Fri Dec 20, 2019 1:14 PM
How to effectively address misconceptions
As an educator, I believe that it can be easy to address misconceptions by just disputing them and telling them what is correct. This article, however, gives suggestions and strategies on how to better respond and encourage the student to instead think deeper upon that misconception. The article suggests that rather than telling the student their thinking "isn't quite correct," to instead ask them more and encourage them to "work on their ideas." It is good to rephrase students thinking back to them and ask them to explain more. There is difficulty in this, however, as sometimes this process can be messy. It is important as an educator that their thinking is being directed towards the goal.
Fri Dec 20, 2019 1:03 PM
Great help to a teacher new to STEM
There are many misconceptions that teachers have when it comes to teaching STEM. Personally, I had the misconceptions listed in #2, #3, and #4. I believed that STEM had to have a universal design, really only focused on careers, and that it was too difficult to teach lower elementary school. This article approaches those strongly, describing what STEM is supposed to look like in the classroom and how students, even little ones, respond to it. This article is a valuable read to any upcoming educator!
Fri Dec 20, 2019 10:50 AM
Good suggestions to observing misconceptions
In this article, Page Keeley briefly introduced a lesson known as "The Mitten Problem" that she's seen taught before. Many children have misconceptions about "warm" clothes, not necessarily understanding that they don't make you warmer, but that they keep heat in. The teacher who taught this lesson did fantastic, as she did not tell students whether their ideas were right or wrong, but rather asked the students where they could find more evidence, leading them in what this article referred to as "inquiry teaching for conceptual change."
Keeley continued to give more ideas for addressing misconceptions with probes. She looked at the P-E-O model, "Predict-Explain-Observe" where the student come up with a prediction, they explain why, and then test it through experiments and exploration. This puts learning in the hands of the students and by allowing them to learn through experience and hands-on activity, rather than just being told whether they are right or wrong by the teacher.