This article shed light on a common, important issue: common misconceptions we as students tend to have in science class. I actually wasn't surprised by the results how elementary-age, junior-high-age, and college-age students tend to not get the same scientific concepts. Personally, I don't remember all those terms we learned. I don't know what some of the objects presented would do for sure-sink or float. It does surprise me, however, that students even college-age would think aluminium foil is heavier when it's crumpled in a ball.
I agree that ways science (or any) teachers can combat these misconceptions is to teach them to students. Review common terms used and take a poll first of what students think of them, then explain what common misconceptions of them are. I think that it would be effective to have a chart up in the classroom with these false ideas. I think it's also a good idea, as presented in the text, to note misconceptions in the textbook as they come up. I also think it's a really good idea to have them on the review sheet when students are preparing for a test. This article shed light on an important issue that needs to be resolved so students rightfully learn about science.
Do we have misconceptions in other subjects? Like Columbus was a good guy and Thanksgiving was really about turkey and pilgrims? I like the formative assessment you're thinking about - excellent. How would you teach them to students? What would it look like? How would it be different? You have some insight into your classroom and some solid reflection. Good job.
ReplyDelete