Conceptions, misconceptions, and alternative frameworks in chemical education

  • 4.90 MB
  • English
Royal Society of Chemistry , London
Statementby Peter J.Fensham.
SeriesNyholm lecture
ContributionsRoyal Society of Chemistry.
ID Numbers
Open LibraryOL14830972M

In book: Encyclopedia of Science Education, pp conceptions, alternative frameworks, alternative conceptual frameworks, intuitive theories, and mini-theories.

have been applied to this Author: Keith Taber. Alternative conceptions; Alternative conceptions movement; Alternative conceptual frameworks; Alternative frameworks; Conceptual change; Implicit knowledge elements; Intuitive theories; Knowledge in pieces; Misconceptions; Personal constructivism; P-prims; Preconceptions.

There are a great many studies into learners’ ideas in science topics, focusing on learners at different. Chemical misconceptions I: alternative conceptions in chemistry teaching No comments This resource includes information about some key misconceptions that have been uncovered by research and ideas about a variety of teaching approaches that may help avoid students acquiring some common misconceptions.

A plethora of studies into student knowledge and understanding in science education suggests that students commonly hold conceptions-also labeled as misconceptions, alternative conceptions, and Author: Keith Taber.

Engaging in argument may be a central way that a student's new conceptual system becomes strengthened and overtakes a student's alternative conceptions (misconceptions).

Argument entails asking students to evaluate or debate the adequacy of a new system with competing alternative conceptions (misconceptions).

*Alternative conceptions - referring to a single idea.

Description Conceptions, misconceptions, and alternative frameworks in chemical education EPUB

*Alternative frameworks - referring to a complex or structure of related ideas. This chapter, from the RSC book Chemical Misconceptions: Prevention, Diagnosis and Cure Volume I, offers insight into how teachers learn and use techniques to check students’ understanding, and discusses the.

The terms 'alternative conceptions' and 'alternative conceptual frameworks' derive from an approach to thinking about student learning known as 'personal constructivism'. An example of a common alternative conception is the full shells explanatory principle where students explain chemical phenomena in terms of atoms striving to obtain full.

Details Conceptions, misconceptions, and alternative frameworks in chemical education PDF

Gilbert JK, Watts DM () Concepts, misconceptions and alternative conceptions: changing perspectives in science education. Stud Sci Educ 10(1)–98 CrossRef Google Scholar Hammer D () Misconceptions or p-prims: how may alternative perspectives of cognitive structure influence instructional perceptions and intentions.

[email protected] CHILDREN'S ALTERNATIVE CONCEPTIONS IN SCIENCE Ian Mitchell, Monash University This list has been assembled from both the literature and 17 years of exploring the views of my students and collaborating with other science teachers interested in this area.

It was written as part of the planning for a forthcoming. Chemical reactions ; Constructing chemical conceptions ; The volume is accompanied by Volume 2: Classroom resources.

Publisher’s blurb: About this book: Chemistry is a conceptual subject and, in order to explain many of the concepts, teachers use models to describe the microscopic world and relate it to the macroscopic properties of matter. Dr Keith S Taber (University of Cambridge, Faculty of Education).

ECLIPSE is: Exploring Conceptual Learning, Integration and Progression in Science Education. This project seeks to develop a better understanding of how conceptual learning occurs in science, with a particular focus on how well the learner's conceptions are integrated, and how conceptual frameworks develop over time.

(). Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education. Studies in Science Education: Vol.

10, No. 1, pp. Types. Misconceptions (a.k.a. alternative conceptions, alternative frameworks, etc.) are a key issue from constructivism in science education, a major theoretical perspective informing science teaching. In general, scientific misconceptions have their foundations in a few "intuitive knowledge domains, including folkmechanics (object boundaries and movements), folkbiology (biological species.

Constructivism has been considered as a dominant paradigm, or research programme, in the field of science term constructivism is widely used in many fields, and not always with quite the same intention. This entry offers an account of how constructivism is most commonly understood in science education.

This book covers theories and evidence on key alternative conceptions, that have been uncovered by research; suggestions for a variety of teaching approaches that may prevent students acquiring some common alternative conceptions; and general ideas for assisting students with the development of appropriate scientific conceptions.

Chemistry is a conceptual subject and, in order to explain many of the concepts, teachers use models to describe the microscopic world and relate it to the macroscopic properties of matter. This can lead to problems, as a student's every-day experiences of the world and use of language can contradict the ideas put forward in chemical science.

Perhaps one of the greatest privileges of being a science teacher is having the chance to remedy students’ deeply held misconceptions (alternative conceptions). It is important that whilst we do this, however, we don’t rubbish students’ ideas just because they Misconceptions and conceptual change in science education Read More».

understandings of physical science concepts. Theoretical Framework. Research on children’s ideas, alternative beliefs, and science misconceptions has long been of interest to science educators in their pursuit of developing a scientifically literate citizenry.

Fisher () defined misconceptions. This task is not trivial, for students must undo a whole mental framework of knowledge that they have used to understand the world. The example of the earth rotating rather than the sun orbiting the earth is one of many that teachers refer to collectively as misconceptions.

Curriculum, instruction, and assessment are significantly the factor contributing towards student’s misconceptions in science education.

Hershey (, ) stated that any alternative conceptions existing in a textbook, article or curriculum program may mislead many teachers and students. Şenol ŞEN, Lütfiye VAROĞLU, Ayhan Yılmaz, Cognitive Structures and Misconceptions with a Thematic Framework: The Case of Chemical Bonding, Journal of Education and Future, /jef, (), ().

Alternative Conceptions General, Forces and Motion, Electricity, Astronomy Misconceptions or Alternative Conceptions.

"The use of the word 'misconception' lends a heft to the student's thinking that just may not be there. What and how they think is highly plastic and often only codified by researchers: the more subtle amongst them acknowledge.

alternative understandings of the subject, variously labelled by researchers as misconceptions, alternative conceptions, conceptual frameworks, and so forth. An example of enquiry into this area is provided by Ünal, Co_tu & Ayas in a recent paper in the Journal of Turkish Science Education.

Ünal. Students' alternative conceptions and scientifically acceptable conceptions about gravity. International Journal of Science Education: Vol. 23, No. 7, pp. misconceptions in chemistry education, specially related to abstract subjects were determined, and it is confirmed based on the literature that the methods developed in the framework of constructivist learning theory are used to remove such misconceptions.

Keywords: misconceptions, chemistry education, constructivist learning 1. Introduction. Learning the key concepts of chemical kinetics is a challenge for higher education students. These difficulties are due, among other things, to the fact that traditional teaching does not consider the findings of research on students’ learning in this particular domain of chemistry.

In this commentary, we propose research-based criteria for the selection of experiments that respond to the. misconceptions as they related to the particulate nature of matter, and then to determine what types of treatments might be effective toward helping students redefine their concepts.

Misconceptions were identified through the Particulate Nature of Matter Assessment, as well as through knowledge probes and the Conceptual Change Model.

Misconceptions & Alternative Conceptions Identified in a Biology Book We analyzed all of the 22 chapters of STAN Biology for their misconceptions and alternative conceptions, except the exercises at the end of each chapter. A total of misconceptions and 37 alternative conceptions remained after validation.

We dropped 10 items from. A test designed to uncover misconceptions in molecular structure and bonding was administered to students from high school through graduate school and to some college faculty. The study tracked the disappearance of these misconceptions over a time span of 10 years of student experience, along with the development of accepted conceptions.

the fundamental concepts [4]. Misconceptions are often deeply held, largely unexplained and strongly defended by students. The alternative conceptions or misconceptions are the obstacles in meaningful learning.

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Literature review reveals that not only weak students have misconceptions, but there are a wide range of areas. In science education literature, terms such as conceptions, alternative conceptions and misconceptions are defined in various ways. Some researchers claim that the last two have no place in scientific debate, as all types of conceptions are mental constructs and there is no point in discussing whether they are scientifically correct or not [20,21].Journal of Chemical Education, 84(10), Lazarowitz, R.

& Lieb, C. (). Formative assessment pre-test to identify college students’ prior knowledge, misconceptions and learning difficulties in biology. International Journal of Science and Mathematical Education, 4, Longfield, J. (). Fact: Force and energy are different concepts. Force is a push or a pull while energy is the ability to do work.

Misconception: Fuel is energy. Fact: Fuel contains energy or fuel is a source of energy. Food chains. Misconception: A population higher on a food chain is a predator on all the organisms below it.