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
Helping students learn physics better
Challenges in teaching and learning introductory physics
Common Chemistry 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?
- How do people learn? a site with easy access summaries of learning theories See Piaget and brain-based learning
- Constructivism -Bruner's early ideas
- Mental models
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.