Helping to Dispel
Misconceptions in Science:
The Conceptual Change
Model (CCM)
John Stiles
Ruamrudee International School
Guidelines for Decorum
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No sidebar
conversations
Cell phone on
silent—please take
emergency calls
outside if necessary.
Participate in
activities and
discussions
Ask questions
Have fun!
AGENDA
1.
2.
3.
4.
5.
6.
Introductions
Content Quiz / Discussion
Activity
Discussion: Teacher role vs Student role
Video: Misconceptions about electricity
How do we help students get rid of their
misconceptions? (CCM)
7. Resources
8. Q & A
Common answers based on
misconceptions
1. What is in the bubbles in
boiling water?
Incorrect: Hydrogen, Oxygen, Air
2. In which direction does the
Earth spin?
Incorrect (From global
perspective): Clockwise,
Counter-clockwise
3. If you want to see MORE of
yourself in a mirror, what must
you do?
Incorrect: Move away
from/closer to the mirror.
4. Where does all the mass of a
tree come from if it begins as a
small seed?
Incorrect: From the soil,
from water
Incomplete (Almost!):
Photosynthesis
5. Why do objects float?
Incorrect: They are lighter
than water.
6. During a typical 28 day lunar
cycle, in how many of the days
is the moon visible in the
DAYTIME sky (assuming clear
skies and unobstructed views to
the horizon)?
Incorrect:
14, None, All
The Light Bulb Challenge
• Can you light a bulb
using one wire, one
bulb, and one battery?
• Draw as many
different combinations
that you predict will
work.
CHALLENGE LEVELS
1.
2.
3.
4.
5.
Show 4 ways to make the bulb light.
Make a rule for making a bulb light,
that works for all four.
Using another wire, make a simple
switch.
What are ways to make 2 bulbs light
using the least materials?
Design a dual switch with 2 bulbs so
that one switch turns on one bulb and
the other turns on both bulbs.
STUDENT & TEACHER ROLES
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In this investigation, what was the role
of the student? How does it compare to
traditional lessons?
What was the teacher’s role? How was
the approach different to that in
traditional lessons?
TALK ABOUT IT!
“Minds of Their Own” Video:
Why do misconceptions
linger?
The Conceptual
Change Model (CCM)
Conditions Necessary to Change
Conceptual Understanding
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The students must be dissatisfied with their existing
views.
The new conception must appear somewhat
plausible.
The new conception must be more attractive.
The new conception must have explanatory and
predictive power.
Posner, Strike, Hewson & Gertzog (1982). Accommodations of a scientific
conception: Toward a theory of conceptual change. Science Education, 66, 211227.
What are the steps to take
when teaching for conceptual
change?
STUDENTS MUST…
1. Commit to an Outcome
Students think about their
understanding and decide on an
answer to a question or challenge.
2. Expose beliefs
Students share beliefs in small groups,
then with the entire class. This can be
done in many formats.
3. Confront beliefs
Students test predictions using
materials and procedures, followed by
discussion in small groups.
4. Accommodate the new concept
Students work toward resolving conflicts
(if any) between their ideas, the ideas
from the class discussion, and their
observations.
Teachers assist by asking pertinent
questions that help students reflect and
explain.
5. Extend the concept
Students try to make connections
between concepts learned in class and
other situations, including their daily
lives.
Teachers may help by asking students to
make connections or to bring examples.
6. Go beyond!
Teachers encourage and challenge
students to pursue additional questions
and problems of their choice related to
the concept.
Something to Remember!
1.
2.
3.
Students will not all
begin at the same
conceptual place.
Students will not all
finish at the same
conceptual place.
The goal is to
move all students
along in their
understanding!
Do Science Videos Help?
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Check this web site for
an interesting take on
effectiveness of videos:
https://fnoschese.wordp
ress.com/2011/03/17/kh
an-academy-and-theeffectiveness-ofscience-videos/
Resources
• http://drjohnscience.pbworks.com Click on “Teacher Web Links for
Inquiry Science.”
• Targeting Student Misconceptions: Physical Science Concepts Using
the Conceptual Change Model by Joseph Stepans, PhD. (I bought this
book through the NSTA store but can no longer find it.
• http://www.newyorkscienceteacher.com/sci/pages/miscon/index.php
• http://www.svsu.edu/mathsci-center/uploads/science/gsmiscon.htm
• http://homepage.mac.com/vtalsma/misconcept.html
• A Private Universe (streamed):
http://www.learner.org/resources/series28.html
• Minds of Our Own (streamed):
http://www.learner.org/resources/series26.html
Resources, cont.
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Conceptual Change
SciEd Resource Assistant (ERIC)
http://www.ericse.org/~ericseorg/CD-1/CD/sciedtopics.htm
Teaching for Conceptual Change: Confronting Children's Thinking
Phi Delta Kappan
http://www.mdk12.org/instruction/success_mspap/general/projectbett er/
science/s-52-53.html
Teaching for Conceptual Change
http://www.mdk12.org/practices/good_instruction/projectbetter/ science/s-5253.html
Enhancing Learning Through Conceptual Change Teaching
National Association for Research in Science Teaching
http://www.educ.sfu.ca/narstsite/publications/research/concept.htm