inquiry activities should develop
from simple concrete examples to more abstract. As students’ progress through inquiry,
opportunities should be included for students to generate, ask, and discuss challenging
questions. According to Magnusson and Palincsar (2005) teachers should allow multiple
cycles of investigation where students can ask the same questions as their understanding of
the concept matures. Through strategies that apply formative assessment of student learning
and adjust accordingly, teachers can help redirect scientific misconceptions.
Helping students to reconstruct their conceptual framework is a difficult task, and it
necessarily takes time away from other activities in a science course. However, if you decide
4|Page
to make the effort to help students overcome their misconceptions you might try the
following method
•
Anticipate the most common misconceptions about the material and be alert for other
•
Encourage students to test their conceptual frameworks in discussion with other
students and thinking about the evidence and possible tests.
•
Revisit common misconceptions often as you can
•
Assess and reassess the validity of student concepts.
4.
List some constructivism learning models you know?
Constructivism is basically a theory based on observation and scientific study- about
how people learn. It says that people construct their own understanding and knowledge of
the world, through experiencing things and reflecting on those experiences. The theory of
constructivism suggests that learners construct knowledge out of their experiences.
However, constructivism is often associated with pedagogic approaches that promote active
learning or learning by doing. Some constructivism learning models are:
i.
Hands-on activity-based strategy
ii.
5Es (Engage, Explore, Explain, Elaborate, and Evaluate)
iii.
7Es (Elicit, Engage, Explore, Explain, Elaborate, Extend and Evaluate)
iv.
Problem-based learning
v.
Cooperative learning strategy
vi.
Inquiry-based learning
vii. Anchored instruction
viii. Reciprocal learning
ix.
Computer-based learning
x.
Graphic Organizers
xi.
Guided instruction
5|Page
5.
List some cooperative learning models you know?
Cooperative learning sometime called small-group learning is an instructional strategy
in which small groups of students work together on a common task. There are many models
that described the cooperative learning process. Some of the cooperative learning model
includes the following:
i.
Think-Pair-Share Approach
ii.
Jigsaw Approach
iii.
Jigsaw II
iv.
Reverse Jigsaw
v.
Reciprocal Peer Teaching Approach
vi.
Student-Terms-Achievement Divisions (STAD)
vii. Think-Aloud Pair Problem Solving Approach (TAPPSA)
viii. Group Grid Approach
6.
ix.
Group Writing Assignment Approach
x.
Base Group Learning
xi.
Numbered Head Together
Describe how any one cooperative learning models of your choice can be
transformed for usage in a classroom situation.
Think-Pair-Share (TPS): is a cooperative or collaborative learning approach in which
students work together to solve a problem or answer a question about an assigned reading. Or
is a teaching strategy that starts with individual reflection and moves through partner sharing
to whole group discussion. This technique requires students to think individually about a
topic or answer to a question; and share ideas with classmates; discussing an answer with a
partner serves to maximize participation, focus attention and engage students in
comprehending the reading material.
6|Page
How to use think-pair-share:
•
Decide upon the text to be read and develop the set of questions or prompts that target
key content concepts.
•
Describe the purpose of the strategy and provide guidelines for discussions
•
Model the procedure to ensure that students understand how to use the strategy.
•
Monitor and support students as they work through the following
T: (Think) Teachers begin by asking a specific question about the text. Students
“think” about what they know or have learned about the topic. The first step the teacher
asks students to individually assess some type of concept or idea. This allows the
teacher to see what students can do on their own.
P: (Pair) Each student should be paired with another student or a small group. This
segment allows students that may be struggling to find a starting point or some extra
help get attention from their peers
S: (Share) Students share their thinking with their partner. Teacher expands the “share”
into a whole-class discussion. The last step is sharing as a whole group. Now the
students have had time to prep individually and with their peers, more of them may be
apt to speak out and share their ideas in a full class discussion
For example, the following is a lesson note on how to use Think-Pair-Share Strategy to teach
Alkane in a chemistry classroom situation.
7|Page
LESSON NOTE
THINK-PAIR-SHARE LESSON NOTE FOR TEACHING ALKANES
LESSON 1:
School:
As Applicable
Subject:
Chemistry
Specific Topic:
Alkanes
Class:
SS II
Number in class:
As Applicable
Average Age:
17 Years
Sex:
Mixed
Time:
80 minutes
Date:
As Applicable
Behavioural objectives: At the end of the lesson students should be able to:
i.
Define, write general formula and functional group of alkanes
ii.
Identify the sources of alkanes
iii. Mention some physical properties of some alkanes
iv. Draw the structure of methane
v.
Describe the chemical properties of methane
vi. Illustrate the laboratory preparation of methane using equations
vii. Mention some uses of alkanes
Instructional Materials: Bunsen burner, beaker, soda lime, salt of fatty acid
Previous knowledge: Students have studies hydrocarbon.
Instructional Procedure/Presentation
Content
Time
Teacher’s activities
Development
(mins)
Step I
10
Students’ activities
Teacher makes known to the students the teaching Students
answer
the
Introduction/
technique and its demand on them. The teacher also questions asked by the
establishing a
decide upon the text (For this lesson is Ababio teacher.
learning set
Their
chemistry textbook) to be read and develop the set ideas are corrected by the
of questions or prompts that target key content of teacher.
alkanes.
8|Page
wrong
encouraged
They
to
are
write
i.
Teacher then probes into students’ prior knowledge down or take note of the
through questions such as: what are the two classes corrected ideas.
of hydrocarbon? What are alkanes?
Expected answers:
The two classes of hydrocarbon are saturated and
unsaturated hydrocarbon
Alkanes are saturated hydrocarbons that is to say
compounds of carbon and hydrogen which only
have single, covalent, bonds holding the atoms
together. with general molecular formula CnH2n+2
and functional group of C-C and it prefix is “-ane”
Teacher explains that the simplest member of alkane
family is methane (CH4) and other members are
ethane (C2H6), propane (C3H8), butane (C4H10),
pentane (C5H12), hexane (C6H14), and so on.
Teacher further ask the students to mention the
sources of alkanes they know?
Expected answers:
i. Petroleum: petroleum is a complex mixture of
alkanes and other hydrocarbons
ii. Natural gas: methane is a major constituent of
the natural gas and occurs along with petroleum
in the earth’s sedimentary traps.
Step 2
Individually
Thinking
about the
answers
15
The teacher asks the students to individually answer Students
the following questions;
i.
ii.
group of alkanes
questions asked by the
Identify the sources of alkanes
teacher.
alkanes
iv. Draw the structure of methane
Describe the chemical properties of methane
vi. Mention some uses of alkanes
9|Page
think and write down the
Define, write general formula and functional possible answers to the
iii. Mention some physical properties of some
v.
individually
The teacher try to assess which students are able to
complete the task on their own and which students
are struggling
Step 3
20
Teacher splits students into groups of 4-7; ask them Students
to compare individual answers and collectively different
Pair the
move
to
groups.
brainstorm to come out with peer ideas on all Students spread out their
students to
questions raised thus far. At this point, the students individually written ideas
collectively
that may be struggling to find a starting point or and answers to all the
brainstorm
some extra help concerning the questions may find questions. At this stage,
help from their peer. Additionally, this partnering after peer brainstorming,
time allows a high-level discussion based on the they write out clearly on
open-ended questions.
the small pieces their
agreed answers to the
questions.
Step 4
Sharing ideas
as a whole
group
30
Students have had time to prep individually and with Students have a turn
their peers, more of them may be apt to speak out participations on one or
and share their ideas in a full class discussion. two questions asked by
Teacher allow each student to have a turn the
participating and get other ideas or answers that they whole class
may or may not have thought of individually. The
idea of having a partner can also help students
reinforce new ideas and thoughts.
Teacher may still further ask questions from the
student he may perceived to be having some
difficulties, in order to hear his/her ideas and also
correct his/her wrong.
Teachers should further give explanation to the
questions. In this regard, the teacher briefly outlines
the physical properties of the first few members of
the alkane listing the formula, boiling point, melting
point and density as follows;
10 | P a g e
teacher
with
the
Name
Formula
Methane
Ethane
Propane
Butane
CH4
C2H6
C3H8
C4H10
Boiling
Point
-162oC
-89 oC
-42 oC
-0.5 oC
Melting
point
-183
-182
-188
-138
Density
Gas
Gas
Gas
Gas
Teacher also draw the structure of methane:
H
H ---C---H
H
Teacher further describe the chemical properties of
methane as follows:
i. With alkalis methane does not react.
ii. With trioxonitrate (V) acid vapour: methane is
nitrated at 300oC.
CH4+HNO3
CH3NO2 + H2O
iii. With stream: Methane is oxidized by stream in
the presence of metallic Nickel catalyst to
carbon (II) oxide and hydrogen.
CH4+O2
CO2 + 3H2
Teacher further illustrate the laboratory preparation
of methane using Bunsen burner, beaker, soda lime,
salt of fatty acid as follows:
i. Decarboxylation of fatty acids: methane is
prepared by heating salt of fatty acid with soda
lime. CH3COO- +OH-
CO32-+CH4
ii. Hydrogenation of carbon (II) oxide: Methane can
also be obtained when carbon (II) oxide is
hydrogenated over a suitable nickel catalyst
supported on kieselguhr and promoted by traces of
thoria
11 | P a g e
CO+3H2
2CO+2H2
CH4 + H2O
CH4 + CO2
Teacher further explain the uses of alkanes as
follow;
i. The largest amount of alkanes such as methane
and ethane produced are used for heating fuel
purposes
ii. Alkanes such as propane and butane are
important
raw
material
(feedstock)
in
petrochemistry industry
iii. Alkanes such pentane is used as a propellant for
aerosol sprays, as a filling of low temperature
thermometer
Evaluation: (5 minutes)
The teacher evaluates the lesson by asking the following question;
i.
Explain the laboratory preparation of methane.
Assignment:
Teacher gives the students take home assignment due for submission the next class
i.
What is the boiling point of butane
ii.
Draw the structure of ethane
12 | P a g e
REFERENCES
Bransford, J.D. (2005). “Scientific inquiry and how people learn”. How student learn:
History, Mathematics and Science in the classroom. Washington, D.C.: The National
Academies Press
Magnusson, S.J. & Palincsar, A.S. (2005). “Teaching to promote the development of
scientific knowledge and reasoning about light at the elementary school level”. How
students learn: History, Mathematics and Science in the classroom. Washington,
D.C.: The National Academies Press
Martyn, M. (2007). “Clickers in the classroom: an active learning approach”. Educause
Quarterly, 30(2), 12-16
Rozycki, W. (1999). “Just-in-Time Teaching”. J Indiana University Research & Creative
Activity, 22(1), 8-17
Taber, K.S. (2002). Chemical misconceptions-prevention, diagnosis and cure. London: Royal
Society of Chemistry
Garvin-Doxas, K. & Klymkowsky, M.W. (2008). “ understanding randomness and its impact
on student learning: lesson learned from building the biology concept inventory. CBE
life Science Education, 7(2), 227-233
13 | P a g e
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