Better teaching: Misconceptions in Science
|It ain’t what they don’t know that gives them trouble, it’s what they know that ain’t so.” Will Rogers|
|"The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge" Stephen Hawking|
“The students don’t understand it and that’s because the professor doesn’t understand it either.” Richard Feynman
“Very simple was my explanation, and plausible enough—as most wrong theories are!” H.G. Wells
|"You must unlearn what you have learned"||Image from Starwars|
|Effective science teachers are aware of pupils’ misconceptions||Becoming aware of students' misconceptions must be your first step. From Harvard|
|Teachers who can spot misconceptions have much larger classroom gains than teachers who only know correct answers||
Abstract of a research paper on same topic from Americal Education Research Journal
|Why it's important to acknowledge these misconceptions||Blog post from sciencewired.org|
|Good science teachers will know in advance what students are likely to reply in answer to a particular question||And this is necessary to make progress.
From Daniel Willingham.
|Targeting science misconceptions in middle school students: what the reseach tells us||Link||10 page pdf.|
|Confuse Students to Help Them Learn||Link||
"It seems that, if you just present the correct information, five things happen," he said. "One, students think they know it. Two, they don’t pay their utmost attention. Three, they don’t recognize that what was presented differs from what they were already thinking. Four, they don’t learn a thing. And five, perhaps most troublingly, they get more confident in the ideas they were thinking before.
|Why Misconceptions Are So Tough||Link||From exitticket.org|
|Making Sense of Secondary Science: Research into Children's Ideas||Seminal book on the subject; link is to amazon.co.uk page|
Convincing Reluctant Teachers.
|So what's a conceptual diagnostic test?||I don't think this will convince relucant teachers but if you're open to challenging your own habits then give it a go.
|Diagnostic questions - a formative assessment tool||Link||"they not only tell you which students have some understanding of the idea we are thinking about, they also give you some information about the misconceptions of those who do not use the accepted scientific explanation."
From the University of York Science Education Group (UYSEG)
|Sample questions from Mechanics Baseline Test||Link||In pdf format from cmu.edu|
|Examples of Misconceptions|
|Myths and misconceptions about evolution||Link||From ed.ted.com|
|Misconceptions about how we see||Nice activity to give to students to tease out their understanding. From yorkscience.org.uk|
|Misconceptions in Science||A part of the impressive Project 2061 from the AAAS|
|Misconceptions in Science||Web-page from eskimo.com. Misconceptions listed by topic|
|Combating Students’ Misconceptions||Link||Blogpost with useful links from exitticket.org|
|Misconceptions in Chemistry||Vanessa Kind: "Beyond Appearances"|
|Series of misconceptions by topic for secondary level||From the American Association for Advancement of Science (AAAS)|
|Series of videos on student misconceptions||Including some of the classics on electricity, light and photosynthesis. From Harvard|
|More examples||Series of videos on different misconceptons. From Annenberg Media|
|More examples||Link||From the American Psychological Association|
|Confessions of a Converted Lecturer: Eric Mazur||Link||Eric Mazur: "I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. YouTube. 1 hour|
|How long does it take the Earth to go around the sun?||
30% of Australians believe it takes one day. 1veritasium on YouTube. 1 min
|Misconceptions About Falling Objects||
1veritasium on YouTube. 3 mins. But the key point is that the presenter doesn't explain why the ratio of forces and inertias is the same.
|Misconceptions about temperature||1veritasium on YouTube. 4 mins|
|Misconceptions About Heat||Link||veritasium on YouTube. 5 mins|
|How damaging is radiation?||1veritasium on YouTube. 4 mins|
|Evolution misconceptions||pdf document|
Where do trees get their mass from?
|Newton's Third Law||YouTube. 4 mins from 1veritasium|
|Misconceptions related to force and momentum||Eugenia Etkina YouTube. 4 mins|
|Studies show most students hold ideas about force and momentum that pre-date Newton||Link||pdf article from Scientific American|
|The trouble with teaching Energy||From Robin Millar, University of York|
|Why 'Energy' is such a difficult topic to teach||Abstract for journal. Click on "Manuscript File" to view the full document|
Misconceptions on electricity
Students’ understanding of direct current resistive electrical circuits
|Misconceptions in chemistry||pdf document from the RSC|
|Khan Academy and the effectiveness of science videos||veritasium on YouTube. 8 mins|
|Derek from Veritasium talks to Nottingham videos about his work||YouTube. 14 mins.|
|The key to effective educational science videos||Veritasium on TED TalentSearch. YouTube. 14 mins|
|Link||YouTube. 6 mins from veritasium on TED|
Veritasium critiquing khan academy and effectiveness of his videos
|How Do I Get My Students Over Their Alternative Conceptions (Misconceptions) for Learning?||Link||
Removing barriers to aid in the development of the student.
A little survey for you or your students to take to test your own understanding of some concepts in Physics (40 questions)
|Press 'Submit' at any stage to check your answers. From intuitor.com