Assessing and Addressing Student Science Ideasby: S. Rená Smith and Sandra K. Abell

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Our students are not blank slates. They come to school with a wide range of experiences that have shaped their science understandings—reading books, watching TV, and playing video games. From many years of research about student science ideas, it is evident that student science misconceptions are prevalent, strongly held, and highly resistant to change. In this chapter, the authors describe some research-based strategies that science teachers can use to assess and address students’ misconceptions. This sample chapter also includes the Table of Contents, Dedication, Foreword, and Index.

  • Elementary
  • Middle
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Reviews (3)
  • on Wed Oct 23, 2013 9:31 AM

This article gives some excellent basic information about the science misconceptions of elementary students. It helps the teacher with ways to find out what misconceptions students hold, what misconceptions to expect, and strategies to use to address these misconceptions.

Betty Paulsell  (Kansas City, MO)
Betty Paulsell (Kansas City, MO)

  • on Tue Feb 12, 2013 7:49 PM

This book chapter explains that students come to us with experiences. The issue is that these experiences are not necessarily grounded in good science. It is our job to ferret out those alternative conceptions and help students correct them. The chapter is written in plain terms and is an easy read.

Susan German  (Hallsville, MO)
Susan German (Hallsville, MO)

  • on Mon Sep 08, 2014 8:52 AM

I believe, in any subject, that students should be lilstened to and teachers need to know what their view on a topic is. I think having the students express themselves with drawings and words is a great idea. Teachers and students would do well collaborating, especially with science.

Lauren B  (Silver Spring, MD)
Lauren B (Silver Spring, MD)

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