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Transcript of Misconceptions 2
Clint Epley Opening Questions Tradition vs. Conceptional Teaching Methods The Effect of Conceptual Change Approach THE END Who am I!? Sushi = ?? MISCONCEPTIONS A belief that is inconsistent with commonly accepted and well validated explanations of phenomena or events. Origins of Misconceptions: They can come from students own efforts in making sense of what they see.
- ex. Student thinking about where the water goes in a fish tank and believes it goes into the rocks.
Culture and Language can cause Misconceptions: - ex. “The sun is rising” or “The sun is setting” is saying the sun is moving in some way – children may conclude that the sun is revolving around the earth. Some misconceptions stick with students for a long time.
Confirmation bias: Learners of all ages tend to look for info that confirms their existing beliefs and to ignore or discredit contradictory evidence – a phenomenon .
We must promote
Conceptual change: a process of revising or overhauling an existing theory or belief system in such a way that new discrepant info can be better understood and explained. Changing how various concepts and ideas are interrelated. Trouble with Misconceptions: Promoting Conceptual Change – We must help students learn new things but also help them unlearn things.
1. Identify existing misconceptions before the lesson begins by asking students current beliefs about the topic.
2. Look for and then build on elements of truth in students existing understandings.
3. Convince Students that their existing beliefs need revision
4. Motivate students to learn correct explanations
5. When pointing out errors or weaknesses in students reasoning or beliefs preserve self esteem
6. Monitor what students say and write for persistent misconceptions Work Cited:
Akbas, Yavuz and Gencturk, Ebru. The Effect of Conceptual Change Approach to Eliminate 9th Grade High School Students' Misconceptions about Air Pressure. Pgs 2217-2222.