Fri Sep 16, 2016 11:07 AM

What are some ways you can combat science misconceptions that students have? What are some misconceptions your students have?

Haley Jackson
Haley Jackson
180 Activity Points

Sun Oct 30, 2016 9:25 PM

Hey Haley,

I think there are many activities that you can do to combat science misconceptions. If you are looking for misconceptions about topic and what they believe to be true then you can have student write down what they know or believe to be true then after the activity you can have students write what they learned and compared it to what they previously knew or believed.
If you are looking to combat general science misconceptions one activity that you can do is have students draw what they think of when they think of a scientist. Then you can have students share and write down on the board the characteristic that they included, is the scientist in a lab?, is it a boy?, is the person wear glasses? ect. You can also add tally marks showing the amount of people who drew the same characteristic. This allows you to observe what the students misconceptions are and you can plan accordingly. You can then have a class discussion about the misconceptions and then have supporting activities around the misconceptions produced. For example if you have a lot of students that drew male scientist then you can gave students research different female scientist. Another idea is if you had a lot of student that drew scientist in a lab then you can have experiments/activity in which they are outside showing them that science is every not just in a lab.
I hope a few of those ideas helped.

Autumn

Autumn Morrison
Autumn Morrison
735 Activity Points

Mon Oct 24, 2016 12:07 AM

Hi Haley,
In order to combat science misconceptions we have to uncover them. The Engage stage of the 5 E inquiry lesson model is a good place to do this. It can be as simple as using a KWL. When we ask our students what they already know, they often provide "faulty knowledge" that harbors their misconceptions. I love using the Pedagogical Implications sections of the SciPacks to help me identify specific misconceptions students may be clinging to - the SciPacks provide color-coded strand maps that connect the conceptual understandings by grade bands.
One example is from the Explaining Matter with Elements, Atoms, and Molecules SciPack. One For the K-2 grade band, the following misconceptions are pointed out concerning evaporation and condensation and the conservation of matter:


  • Water disappears as it evaporates.
    Young children generally do not realize that all of the water still exists; it has just changed into a gas that we call “water vapor,” mixed with the air, and dispersed.


  • A sealed container with a bit of liquid in it weighs more than after the liquid has evaporated.



Let us know what concepts and grade level you will be teaching and perhaps we can share some common misconceptions on those topics as well as point you in the right direction to find resources to help you help your children confront their misconceptions.
Carolyn

Carolyn Mohr
Carolyn Mohr
79588 Activity Points

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