From Misconceptions to Conceptual Changeby: Julia Gooding and Bill Metz

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We all have misconceptions about the world in which we live—how it works, how we interact with it, how it changes, and the reasons behind those changes. These misunderstandings are personal notions we create to make meaning of our surroundings. Often, these misunderstandings go unchallenged for a lifetime. This article addresses how these inaccuracies can occur, what historic missteps may contribute, and which strategies teachers can use to help students move toward conceptual change.

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Reviews (3)
  • on Fri Sep 23, 2011 9:24 AM

There are several ways to describe misconceptions but the longer they are unchallenged the harder it is to reverse them. This article provides some common misconceptions and then presents five tips to overcoming them. The author also provides some questions to evaluate curricula materials for misconceptions. This is a useful article for background understanding of how and why one must try to reverse these preconceived notions.

Adah  (San Antonio, TX)
Adah (San Antonio, TX)

  • on Thu Sep 22, 2011 4:14 PM

In this article, the author starts by defining misconceptions followed by listing some common misconceptions that may occur in the mind of student through the process of learning science. Later, the author proposes some teaching strategies that are capable of helping the teacher re-mediate students' misconceptions about science. As a chemistry teacher, I found this article very useful because it identified explicitly some of the teaching strategies that I always apply in class but i did never know that they may help re-mediate students' misconceptions.

Saad Shehab
Saad Shehab

  • on Mon Apr 11, 2011 2:19 PM

As science educators, we are well aware that many students have deeply entrenched misconceptions of scientific principles. This article helps educators understand the roots of students' misconceptions. The authors begin by outlining the 5 causes of misconceptions that can interfere with learning and relates these causes to several common science misconceptions. The authors then offer several strategies and tips to move from student misconceptions to conceptual change. This is an excellent article that will prove to be a valuable tool for any science educator.

Maureen Stover  (Seaside, CA)
Maureen Stover (Seaside, CA)

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