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Author: Ilana Ronen
Publisher: Cambridge Scholars Publishing
ISBN: 1527514846
Category : Education
Languages : en
Pages : 296
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Book Description
How do we make sense of our world? How does giving an immediate, intuitive response impact its quality, what are its features, and how is this related to misconceptions? Who is afraid of misconceptions? Despite cognitive ability and information being accessible like never before, learners often provide incorrect, intuition-based responses to science and mathematics questions. Based on comprehensive research, combining quantitative and qualitative methodologies, this book suggests a paradigm shift into an “empathic space” in which students, elementary and middle school, pre-service teachers and researchers can utilize misconceptions as a learning tool. The book follows the cathartic “Aha!” moment, in which the learner understands the source of his incorrect response, as the researcher re-discovers the chief role of the facilitator teacher within the process of creating knowledge is based upon empathic human interaction.
Author: Ilana Ronen
Publisher: Cambridge Scholars Publishing
ISBN: 1527514846
Category : Education
Languages : en
Pages : 296
Get Book
Book Description
How do we make sense of our world? How does giving an immediate, intuitive response impact its quality, what are its features, and how is this related to misconceptions? Who is afraid of misconceptions? Despite cognitive ability and information being accessible like never before, learners often provide incorrect, intuition-based responses to science and mathematics questions. Based on comprehensive research, combining quantitative and qualitative methodologies, this book suggests a paradigm shift into an “empathic space” in which students, elementary and middle school, pre-service teachers and researchers can utilize misconceptions as a learning tool. The book follows the cathartic “Aha!” moment, in which the learner understands the source of his incorrect response, as the researcher re-discovers the chief role of the facilitator teacher within the process of creating knowledge is based upon empathic human interaction.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309175445
Category : Education
Languages : en
Pages : 102
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Book Description
Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€"and the wonderâ€"of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.
Author: Mageswary Karpudewan
Publisher: Springer
ISBN: 9811034370
Category : Science
Languages : en
Pages : 344
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Book Description
This book discusses the importance of identifying and addressing misconceptions for the successful teaching and learning of science across all levels of science education from elementary school to high school. It suggests teaching approaches based on research data to address students’ common misconceptions. Detailed descriptions of how these instructional approaches can be incorporated into teaching and learning science are also included. The science education literature extensively documents the findings of studies about students’ misconceptions or alternative conceptions about various science concepts. Furthermore, some of the studies involve systematic approaches to not only creating but also implementing instructional programs to reduce the incidence of these misconceptions among high school science students. These studies, however, are largely unavailable to classroom practitioners, partly because they are usually found in various science education journals that teachers have no time to refer to or are not readily available to them. In response, this book offers an essential and easily accessible guide.
Author: Michael Allen
Publisher: Open University Press
ISBN: 9780335235889
Category : Education
Languages : en
Pages : 296
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Book Description
This essential book offers friendly support and practical advice for dealing with the common misconceptions encountered in the primary science classroom. Most pupils will arrive at the science lesson with previously formed ideas, based on prior reasoning or experience. However these ideas are often founded on common misconceptions, which if left unexplained can continue into adulthood. This handy book offers advice for teachers on how to recognise and correct such misconceptions. Key features include: Examples from the entire range of QCA Scheme of Work topics for Key Stages 1 and 2 Practical strategies to improve pupils’ learning Support for teachers who want to improve their own scientific subject knowledge Michael Allen describes over 100 common misconceptions and their potential origins, and then explains the correct principles. He suggests creative activities to help students to grasp the underlying scientific concepts and bring them alive in the classroom. This easy to navigate guide is grouped into three parts; life processes and living things; materials and their properties; and physical processes.
Author: Michael Allen
Publisher: McGraw-Hill Education (UK)
ISBN: 0335248284
Category : Education
Languages : en
Pages : 298
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Book Description
The updated edition of this bestselling book is for the teacher who wants support and practical advice to recognize and deal with the common misconceptions encountered in the primary science classroom. Michael Allen describes over 100 common misconceptions and their potential origins. In addition to background theoretical and research material, he offers creative activities to help you grasp the underlying scientific concepts and bring them to life in the classroom, as well as practical strategies to improve pupil learning. This easy to navigate and friendly guide is a superb toolkit to support you as you teach or prepare to teach in the primary school, irrespective of your training route.
Author: Keith Taber
Publisher: Royal Society of Chemistry
ISBN: 9780854043866
Category : Education
Languages : en
Pages : 204
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Book Description
Part one includes information on some of the key alternative conceptions that have been uncovered by research and general ideas for helping students with the development of scientific conceptions.
Author: Hans-Dieter Barke
Publisher: Springer Science & Business Media
ISBN: 3540709894
Category : Science
Languages : en
Pages : 299
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Book Description
Over the last decades several researchers discovered that children, pupils and even young adults develop their own understanding of "how nature really works". These pre-concepts concerning combustion, gases or conservation of mass are brought into lectures and teachers have to diagnose and to reflect on them for better instruction. In addition, there are ‘school-made misconceptions’ concerning equilibrium, acid-base or redox reactions which originate from inappropriate curriculum and instruction materials. The primary goal of this monograph is to help teachers at universities, colleges and schools to diagnose and ‘cure’ the pre-concepts. In case of the school-made misconceptions it will help to prevent them from the very beginning through reflective teaching. The volume includes detailed descriptions of class-room experiments and structural models to cure and to prevent these misconceptions.
Author: Teresa Neidorf
Publisher: Springer Nature
ISBN: 3030301885
Category : Education
Languages : en
Pages : 173
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Book Description
This open access report explores the nature and extent of students’ misconceptions and misunderstandings related to core concepts in physics and mathematics and physics across grades four, eight and 12. Twenty years of data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) and TIMSS Advanced assessments are analyzed, specifically for five countries (Italy, Norway, Russian Federation, Slovenia, and the United States) who participated in all or almost all TIMSS and TIMSS Advanced assessments between 1995 and 2015. The report focuses on students’ understandings related to gravitational force in physics and linear equations in mathematics. It identifies some specific misconceptions, errors, and misunderstandings demonstrated by the TIMSS Advanced grade 12 students for these core concepts, and shows how these can be traced back to poor foundational development of these concepts in earlier grades. Patterns in misconceptions and misunderstandings are reported by grade, country, and gender. In addition, specific misconceptions and misunderstandings are tracked over time, using trend items administered in multiple assessment cycles. The study and associated methodology may enable education systems to help identify specific needs in the curriculum, improve inform instruction across grades and also raise possibilities for future TIMSS assessment design and reporting that may provide more diagnostic outcomes.
Author: David Isaac Rudel
Publisher:
ISBN: 9781935776024
Category : Education
Languages : en
Pages : 278
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Book Description
In Science Myths Unmasked Volume 2, David Rudel continues to expose common errors in science education. This sequel takes the discussion into the realm of physical science, rectifying commonly taught misconceptions about topics covered in chemistry and physics courses, including combustion, simple machines, states of matter, phase changes, electricity, and light. Rudel's accessible style makes Science Myths Unmasked a worthwhile read for life-long learners and a great gift for bright high school students interested in all the myths they have been taught by inaccurate textbooks. State-adopted textbooks perpetrate (and perpetuate) a shocking degree of misinformation, largely because they are less interested in conveying accurate science than in training students to bubble in the right oval on multiple-choice, standardized tests. Rudel provides thorough background for each topic, empowering science teachers to sculpt the material to match the needs of their students. Numerous illustrations and suggested experiments complement the coverage, portraying precisely why many standard explanations are false and how we can better fulfill our obligation to provide genuine science to middle school and high school students.
Author: Michael Allen
Publisher: McGraw-Hill Education (UK)
ISBN: 0335262678
Category : Education
Languages : en
Pages : 314
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Book Description
This book offers appropriate teaching strategies to help teachers seek out and rectify misconceptions in primary science as and when they arise.
