Changing students' scientific misconceptions

This digest found in

Science

Authors

Tekkaya, C., Middle East Technical University, Faculty of Education, Department of Elementary Education, Ankara, Turkey

Publisher

Research in Science and Technological Education (2003), vol. 21, no. 1, pp. 5 - 16

Introduction

Students' misconceptions in science - a block to understanding or a new starting point?

Reports by researchers in science education suggest that students' misconceptions are often stable, pervasive and resistant to change. Given this situation how are teachers to help their students reach a better understanding? In this small scale study, the researcher tests out the effectiveness of combining two strategies for tackling students' misconceptions of the key concepts of diffusion and osmosis. The approach was designed first to help students recognise that their thinking about these topics was limited and then to enable them to build up a new, more accurate understanding.

Evidence from before and after tests reported in the study suggests that significant gains were made by the class taught using this approach when compared with a control class which was taught using traditional methods.

NB the original title of this study published in Research in Science and Technological Education is "Remediating high school students' misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text."

Keywords
Science; Beliefs; Teaching methods; Pedagogy; Thinking skills; Comprehension; Pupils; Key Stage 4; Secondary schools

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What misconceptions did the students have and why were they a major obstacle to effective learning? What strategies did the teacher use to tackle the misconceptions and what was the effect? Who was involved in the study and how was it carried out? Implications Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Changing students' scientific misconceptions This digest found in Science Send to a friend Word doc 50KB Printer friendly Collate for later Authors Tekkaya, C., Middle East Technical University, Faculty of Education, Department of Elementary Education, Ankara, Turkey Publisher Research in Science and Technological Education (2003), vol. 21, no. 1, pp. 5 - 16 Introduction Students' misconceptions in science - a block to understanding or a new starting point? Reports by researchers in science education suggest that students' misconceptions are often stable, pervasive and resistant to change. Given this situation how are teachers to help their students reach a better understanding? In this small scale study, the researcher tests out the effectiveness of combining two strategies for tackling students' misconceptions of the key concepts of diffusion and osmosis. The approach was designed first to help students recognise that their thinking about these topics was limited and then to enable them to build up a new, more accurate understanding. Evidence from before and after tests reported in the study suggests that significant gains were made by the class taught using this approach when compared with a control class which was taught using traditional methods. NB the original title of this study published in Research in Science and Technological Education is "Remediating high school students' misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text." Keywords Science; Beliefs; Teaching methods; Pedagogy; Thinking skills; Comprehension; Pupils; Key Stage 4; Secondary schools