Overcoming Students' Misconceptions in Science [electronic resource] : Strategies and Perspectives from Malaysia /
Karpudewan, Mageswary.editor.
Md Zain, Ahmad Nurulazam.editor.
Chandrasegaran, A.L.editor.
This book discusses the importance of identifying and addressing misconceptions for the successful teaching and learning of science across all levels of science education from elementary school to high school. It suggests teaching approaches based on research data to address students’ common misconceptions. Detailed descriptions of how these instructional approaches can be incorporated into teaching and learning science are also included. The science education literature extensively documents the findings of studies about students’ misconceptions or alternative conceptions about various science concepts. Furthermore, some of the studies involve systematic approaches to not only creating but also implementing instructional programs to reduce the incidence of these misconceptions among high school science students. These studies, however, are largely unavailable to classroom practitioners, partly because they are usually found in various science education journals that teachers have no time to refer to or are not readily available to them. In response, this book offers an essential and easily accessible guide.
Includes bibliographical references.
Chapter 1 Misconceptions in science education: An overview -- Part I: Misconceptions identified during teaching and learning of primary science and strategies used to address the identified misconceptions -- Chapter 2 Utilizing concept cartoons to diagnose and remediate misconceptions related to photosynthesis among primary school students -- Chapter 3 Facilitating primary school students' understanding of water cycle through guided inquiry-based learning -- Chapter 4 A study on addressing students' misconceptions about condensation using the Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE) strategy -- Chapter 5 Inquiry-discovery teaching approach as a means to remediate primary students' misconceptions about the phases of the moon -- Part II: Misconceptions about Chemistry concepts and strategies to address the identified misconceptions -- Chapter 6 Misconceptions in electrochemistry: How do pedagogical agents help? -- Chapter 7 The effectiveness of Computer-Assisted Instruction (CAI) in promoting pre-university students' understanding of chemical bonding and remediating their misconceptions -- Chapter 8 Green chemistry-based Dual-Situated Learning Model: An approach that reduces students' misconceptions on acids and bases -- Chapter 9 The effectiveness of Physical Education Technology (PhET) interactive simulations in enhancing matriculation students' understanding of chemical equilibrium and remediating their misconceptions -- Part III: Misconceptions about Physics concepts and strategies to address the identified misconceptions -- Chapter 10 The integration of fund of knowledge in the hybridization cognitive strategy to enhance secondary students' understanding of physics optical concepts and remediating their misconceptions -- Chapter 11 Fostering understanding and reducing misconceptions about image formation by a plane mirror using constructivist-based hands-on activities -- Chapter 12 Addressing secondary school students' misconceptions about simple current circuits using the learning cycle approach -- Chapter 13 The use of the Process Oriented Guided-Inquiry Learning (POGIL) approach to address Form One students' misconceptions about weight and mass -- Part IV: Misconceptions relevant to Biology concepts and strategies to address the identified misconceptions -- Chapter 14 Improving understanding and reducing matriculation students' misconceptions in immunity using the flipped classroom -- Chapter 15 Improving understanding and reducing secondary school students' misconceptions on cell division using animation-based instruction -- Chapter 16 Comparison between realistic and non-realistic simulations in reducing secondary school students' misconceptions on mitosis and meiosis processes -- Chapter 17 Climate change activities: A possible means to promote understanding and reduce misconceptions about acid rain, global warming, greenhouse effect and ozone layer depletion among secondary school students.
This book discusses the importance of identifying and addressing misconceptions for the successful teaching and learning of science across all levels of science education from elementary school to high school. It suggests teaching approaches based on research data to address students’ common misconceptions. Detailed descriptions of how these instructional approaches can be incorporated into teaching and learning science are also included. The science education literature extensively documents the findings of studies about students’ misconceptions or alternative conceptions about various science concepts. Furthermore, some of the studies involve systematic approaches to not only creating but also implementing instructional programs to reduce the incidence of these misconceptions among high school science students. These studies, however, are largely unavailable to classroom practitioners, partly because they are usually found in various science education journals that teachers have no time to refer to or are not readily available to them. In response, this book offers an essential and easily accessible guide.
Science
Science Education.