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Investigating Misconceptions

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by

Amy Green

on 26 November 2013

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Transcript of Investigating Misconceptions

Investigating Misconceptions
What is "misconceptions research?"
In this week’s reading, Smith, diSessa, and Roschelle (1993) provide a synthesis and analysis of scholarship on student misconceptions in science and mathematics from a constructivist perspective. The authors begin by describing the theoretical commitments (in the form of assertions) that have become central to misconceptions research.


Conflicts with constructivism
1) What is a 'constructivist view of learning?'

a) What is meant by the term
resources
? (see page 124).
Can you give an example?
Novices versus Experts
Examining Contexts for Misconceptions
According to Smith et al. (1993), "misconceptions, especially those that are most robust, have their roots in productive and effective knowledge. The key is context-where and how those coneptions are used" (p. 125).
EDCI 614 Developing a Professional Portfolio
November 26th, 2013

Activity:
1) Groups will each to describe and explain one of the assertions identified by Smith et al. using evidence from the text as well as from your everyday experiences as teachers and learners.
2) We will share & discuss our interpretations of the assertions

2)The authors of this week’s readings claim, “many of the assertions of misconceptions research are inconsistent with constructivism.” (Smith et al., 1993, p. 123). On what do they base this claim?


a) According to the authors, what is the problem with the 'replacement' view of conceptual change?

b) What are the strengths and weaknesses of the 'confrontation' approach to classroom learning?

1) According to the authors, why are novices often characterized as bound to concrete thinking?

2) According to the authors, what are some things novices & experts have in common?
How do they differ?
In your group, choose a conception commonly characterized as a misconception in science or math.
Evaluate the idea in terms of the authors' constructivist notions of continuity and functionality (see pages 147-148) .

How might a teacher reconcile this misconception in a classroom setting?
Argumentation Paper.
Due December 3rd
Provide an explanation of "misconceptions" based on class readings & discussions
Choose a common "misconception."
Develop an argument to support how the misconception might be counterproductive to science learning.
Then, provide a counterargument to support a how the misconception is productive to science learning.
Finally, reconcile the two by stating which of the two arguments you believe, and why, including an explanation of why the other argument is flawed. Be sure to use evidence from your explanation of "misconceptions."


Grading will be based on the clarity of the arguments as well as the extent to which your paper reflects information in the readings and class discussions.
This assignment should be approximately 3 pages, typed, double-spaced, 12pt font. Please be sure to include full APA citations.
Check out pages 127-128
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