ST 601  

Quickly explore some of the following sites to identify a misconception that you think is important to work on.  You will be using this in the rest of this assignment, including creating some instruction to help students deal with their misconception.  You may use the misconception you cited in your UBB contribution.

Some Science Misconceptions/Alternative Conceptions/Everyday Knowledge

General Misconceptions list

Humorous science misstatements

Ten myths about how science is done

Textbook misconceptions -- scroll down to "the misconceptions"

Students misconceptions in

Physics

Helping students learn physics better

Challenges in teaching and learning introductory physics

Earth science

Natural disasters

Bad meteorology

Chemistry

Common Chemistry Misconceptions

Biology

Evolution misconceptions

Common misconceptions in biology (college level)

Bibliography of articles on biology misconceptions 1996

Exhaustive bibliography of articles  -  1998

 

Question 1.  Individually research the sites below and write a preliminary answer to the question.  Then discuss your ideas with the group.  Then write your own 2 paragraph response to the question.   Print out a copy for us.

According to constructivism and related theories, what is going on?  

Question 2.  Individually explore the sites below, making notes of your ideas about the question below.  Then the whole class will brainstorm a list of teaching strategies that are likely to work.  One person will type out the list and print 8 copies.

How can we help students deal with their misconceptions?  Think about teaching strategies that are likely to work (given what you just learned about constructivism).  Tell why just explaining/telling won't work.

Some teaching/learning resources

The Case for Constructivist Classrooms  see the numbered items in the review

How to tackle misconceptions (one view)

Quiz on biology misconceptions

Teaching strategies:  Heart exploration

Appendix on concept mapping    or  ETE -concept mapping 

 

Homework:   For your misconception, design the three stages of instruction (assessment, challenge, application) to help students deal with the misconception.  Please post this on the UBB.