Table of contents
Misconceptions Identified During Teaching and Learning of Primary Science and Strategies Used to Address the Identified Misconceptions
Misconceptions About Chemistry Concepts and Strategies to Address the Identified Misconceptions
Misconceptions About Physics Concepts and Strategies to Address the Identified Misconceptions
Misconceptions About Biology Concepts and Strategies to Address the Identified Misconceptions
About this book
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.
Computer Animated Instruction Inquiry-Based Learning Misconceptions in Science Photosynthesis Remediating Misconceptions Science Education in Malaysia Science for Secondary School Students Students' Misconceptions Understanding Of Chemical Bonding