Summary
| Subject keyword(s) | Achievement, Assessment of students, Content Standards, Education, Educational research, Misconceptions, Science as Inquiry, Teaching Standards, Teaching strategies |
|---|---|
| Grade level | Elementary School, Middle School, High School, Vocational/Professional Development Education |
| Intended audience | Educator |
| Resource type | Audio/Visual, Reference Material, Text |
| Resource format | application, application/pdf |
| Rights | Permission to reproduce content is granted in advance under the following circumstances: (1) All educators may reproduce up to five copies of an NSTA article for personal use only. This does not include display or promotional use. (2) All educators may reproduce and e-mail an NSTA article in their possession to as many as five individuals for personal use only. This does not include promotional use. (3) Elementary, middle, and high school teachers, as well as educators in a university setting, may reproduce an article from a single issue of an NSTA journal for one-time classroom or non-commercial, professional-development use only. This does not apply to coursepacks (see next paragraph). For all other permission requests from Science Scope, ISSN 0887-2376, please access www.copyright.com or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400. CCC is a not-for-profit organization that provides licenses for the use of NSTA content. For more information about NSTA permissions policies, please go to www.nsta.org/permissions. Permission to reproduce content is granted in advance under the following circumstances: (1) All educators may reproduce up to five copies of an NSTA article for personal use only. This does not include display or promotional use. (2) All educators may reproduce and e-mail an NSTA article in their possession to as many as five individuals for personal use only. This does not include promotional use. (3) Elementary, middle, and high school teachers, as well as educators in a university setting, may reproduce an article from a single issue of an NSTA journal for one-time classroom or non-commercial, professional-development use only. This does not apply to coursepacks (see next paragraph).For all other permission requests from Science Scope, ISSN #0887-2376, please access www.copyright.com or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400. CCC is a not-for-profit organization that provides licenses for the use of NSTA content. For more information about NSTA permissions policies, please go to www.nsta.org/permissions. |
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Visit NSTA.org Home My PD Tools My Private Messages Register for Free My Library My PD Indexer My PD Plan & Portfolio My PD Record & Certificates My Calendar My Notepad My Community Forums My Help Desk Give Us Feedback Subjects Earth and Space Science Physical Science Life Science History and Nature of Science Personal and Social Issues Science and Technology Science as Inquiry Learning Resources & Opportunities Science Objects SciPacks SciGuides Symposia Symposia Archives Professional Development Institutes Web Seminars Web Seminar Archives Podcasts Online Courses NSTA Journal Articles NSTA Press Books Community Forums Education Administrator Help Frequently Asked Questions Technical Support Advisory Support Give Us Your Feedback Learning Center Home > Product Detail Product Detail: Journal Article Science Sampler: Correcting student misconceptions By: S. Wali Abdi $0.00 - Member Price $0.99 - Nonmember Price You currently have javascript disabled, please use the button below: Details Type of Product: Journal Article Average Rating: based on 1 review Publication Title: Science Scope Publication Date: 1/1/2006 Pages: 1 Grade Level: Middle School Description Before learning any formal science, children try to make sense of natural phenomena on their own. However, several studies have shown that it can be difficult to convince a student to give up a long-held misconception in favor of an accurate scientific explanation. Misconceptions can be confronted through hands-on and minds-on activities. The strategies outlined in this article will foster a climate of inquiry within the classroom. Ideas For Use These strategies will help a science teacher make connections between students' correct prior knowledge and new science concepts being introduced, which will pave the way for meaningful learning to take place. Discussions Setting Off a Firestorm of Controversy Posted in Physical Science by Carolyn Mohr on Tue May 03, 2011 3:23 PM Hi Therese and thread participants,Therese said, "Although the program is engaging, I think that we can all agree that... Additional Info Science Discipline: (mouse over for full classification) Scientific habits of mind Intended User Role: Curriculum Supervisor, Middle-Level Educator, Teacher Educational Issues: Achievement, Assessment of students, Inquiry learning, Teacher preparation, Teaching strategies Technical Resource Format: application/pdf Size: 162 KB Requirements: Requires Adobe Acrobat Reader National Standards Correlation This resource has 10 correlations with the National Standards. [VIEW CORRELATIONS] This resource has 10 correlations with the National Standards. [HIDE CORRELATIONS] Science as Inquiry Abilities necessary to do scientific inquiry Think critically and logically to make the relationships between evidence and explanations. Content Standards Quality Teaching Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (NSDC) Teaching Standards Teachers of science plan an inquiry-based science program for their students. Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students. Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners. Teachers of science guide and facilitate learning. In doing this, teachers Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science. Focus and support inquiries while interacting with students. Orchestrate discourse among students about scientific ideas. Recognize and respond to student diversity and encourage all students to participate fully in science learning. Teachers of science engage in ongoing assessment of their teaching and of student learning. Analyze assessment data to guide teaching. Use multiple methods and systematically gather data about student understanding and ability. Customer Reviews I Thought I Saw A Moon Today! Carolyn Mohr (Buffalo Grove, IL) on May 3, 2011 This article is a quick, one-page read that hones in on the research that shows students have difficulty letting go of long-held misconceptions. The author explains that these misconceptions become a student’s prior knowledge and interfere with his/her ability to process new science concepts. Two common misconceptions that are mentioned are that the moon cannot be seen in the daytime and that plants get food from fertilizer, water, soil, or the Sun. The article provides a few strategies to help teachers facilitate correct conceptual learning. {1} ##LOC[OK]## {1} ##LOC[OK]## ##LOC[Cancel]## {1} ##LOC[OK]## ##LOC[Cancel]## [ Access our noscript login page ] E-mail: Password: I'm an NSTA member and I don't have a password Lost password? Recover it here. Register now [Help PDF] Advanced Search Advanced Search Actions Recommend to a friend Write a Review Google Scholar Articles by: By: S. Wali Abdi Copyright © 2012 NSTA | Contact Us | FAQ | Help | Give Us Feedback | Legal Notice 3.73