Misconceptions Exploring constructivist learning in the science context

Misconceptions Exploring constructivist learning in the science context

Objectives • To understand what misconceptions in science are • To understand where they come from • To understand value the process by which they are created • To understand how to map pupils’ misconceptions • To understand their stability • To prepare the way for understanding how to change them. (Related to S 2. 7, S 3. 1. 1, S 3. 3. 1 S 3. 3. 3, S 3. 3. 6)

What are they? • Current is used up in a bulb • Pure substances are safe to eat/drink • Plants get their food from the soil Driver et al Making sense of secondary science

Characteristics of misconceptions § May be linked to specialist language § Can be personal or shared with others § Explain how the world works in simple terms § Are often similar to earlier scientific models (eg earth is flat) § May be inconsistent with science taught in schools § Can be resistant to change § May inhibit further conceptual development Based on slide from KS 3 strategy

Where do they come from? • • • Constructed from everyday life Limited experience Mis-observation Mis-remembering Restricted teaching – Particles melt, boil, conduct electricity – Gaps in structure are filled with air/dust/germs – Particles die, want to get away from the cold

We need to value the process • Misconceptions arise as the pupil tries to make sense of their world • We want to encourage this sense-making process, while refining the product

Variation? Children with very different experiences may have very different misconceptions: eg – Special needs – Minority groups

How can we tell what they are? • • Read the books Read their books & test answers Interviews about instances Brainstorm a topic with the group Concept cartoons Annotated diagrams Concept maps Class discussion of ideas/models/theories

Concept cartoons • • • Visual representation of scientific ideas Minimal text in dialogue form Familiar situations Give alternative viewpoints Use the misconceptions research to choose what to include • Include the accepted answer • Give all alternatives equal status

Use concept cartoons to. . • Explore misconceptions • Help pupils ask questions • Relate science content to ‘real’ situations • Promote engagement Use • Individually or in group discussion • In a plenary • Outside lessons (corridor display, parents’ evening)

Annotated diagram Based on KS 3 strategy slide

Concept map y. . s. a. . se . . is . . c au gravity . . siz . acceleration nb e v i eg FORCE. . m eas ure d in newtons F=ma

Why are they persistent? • • They are usually simpler than the formal idea We see what we want to see We fail to consider alternative explanations We can live in parallel universes – a veneer for the teacher and the ‘real one’ – Veneer: we accept just enough of the new idea to keep the teacher happy without really changing • Matches the process of scientific advance – we don’t make a paradigm shift on the basis of one experiment (Kuhn)

An overview from a classroom • Video • Teacher reviewing a lesson which reveals misconceptions • Accepting ideas, extending ideas • Discussing models • What teachers do in a practical • Next steps – moving to the formal ideas