Abstract: This article describes the rationale for, and development of, an online instrument that helps identify commonly held science misconceptions. Science Beliefs is a 47-item instrument that targets topics in chemistry, physics, biology, earth science, and astronomy. It utilizes a true or false, along with a written-explanation, format. The true or false responses provide a cursory view of the extent to which specific beliefs are prevalent, while the accompanying explanations reveal underlying reasons for those beliefs. The stages of instrument development, reliability and validity information, along with the original sources of the items are discussed. The developed instrument has the potential to help science educators understand some specific barriers to deepening understanding across a range of science topics.
Title: Environmental Science Misconceptions--Resolution of an Anomaly.
Authors: Groves, Fred H. and Pugh, Ava F.
Source: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Chattanooga, TN, November 7, 2002).
Abstract: This document reports on research on the ability of a short-term intervention to substantially increase elementary pre-service teacher knowledge of major environmental science issues. The study was conducted each semester over seven years. Student understanding of such issues as global warming, ozone depletion, and local groundwater problems was investigated. The lack of sufficient student motivation to attend to the material presented during the intervention was hypothesized to be a major contributing factor causing this anomaly. The Spring, 2002 semester study added a motivator by notifying students that the lesson material would be on a future test in the course, which resulted in several modest gains in student performance.
Title: Using the Science Misconceptions Research to Address Science Teaching Misconceptions.
Author: Weber, Suzanne
Source: ERIC Database
Publication Date: 1999
Abstract: This study describes how the lesson plans of preservice teachers differed from the inductive learning cycle planning model, and relates these differences to persistent naive conceptions about effective science pedagogy held by preservice teachers. Strategies based on the science misconceptions literature that methods instructors can use to encourage the understanding and use of inductive learning cycle instruction by beginning teachers are suggested. The study concludes that preservice teachers majoring in secondary science education like and prefer traditional teaching methods while elementary and middle school preservice teachers find traditional methods boring and ineffective. (Contains 14 references.) (YDS)
Title: Face to Face with Science Misconceptions.
Author: Koch, Janice
Source: Science and Children, v30 n6 p39-40 Mar 1993.
Abstract: Describes an “interview-a-scientist” assignment for preservice elementary teachers. Preservice teachers realized that scientists frequently repeat experimental work, that science is not neat and tidy, and that science requires patience and perseverance.
Useful list of common student (and adult) misconceptions about science that teachers could be aware of prior to creating lesson plans. Reading some of these may force teachers to question themselves if they have misconceptions about certain topics.
Another website with more lists of common misconceptions involving science, but the website also offers web links to AAAS review texts, American School board articles, and links for science demonstrations. http://www.eskimo.com/~billb/miscon/miscon.html
This website also lists common science misconceptions, but focuses on textbook errors that lead to scientific myths in society. This website appears to direct its misconception articles and textbook errors to grades K-6.
Bibliography
Decker, T, et al. (2007). “The treatment of geological time and the history of life on earth in high school biology textbooks,” The American Biology Teacher 69 (7), 401-405.
Groves, F.H and Pugh, A.F. (2002). “Environmental science misconceptions—resolution of an anomaly,” presented at the Annual Meeting of the Mid-South Educational Research Association.
Koch, J. (1993). “Face to face with science misconceptions,” Science and Children 30 (6), 39-40.
Stein, M, et al. (2007). “What are they thinking? The development and use of an Instrument that identifies common science misconceptions,” Journal of Science Teacher Education 18 (2), 233-241
Stein, M, et al. (2008). “A study of common beliefs and misconceptions in physical science,” Journal of Elementary Science Education 20 (2), 1-11.
Weber, S. (1999). “Using the science misconceptions research to address science teaching misconceptions,” ERIC Database.
STUDENT MISCONCEPTIONS ABOUT GLOBAL WARMING- A Resource Guide
Articles
1. Boyes, E., Chuckran, D., and Stanisstreet, M. (1993). “How do high school students perceive global climatic change: what are its manifestations? What are its origins? What corrective action can be taken?” Journal of Science Education and Technology, 2 (4), 541-557.
This study attempted to key into the conceptualization of the greenhouse effect and global warming through a closed-form questionnaire that was distributed to 702 students in grades 5 to 10. They found that students confused the origins and repercussions of one problem with the origins and repercussions of another through logical and consistent models.
2. Boyes, E. and Stainsstreet, M. (2001). “Global warming: what do high school students know 10 years on?” World Resource Review, 13 (2), 221-238.
This study revisits students’ misconceptions about global warming 10 years after public awareness was raised by Boyes and Stanisstreet’s original study in 1990. A similar population of students aged 11 through 16 was surveyed and the results showed that the prevalence of misconeptions has either not changed or is worse than decade before.
3. Leighton, J.P. and Bisanz, G. L. (2003). “Children’s and adults’ knowledge and models of reasoning about the ozone layer and its depletion.” International Journal of Science Education, 25 (1), 117-139.
This article examined children’s and adults’ knowledge of the ozone layer and its depletion and particularly whether this knowledge increased with age through a standardized set of questions and interviews. The study also investigated how the ‘ozone hole’ might be structured as scientific concepts. It found that while adults have more knowledge about the ozone layer and its depletion, they still share many similar misconceptions with children.
This website is maintained by the Ohio Resource Center for Mathematics, Science and Reading. It identifies common misconceptions held by students in different areas of science and provides links to ORC resources with more detailed information and teacher tips.
2.Dispelling the Myths of Ozone Layer Depletion
http://www.epa.gov/Ozone/science/myths/index.html
This website is from the U.S. Environmental Protection Agency. It provides answers to common misunderstandings about the ozone layer depletion. Each question is linked to more detailed responses.
This website is created and maintained by the Union of Concerned Scientists. It addresses frequently asked questions about the issue of global warming, including clarifications of common misconceptions, such as the relationship between the depletion of the ozone layer and global warming. It also provides links to additional scientific websites that address the issue of global warming, including the website of the Intergovernmental Panel on Climate Change.
BIBLIOGRAPHY
Meadows, G. and R.L. Weisenmayer. (1999). “Identifying and addressing students’ alternative conceptions of the causes of global warming: the need for cognitive change.” Journal of Science Education and Technology, 8 (3), 235-239.
Reye, J.A, Rubba, P.A., and Weisenmayer, R. L. (1997). “An investigation of middle school students’ alternative conceptions of global warming.” International Journal of Science Education, 19 (5), 527-551.
Chemistry Misconception: Bonding Chemical Structure Resource Guide
Articles:
Beyond Appearances: Students’ misconceptions about basic chemical ideas By: Vanessa Kind: School of Education, Durham University
This article is a great resource for any chemistry teacher. It is not a study, but rather a collection of common misconceptions in almost every topic covered in a general chemistry course. This article also provides support for possible causes of chemistry misconceptions. This can be a useful tool in developing questions and pre-assessments that gauge the prior knowledge of students and their misconceptions.
PDF can be obtained at (www.rsc.org/education/teachers/ learnnet/pdf/LearnNet/rsc/miscon. pdf )
This is a website for both chemistry teachers and students. It provides information on all the facets of chemistry, including general, analytical, and physical chemistry. This website also provides scholarly articles and research on chemistry misconceptions that can help educators plan lessons.
New York Science Teacher (http://www.newyorkscienceteacher. com/sci/miscon/common-miscon/chem. php)
This website provides a list of common misconceptions in chemistry, which can help teachers identify problem areas. The list can be used to plan specific lessons and activities that combat the common misconceptions.
Education Resources Information Center ERIC (http://www.eric.ed.gov/)
This is an online library of educational resources and articles. You can search for articles relating to chemistry misconceptions that have been published in education journals.
1) Gomez-Zwiep, Susan. Elementary Teachers’ Understanding of Science Misconceptions: Implications for Practice and Teacher Education.
This study focused on the misconceptions that students in grades 3, 4, and 5 have and how teachers deal with these misconceptions. Some teachers were very cognizant of the students and what they come into the class believing while others had no idea that students may have other beliefs. Therefore, some teachers factored dealing with misconceptions into their lesson planning while others continued to ignore the issue entirely whether they were aware of it or not.
2) Hans-Jürgen Schmidt. Students’ Misconceptions— Looking for a Pattern.
This study looked at students understandings after learning about certain terms. For example after learning about redox reactions a number of students had the misconception that a redox reaction must include oxygen. There was no specific pattern to how the students answered the questions but all students had explanations to why they picked a certain answer regardless of whether it was correct. Teachers need to be aware of issues in understanding so that students do not leave their classrooms with continued misconceptions.
3) Settlage, J, Goldston, M. J. D. Prognosis for Science Misconceptions Research.
This study explores the dying field of research on science misconceptions and what this means for students. Obviously the more recent study by Gomez-Zwiep shows that teachers still are missing misconceptions. After informal interview Steelage & Golston found that teachers believed that misconception research greatly benefitted their classroom because they were on the lookout for possible misconceptions, knew how to address misconceptions, and knew the best tools to test the students. Interviewees believed that chemistry, transformations of energy, and ecology were all areas that currently still need research but the more research done can only help students.
4) Otero, V.K., Nathan, M.J. Preservice Elementary Teachers’ Views of Their Students’ Prior Knowledge of Science. J
Like the first study, this focused on teachers and how they feel about student misconceptions. Many of the 61 teachers that they studied did not consider student misconceptions when lesson planning. Additionally, these teachers focused on formative assessment when teaching students and not teaching for understanding. Therefore, if students put down the right answer on a test the teacher would not know their true understanding or misconceptions. This study encouraged teachers to think of misconceptions as another resource that students bring to the classroom and that addressing the misconception can only help all of the students.
Web-sites 1) Essay Contest Reveals Misconceptions of High School Students in Genetics Content After reviewing an essay contest judges found 500 of the 2,443 essays and found that 55.6% of the essays contained at least one “obvious” misconception, and 20.2% contained two or more misconceptions. http://www.thegeneticgenealogist.com/2008/04/16/essay-contest-reveals-misconceptions-of-high-school-students-in-genetics-content/
2) Overcoming Ecological Misconceptions This website includes a self-test so you can test to see how you fair on some common ecological misconceptions. It also has lists of misconceptions along with references to find out the scientific explanation. http://ecomisconceptions.binghamton.edu/intro.htm
3) Exploring and Dealing with Student Alternate Conceptions This website includes information about alternate conceptions in a variety of subjects as well as alternate conceptions in or caused by textbooks. There are also ideas of how to teach to avoid or dispel alternate conceptions. http://cstl-csm.semo.edu/waterman/SE320AltCert/protected/alternativeconc.html
4) Recognizing Student Misconceptions through Ed's Tools and the Biology Concept Inventory This website explains the use of concept inventory in assessing student misconceptions. It includes a flow chart to of concept inventory to show how it is used and how it differs from standard assessment. http://biology.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pbio.0060003&ct=1 5) Biology Science Misconceptions This website also looks at the various misconceptions that students have coupled with resources for each information so teachers can quickly find a reference to show a student who has a misconception about a biological topic. http://departments.weber.edu/sciencecenter/biology%20misconceptions.htm
Bibliography
Gomez-Zwiep, Susan. (2008). Elementary Teachers’ Understanding of Science Misconceptions: Implications for Practice and Teacher Education. Journal of Science Teacher Education
Hans-Jürgen Schmidt. (1997). Students’ Misconceptions— Looking for a Pattern. Science Education. 81 (2) 123 – 135.
Otero, V.K., Nathan, M.J. (2008) Preservice Elementary Teachers’ Views of Their Students’ Prior Knowledge of Science. Journal Of Research In Science Teaching. 45 (4) 497 – 523.
Settlage, J, Goldston, M. J. D. (2007). Prognosis for Science Misconceptions Research. Journal of Science Teacher Education. 18:795–800.
Nehm, R. H., and L. Reilly. (2007). Biology majors’ knowledge and misconceptions of natural selection. Bioscience. 57(3)
This article was written about an experiment conducted on two 2nd semester biology courses at the college level. It was found that students in an "active learning" classroom tended to have less misconceptions about natural selection than those in traditional lecture setting. However, the number of students with misconceptions (70% and 86% respectively) was still very high.
Bishop, B.A., and C. W. Anderson. )(1986). Student conceptions of natural selection and its role in evolution. Office of Educational Research and Improvement.
This article measured students' knowledge and understanding of natural selection and evolution prior to instruction, during instruction, and after instruction, again in a college setting. It was found that using specific methods and materials could help students form a hybrid understanding of certain properties of natural selection.
Resources
Journal Articles
Manzey, C., K. Pugh, K. Kelly, and V. Steward. (2006). Misconceptions in natural selection: conceptual change through time in biology classrooms. International Society of the Learning Sciences. 2, 958-959.
This study found that, similar to other research articles, students have misconceptions about natural selection prior to entering the biology classroom. This study measured their knowledge of natural selection before, during, and after instruction, and found that with the proper instruction, misconceptions can be changed into a hybrid understanding.
Nehm, R. (2007). Teaching Evolution and the Nature of Science. Focus on microbiology education.13(3).
This article discusses the challenge of teaching evolution and natural selection to all students regardless of age level. The article gives sciences educators a background in preparation to teach evolution and natural selection. The Nature of Science is also discussed an its applicability to evolution.
Alters, B.J., and Craig E. Nelson. (2002). Perspective: teaching evolution in higher education. 56(10). 1891-1901.
This article discusses the scary thought that college students do not retain what they supposedly learned in their coursework, biology in particular. The article focuses on how evolution is taught and all of the problems that go along with it; understanding evolution and retention of that knowledge, religious and content “coverage” are all discussed.
Websites http://evolution.berkeley.edu/
This website, by the University of California at Berkeley, provides lesson plans for teachers, activities, current events relating to evolution, and many informative and interactive online activities for students learning evolution in both high school and college.
http://anthro.palomar.edu/evolve/evolve_2.htm
This website, by Palomar Junior College, provides a detailed description of Charles Darwin’s life and how he arrived at his theory of evolution. Basic evolutionary concepts like phylogenic trees are introduced.
This paper, written by John Wilkins, discusses many of the misconceptions that are mentioned in the journal articles about natural selection. The importance of genetic inheritance, random mating, and genetic drift are also discussed.
1. Odom, A. L. & Barrow, L. H. (1993). Freshman biology majors and misconceptions about diffusion and osmosis. Retrieved July 25, 2008, from Educational Resources Information Center database, Article No. ED362399.
The purpose of this study was to determine whether there was a difference in understanding diffusion and osmosis based on gender or math ability. The researchers found that there was no difference based on gender. They also found that those who were placed in higher math courses were more likely to understand these molecular concepts.
2. Odom, A. L., & Barrow, L.H. (2007). High school biology students’ knowledge and certainty about diffusion and osmosis concepts. School Science and Mathematics, 107(3), p. 94-101.
The purpose of this study was to determine the level of understand that high school biology students had regarding the concepts of diffusion and osmosis. The study also addressed the level of certainty of the students in response to their answers. Overall, researchers found that a statistically significant portion of the students either held misconceptions or guessed on the questions regarding these concepts. This article also addresses the importance of a student-centered curriculum to improve the understanding of important scientific concepts.
3. Sanger, M. J., Brecheisen, D. M., Hynek, B. M. (2001). Can computer animations affect college biology students’ conceptions about diffusion and osmosis? The American Biology Teacher, 63(2), p. 104-109.
The purpose of this study was to determine whether or not computer animations assisted students in understanding the concepts of diffusion and osmosis. The researchers found that overall, the computer animations clear up many misconceptions. However, unless properly explained, the animations could also lend to developing additional misconceptions.
4. Klymkowsky, M. W., Garvin-Doxas, K. (2008) Recognizing student misconceptions through Ed’s Tools and the biology concept inventory. Plos Biology. 6(1): e3 doi:10.1371/journal.pbio.0060003.
Ed’s Tool is a software system used to identify student misconceptions within by obtaining and analyzing student responses to scientific questions. This article presents the tool and justifies its use in the classroom to identify misconceptions and use them as a foundation to base instruction. The article focuses on common biological misconceptions including diffusion and natural selection.
5. Weber, Suzanne. (1999). Using the science misconceptions research to address science teaching misconceptions. Retrieved July 29, 2008, from Educational Resources Information Center Database, Article No. ED442661.
This was an interesting article that addressed misconceptions held by pre-service science teachers. The author found that many pre-service secondary science teachers she was working with preferred direct instruction over more inquiry-based or learning cycle-based lessons. The author then relates conceptual change to addressing these misconceptions.
Websites:
1. http://www.nap.edu/readingroom/books/str/4.html This website discusses disfunction of misconceptions in science, types of misconceptions, methods to identify them, and ways to break them down. 2. dese.mo.gov/divimprove/curriculum/science/SciMisconc11.05.pdf This file identifies common reasons for science misconceptions. 3. http://www.indiana.edu/~w505a/studwork/deborah/ This website discusses how misconceptions are formed and includes common scientific misconceptions. The site also provides ways for teachers to address student misconceptions and includes links to additional resources.
Articles: Chinsamy, A. & Plaganyi, E. (2007). Accepting Evolution. Evolution 62-1: 248-254
The purpose of this study was to determine whether or not a course in evolution would change the views of first year college students at the University of Cape Town in South Africa. It points out that students worldwide hold many of the same misconceptions that American students have regarding the theory of evolution. They found that it was extremely difficult to change the beliefs of students who arrive with strong religious beliefs and provide some strategies to help change those misconceptions.
Sinatra, G., Brem, K. & Evans, E. (2008). Changing Minds? Implications of Conceptual Change for Teaching and Learning about Biological Evolution. Evo Edu Outreach 1: 189-195.
This article deals with the psychological aspects of how children view the world in relation to how it can translate into difficulties of students learning evolution. The authors advocate that it is necessary for students to go through a conceptual change, a notion first advocated by Piaget, in order for them to alter their views on evolution.
Branch, G. & Scott, E. (2008). Overcoming Obstacles to Evolution Education: In the Beginning. Evo Edu Outreach 1:53-55.
This article is an brief description of the misconceptions that student have regarding the theory of evolution citing specific concepts in which there are difficulties. It is also an introduction to a resource for teachers who are having difficulties in teaching evolution. The National Center for Science Education have started a publication called “Evolution: Education and Outreach” which promotes accurate understanding and comprehensive teaching of evolution to a wide audience, including science teachers.
Lombrozo, T., Shtulman, A. & Weisberg, M. (2006). The Intelligent Design Controversy: Lessons from Psychology and Education. TRENDS in Cognitive Sciences. 10-2: 56-57
This is a very brief article dealing with the cognitive reasoning behind why some adults have difficulty in accepting evolutionary theory. They provide specific examples of the sociological implications that some feel they would have to deal with if they were to believe in evolution.
Websites
www.ncseweb.org: Direct link to the National Center for Science Education and “Evolution: Education and Outreach.” A resource for teachers dealing with the problems of evolution misconceptions.
http://www.pbs.org/wgbh/evolution/: A resource for everything evolution. Activities, labs, text, videos, and anything else you may need.
http://www.cedu.niu.edu/scied/resources/sciencemisconceptions.htm: This site simply lists many of the scientific misconceptions that children come to school with. It would be a good resource to all teaching in the scientific fields to look through these common misconceptions before starting the school year, or starting a new unit of study.
Student Misconceptions in Ecology: A Resource Guide for Educators
Articles
Title: Using “The Power of Story” to Overcome Ecological Misconceptions and Build Sophisticated Understandings
Authors: Armstrong, Michael and Stamp, Nancy Source: Bulletin of the Ecological Society of America, v86 n3 pp 177-183, July 2005.
Abstract: This article provides an account of how alternate forms of text are beneficial to eliminating student’s misconceptions in ecology. The authors eliminated the textbook and relied on articles and narratives to educate students on ecology. These supplemental texts were used in accordance with the 5E learning cycle to enhance student understanding of ecological concepts. This is primarily a research article presenting the findings from one particular experiment, however the intentions of the authors can be integrated into a classroom to help teach students towards conceptual changes.
Title: Research on Learning: Potential for Improving College Ecology Teaching
Author: D’Avanzo, Charlene Source: Front Ecol Environ v1 n10 pp. 533–540, 2003
Abstract: This article focuses on primarily teaching science to college age students. The misconception the author identifies is evident in students in younger grade levels. The author provides instructional strategies that could be used to help students overcome the misconception that plants do not consume oxygen. The author suggests using concept mapping to afford students with the opportunity to make connections between ecological concepts and their prior knowledge. The article offers other suggestions for eliminating student’s misconceptions about plants and identifies instructional methods that are not beneficial for helping students make conceptual changes.
Title: Misconceptions About the Greenhouse Effect
Author: Deutsch, Katie; Rebich, Stacy; Gautier, Catherine Source: Journal of Geoscience Education, May 1, 2006
Abstract: This article reviews misconceptions people possess concerning the greenhouse effect and ozone depletion. The misconceptions were identified and an experiment was conducted to determine the possibility for students to achieve conceptual change after instruction. This article provides a detailed account of the actual misconceptions held by not only students but the general public as well. This can be an excellent resource for teachers to use to become familiar with common misconceptions many people possess concerning climate and atmospheric changes on Earth.
Websites
Website: Ecology Center
URL: www.ecologycenter.org
Abstract: This website offers common misconceptions many people have about recycling. One particular article on this website, “Report of the Berkeley Plastics Task Force,” identifies common misconceptions people have about the durability of packaging plastics. The identification of these misconceptions is useful not only to science educators, but also anyone who is interested in protecting our environment.
Website: Overcoming Ecological Misconceptions: Using the Power of Story
Abstract: This website is an excellent resource for educators to use to become familiar with misconceptions in ecology. It provides a detailed list about common ecological misconceptions about specific topics including food webs, limiting factors, and populations. This website also offers a self-test comprised of multiple-choice questions to assess your own knowledge about ecological concepts that are common misconceptions for many students. I’ll give this website five stars!
Abstract: This website is not visually appealing- it looks very plain- however, it does contain a thorough list of common misconceptions in ecology. Misconceptions are organized according to which standard and objective to which they relate. This website is a good resource for straightforward data, but does not offer much more for educators.
Bibliography:
Armstrong, M., Stamp, N. (2005). Using “The Power of Story” to overcome ecological misconceptions and build sophisticated understanding. Bulletin of the Ecological Society of America: Vol. 86, No. 3 pp. 177–183
D’Avanzo, C. (2003). Research on learning: potential for improving college ecology teaching. Front Ecol Environ v1 n10 pp. 533–540,
Deutsch, K., Gautier, C., Rebich, S. (2006). Misconceptions about the greenhouse effect. Journal of Geoscience Education: Vol. 54, No. 3 pp. 386-395
Philips, W. (1991) Earth science misconceptions. Science Teacher, 58(2), 21-23.
I did not get to read this article as I could not find a free copy on the web but this seems to be a major article that is referenced in most other articles and was referenced in both web pages including the following.
Sneider, C. and Ohadi, M. (1998) Unraveling students' misconceptions about the earth's shape and gravity. Science Education, 82(2), 265–284.
This article describes a study that was designed to test the effectiveness of a constructivist – historical teaching strategy in changing students’ misconceptions about the earth’s shape and gravity at the upper elementary and middle school levels.
Eaton, J., Anderson, C. and Smith, E. (1984) Students' misconceptions interfere with science learning: case studies of fifth-grade students. The Elementary School Journal, 84(4), 365-379.
This is article describes a case study with 5th graders and how common sense can cause misconceptions in science education.
Schoon, K. (1989) Misconceptions in the Earth Sciences: A cross-age study. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.
This study looked at over 1,000 students from 5th grade through adults in college and trade school. The misconceptions that were discovered were broken up into three levels (primary, secondary and functional).
Trumper, R. (2001) A cross-age study of junior high school students' conceptions of basic astronomy concepts. International Journal of Science Education, 23(11), 1111-1123.
A study that shows almost half junior high students surveyed had a misconceptions about the day/night cycle and general knowledge about the effects on the Earth from its tilt.
Web resources:
http://serc.carleton.edu/introgeo/gallerywalk/misconceptions.html This website is a strategy to draw out misconceptions. It also has a list of some articles and web resources for earth science misconceptions. This page is part of a webpage for teachers who teach entry-level geoscience.
http://www.cedu.niu.edu/scied/resources/sciencemisconceptions.htm There is not much detail on this website but it is a list of misconceptions in different subjects that have been copied from different research articles.
A resource that gives a basic understanding of what misconceptions are, common misconceptions in science, and how to address these misconceptions. This is mainly an elementary education website but can readily be applied to high school.
This website is AMAZING. It is a comprehensive site that allows educators to see what the common misconceptions are, why students possess these misconceptions, ways to evaluate for these misconceptions, and how to confront and modify the misconceptions into hard scientific knowledge. How do you evaluate students for scientific misconceptions?
3)Treagust, David F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10 (2), 159-169. Retrieved July 28, 2008, from http://www.informaworld.com/10.1080/0950069880100204
This article explains how diagnostic tests can be used to determine the level of understanding and the possible misconceptions that students in your class may possess. If an instructor uses this method it will be much easier for him to tailor his instruction to properly educate and inform students on the large concept they are focusing on. Conceptual change
4)Roth, W. (2008, January 1). The Nature of Scientific Conceptions: A Discursive Psychological Perspective. Educational Research Review, 3(1), 30. (ERIC Document Reproduction Service No. EJ796643) Retrieved July 30, 2008, from ERIC database.
This article discusses many of the misconceptions of science as well as how conceptual teaching may not be the best method of instruction. It gives an alternative method to teaching and understanding called discursive psychology. It goes beyond just conceptual change and attempts to determine the reasons it is difficult to bring about conceptual change in students. Alternative methods of instruction are always welcome and even if it is not your personal method of choice, it is important to understand what other educators are doing. Examples of Misconceptions in Science
5)Baum, D., & Offner, S. (2008, April 1). Phylogenics & Tree-Thinking. American Biology Teacher, 70(4), 222. (ERIC Document Reproduction Service No. EJ796379) Retrieved July 30, 2008, from ERIC database.
Although phylogenetic trees can be found in many textbooks and are used to explain many processes in biology, not many students understand how to interpret a phylogenetic tree. This is a prime example of student’s lacking the prior knowledge necessary to fully comprehend a subject. Teachers need to increase their knowledge of interpreting phylogenetic trees in order to properly instruct students. By practicing interpretation of trees and incorporating trees into other aspects of biology, students can become proficient in understanding the evolutionary process.
6)Nehm, R., & Schonfeld, I. (2007, October 1). Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?. Journal of Science Teacher Education, 18(5), 699. (ERIC Document Reproduction Service No. EJ785176) Retrieved July 30, 2008, from ERIC database.
This article provides an interesting approach to viewing misconceptions in science education. This article investigates the teacher’s knowledge and level of misconceptions to see if they personally are viewing evolution to occur in a way contrary to popular belief. This article explains an instructional session for educators that applies the pretest/posttest approach to determine if teacher’s misconceptions of evolution altered after instruction. Surprisingly there was a significant decrease in misconceptions but there was almost no change in teachers personal preference to teach or not to base teaching on evolution.
7)Bishop, Beth A. and Anderson, Charles W. (1986). Student Conceptions of Natural Selection and its role in Evolution. The Institute for Research on Teaching, 1-22.
This article is a great article to help you understand the processes behind understanding misconceptions in science, specifically evolution. It is a great overview of the process of evolution, the misconceptions of evolution, understanding of the misconceptions, and possible solutions to get rid of misconceptions in your classroom.
8)Ferrari, Michael, and Chi, Michelene. (1998). The nature of naïve explanations of natural selection. International Journal of Science Education, 1231-1256.
Although primitive, this article is a great start to understanding misconceptions in science. It also can show how research in education has progressed through time and how instruction can alter misconceptions of the subject of evolution but will not change one’s belief.
How do we challenge misconceptions in science as educators?
Many of the misconceptions that students hold in regards to science are due to prior experiences or ideas that they have developed. These ideas are referred to as usable knowledge or useable ideas. As an educator is our responsibility to challenge these ideas and get students to think about what evidence they have regarding these thoughts and beliefs. •Promote open classroom discussion. •When using test to evaluate knowledge make sure they assess understanding of the concept and they are not set up to see if a student can pick a right answer out of a few choices. This is because they may have some understanding of the subject but they still might have some misconceptions about it that are not revealed in a multiple-choice test.
Carousel activity: A tool to evaluate misconceptions in science. 1. Set up poster boards around the room that asks questions about a misconception. 2. Once all the students have circled around in groups to each of the poster boards, then each group must take a poster board and summarize the information on the poster. 3. As a class discuss the ideas and beliefs. Challenge students to provide evidence of their ideas. 4. For example, one misconception is that many students believe magnets attract all metals. You could explore magnetism by setting up poster boards that ask, “What is magnetism?” “Where do magnets come from?” “What are some everyday uses of magnets?” “Do magnets work underwater?” Some other common misconceptions, and tools to help promote science literacy. Misconception: Large or Heavy objects always sink. Concepts: 1. Density 2. Objects will sink or float depending on the relationship of the gravitational pull on the object and the upward force of the liquid it displaces. 3. Density of an object in relationship to the density of the liquid that it is placed in will determine how it will sink or float. 4. Buoyancy is the upward force of a liquid on an object placed in it. 5. Gravity is the attraction of two objects. 6. Force is a push or pull. 7. Density is mass per volume 8. Mass is the amount of matter in an object. 9. Volume is the amount of space an object occupies. Tools to teach these concepts: http://www.huntel.net/rsweetland/science/teacherTools/index.html. This sight deals with all types of science misconceptions. It also highlights the concepts you need to teach students regarding the common misconceptions. It gives you ideas on lesson planning, and explains how you can use the learning cycle to help students explore their own ideas.
Misconception: The earth is the center of the solar system. Tool: http://solarsystem.nasa.gov/index.cfm?Display=Flash. This web site allows students to explore the solar system. http://www.teachersdomain.org/sci/ess/eiu/earthmov/index.html This is a great site that allows student to investigate many topics regarding our solar system. The sight has interactive video clips. One of the video clips discusses how back in the Galileo days people thought the sun rotated around the earth. This is a great time to introduce history as an interdisplinary approach.
This website outlines major areas and concepts in physics that students generally have difficulty with. While it doesn’t really provide methods for addressing these misconceptions, it does include examples of problems that the misconception create
This describes a recently published book entitled Physics for Future Presidents, written by a Berkeley physicist. While this site does not directly address misconceptions, the book sounds promising in addressing physics misconceptions that apply to current events, such as hydrogen fuel sources, nuclear bombs, and global warming.
http://www.glasslinks.com/newsinfo/physics.htm
This article describes the physics of glass as not simply flowing liquid as many of us have been taught, myself included. Rather, ideal glass is considered to be a solid-liquid hybrid, which has cooled from the liquid to solid phase that it never crystallized, yet is now solid. While there is not an extremely comprehensive solution here (I don’t think the scientists have it fully figured out either), this does open the door to see where modern scientists are challenging what is generally accepted as truth – inquiry.
This article challenges the common vernacular of baseball that misrepresents the physics of what is actually happening on the field. The example of a “rising fastball”, for instance, is not a physical possibility, as a round object such as a ball is not pitched fast enough to provide enough lift to overcome gravity – it in fact is not rising, but rather, it appears to rise as it travels so fast that gravity is not acting upon it so long, and it doesn’t fall as far. This might be good for personal interests, even if you don’t bring it into the classroom.
http://www.allstar.fiu.edu/AERO/airflylvl3.htm
This article describes three methods that lift can be understood; the technical way (lots of math), the common way (also the inaccurate way), and a compromise (accurate, but not extremely math-intensive). I’m sad to say that I actually fell into the second category – I have not had much opportunity to study aeronautics, and was extremely happy to find this article. Anyone interested in how an airplane really gets off the ground should check this out—it is done in conjunction with NASA and FIU, so although it challenges what I thought, it is a reliable sense, and the physics makes sense when you consider their evidence – another example of inquiry at work.
13 comments:
Misconception Central – A Resource Guide
Articles:
Title: What Are They Thinking? The Development and Use of an Instrument that Identifies Common Science Misconceptions
Authors: Stein, Mary; Barman, Charles R.; Larrabee, Timothy
Source: Journal of Science Teacher Education, v18 n2 p233-241 Apr 2007. (Peer Reviewed Journal)
Abstract:
This article describes the rationale for, and development of, an online instrument that helps identify commonly held science misconceptions. Science Beliefs is a 47-item instrument that targets topics in chemistry, physics, biology, earth science, and astronomy. It utilizes a true or false, along with a written-explanation, format. The true or false responses provide a cursory view of the extent to which specific beliefs are prevalent, while the accompanying explanations reveal underlying reasons for those beliefs. The stages of instrument development, reliability and validity information, along with the original sources of the items are discussed. The developed instrument has the potential to help science educators understand some specific barriers to deepening understanding across a range of science topics.
Title: Environmental Science Misconceptions--Resolution of an Anomaly.
Authors: Groves, Fred H. and Pugh, Ava F.
Source: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Chattanooga, TN, November 7, 2002).
Abstract:
This document reports on research on the ability of a short-term intervention to substantially increase elementary pre-service teacher knowledge of major environmental science issues. The study was conducted each semester over seven years. Student understanding of such issues as global warming, ozone depletion, and local groundwater problems was investigated. The lack of sufficient student motivation to attend to the material presented during the intervention was hypothesized to be a major contributing factor causing this anomaly. The Spring, 2002 semester study added a motivator by notifying students that the lesson material would be on a future test in the course, which resulted in several modest gains in student performance.
Title: Using the Science Misconceptions Research to Address Science Teaching Misconceptions.
Author: Weber, Suzanne
Source: ERIC Database
Publication Date: 1999
Abstract:
This study describes how the lesson plans of preservice teachers differed from the inductive learning cycle planning model, and relates these differences to persistent naive conceptions about effective science pedagogy held by preservice teachers. Strategies based on the science misconceptions literature that methods instructors can use to encourage the understanding and use of inductive learning cycle instruction by beginning teachers are suggested. The study concludes that preservice teachers majoring in secondary science education like and prefer traditional teaching methods while elementary and middle school preservice teachers find traditional methods boring and ineffective. (Contains 14 references.) (YDS)
Title: Face to Face with Science Misconceptions.
Author: Koch, Janice
Source: Science and Children, v30 n6 p39-40 Mar 1993.
Abstract:
Describes an “interview-a-scientist” assignment for preservice elementary teachers. Preservice teachers realized that scientists frequently repeat experimental work, that science is not neat and tidy, and that science requires patience and perseverance.
Websites:
http://www.cedu.niu.edu/scied/resources/sciencemisconceptions.htm
Useful list of common student (and adult) misconceptions about science that teachers could be aware of prior to creating lesson plans. Reading some of these may force teachers to question themselves if they have misconceptions about certain topics.
https://www.msu.edu/user/boswort9/attempt1/cep817web/amasci/scimis.htm
Another website with more lists of common misconceptions involving science, but the website also offers web links to AAAS review texts, American School board articles, and links for science demonstrations.
http://www.eskimo.com/~billb/miscon/miscon.html
This website also lists common science misconceptions, but focuses on textbook errors that lead to scientific myths in society. This website appears to direct its misconception articles and textbook errors to grades K-6.
Bibliography
Decker, T, et al. (2007). “The treatment of geological time and the history of life on earth
in high school biology textbooks,” The American Biology Teacher 69 (7), 401-405.
Groves, F.H and Pugh, A.F. (2002). “Environmental science misconceptions—resolution
of an anomaly,” presented at the Annual Meeting of the Mid-South Educational
Research Association.
Koch, J. (1993). “Face to face with science misconceptions,” Science and Children 30
(6), 39-40.
Stein, M, et al. (2007). “What are they thinking? The development and use of an
Instrument that identifies common science misconceptions,” Journal of Science
Teacher Education 18 (2), 233-241
Stein, M, et al. (2008). “A study of common beliefs and misconceptions in physical
science,” Journal of Elementary Science Education 20 (2), 1-11.
Weber, S. (1999). “Using the science misconceptions research to address science
teaching misconceptions,” ERIC Database.
http://www.cedu.niu.edu/scied/resources/sciencemisconceptions.htm
https://www.eskimo.com/~billb/miscon/miscon.html
http://www.msu.edu/user/boswort9/attempt1/cep817web/amasci/scimis.htm
STUDENT MISCONCEPTIONS ABOUT GLOBAL WARMING- A Resource Guide
Articles
1. Boyes, E., Chuckran, D., and Stanisstreet, M. (1993). “How do high school students perceive global climatic change: what are its manifestations? What are its origins? What corrective action can be taken?” Journal of Science Education and Technology, 2 (4), 541-557.
This study attempted to key into the conceptualization of the greenhouse effect and global warming through a closed-form questionnaire that was distributed to 702 students in grades 5 to 10. They found that students confused the origins and repercussions of one problem with the origins and repercussions of another through logical and consistent models.
2. Boyes, E. and Stainsstreet, M. (2001). “Global warming: what do high school students know 10 years on?” World Resource Review, 13 (2), 221-238.
This study revisits students’ misconceptions about global warming 10 years after public awareness was raised by Boyes and Stanisstreet’s original study in 1990. A similar population of students aged 11 through 16 was surveyed and the results showed that the prevalence of misconeptions has either not changed or is worse than decade before.
3. Leighton, J.P. and Bisanz, G. L. (2003). “Children’s and adults’ knowledge and models of reasoning about the ozone layer and its depletion.” International Journal of Science Education, 25 (1), 117-139.
This article examined children’s and adults’ knowledge of the ozone layer and its depletion and particularly whether this knowledge increased with age through a standardized set of questions and interviews. The study also investigated how the ‘ozone hole’ might be structured as scientific concepts. It found that while adults have more knowledge about the ozone layer and its depletion, they still share many similar misconceptions with children.
Web Resources
1.Common Student Misconceptions
http://ohiorc.org/pm/science/SciCDMisconceptions.aspx?cid=2
This website is maintained by the Ohio Resource Center for Mathematics, Science and Reading. It identifies common misconceptions held by students in different areas of science and provides links to ORC resources with more detailed information and teacher tips.
2.Dispelling the Myths of Ozone Layer Depletion
http://www.epa.gov/Ozone/science/myths/index.html
This website is from the U.S. Environmental Protection Agency. It provides answers to common misunderstandings about the ozone layer depletion. Each question is linked to more detailed responses.
3. Global Warming FAQ
http://www.ucsusa.org/global_warming/science/global-warming-faq.html#7
This website is created and maintained by the Union of Concerned Scientists. It addresses frequently asked questions about the issue of global warming, including clarifications of common misconceptions, such as the relationship between the depletion of the ozone layer and global warming. It also provides links to additional scientific websites that address the issue of global warming, including the website of the Intergovernmental Panel on Climate Change.
BIBLIOGRAPHY
Meadows, G. and R.L. Weisenmayer. (1999). “Identifying and addressing students’ alternative conceptions of the causes of global warming: the need for cognitive change.” Journal of Science Education and Technology, 8 (3), 235-239.
Reye, J.A, Rubba, P.A., and Weisenmayer, R. L. (1997). “An investigation of middle school students’ alternative conceptions of global warming.” International Journal of Science Education, 19 (5), 527-551.
Chemistry Misconception: Bonding Chemical Structure Resource Guide
Articles:
Beyond Appearances: Students’ misconceptions about basic chemical ideas
By: Vanessa Kind: School of Education, Durham University
This article is a great resource for any chemistry teacher. It is not a study, but rather a collection of common misconceptions in almost every topic covered in a general chemistry course. This article also provides support for possible causes of chemistry misconceptions. This can be a useful tool in developing questions and pre-assessments that gauge the prior knowledge of students and their misconceptions.
PDF can be obtained at (www.rsc.org/education/teachers/
learnnet/pdf/LearnNet/rsc/miscon.
pdf )
Internet Sources:
LearnNet (http://www.rsc.org/education/
teachers/learnnet/)
This is a website for both chemistry teachers and students. It provides information on all the facets of chemistry, including general, analytical, and physical chemistry. This website also provides scholarly articles and research on chemistry misconceptions that can help educators plan lessons.
New York Science Teacher (http://www.newyorkscienceteacher.
com/sci/miscon/common-miscon/chem.
php)
This website provides a list of common misconceptions in chemistry, which can help teachers identify problem areas. The list can be used to plan specific lessons and activities that combat the common misconceptions.
Education Resources Information Center ERIC (http://www.eric.ed.gov/)
This is an online library of educational resources and articles. You can search for articles relating to chemistry misconceptions that have been published in education journals.
Science misconceptions resources
Journal Articles
1) Gomez-Zwiep, Susan. Elementary Teachers’ Understanding of Science Misconceptions: Implications for Practice and Teacher Education.
This study focused on the misconceptions that students in grades 3, 4, and 5 have and how teachers deal with these misconceptions. Some teachers were very cognizant of the students and what they come into the class believing while others had no idea that students may have other beliefs. Therefore, some teachers factored dealing with misconceptions into their lesson planning while others continued to ignore the issue entirely whether they were aware of it or not.
2) Hans-Jürgen Schmidt. Students’ Misconceptions— Looking for a Pattern.
This study looked at students understandings after learning about certain terms. For example after learning about redox reactions a number of students had the misconception that a redox reaction must include oxygen. There was no specific pattern to how the students answered the questions but all students had explanations to why they picked a certain answer regardless of whether it was correct. Teachers need to be aware of issues in understanding so that students do not leave their classrooms with continued misconceptions.
3) Settlage, J, Goldston, M. J. D. Prognosis for Science Misconceptions Research.
This study explores the dying field of research on science misconceptions and what this means for students. Obviously the more recent study by Gomez-Zwiep shows that teachers still are missing misconceptions. After informal interview Steelage & Golston found that teachers believed that misconception research greatly benefitted their classroom because they were on the lookout for possible misconceptions, knew how to address misconceptions, and knew the best tools to test the students. Interviewees believed that chemistry, transformations of energy, and ecology were all areas that currently still need research but the more research done can only help students.
4) Otero, V.K., Nathan, M.J. Preservice Elementary Teachers’ Views of Their Students’ Prior Knowledge of Science. J
Like the first study, this focused on teachers and how they feel about student misconceptions. Many of the 61 teachers that they studied did not consider student misconceptions when lesson planning. Additionally, these teachers focused on formative assessment when teaching students and not teaching for understanding. Therefore, if students put down the right answer on a test the teacher would not know their true understanding or misconceptions. This study encouraged teachers to think of misconceptions as another resource that students bring to the classroom and that addressing the misconception can only help all of the students.
Web-sites
1) Essay Contest Reveals Misconceptions of High School Students in Genetics Content
After reviewing an essay contest judges found 500 of the 2,443 essays and found that 55.6% of the essays contained at least one “obvious” misconception, and 20.2% contained two or more misconceptions.
http://www.thegeneticgenealogist.com/2008/04/16/essay-contest-reveals-misconceptions-of-high-school-students-in-genetics-content/
2) Overcoming Ecological Misconceptions
This website includes a self-test so you can test to see how you fair on some common ecological misconceptions. It also has lists of misconceptions along with references to find out the scientific explanation.
http://ecomisconceptions.binghamton.edu/intro.htm
3) Exploring and Dealing with Student Alternate Conceptions
This website includes information about alternate conceptions in a variety of subjects as well as alternate conceptions in or caused by textbooks. There are also ideas of how to teach to avoid or dispel alternate conceptions.
http://cstl-csm.semo.edu/waterman/SE320AltCert/protected/alternativeconc.html
4) Recognizing Student Misconceptions through Ed's Tools and the Biology Concept Inventory
This website explains the use of concept inventory in assessing student misconceptions. It includes a flow chart to of concept inventory to show how it is used and how it differs from standard assessment.
http://biology.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pbio.0060003&ct=1
5) Biology Science Misconceptions
This website also looks at the various misconceptions that students have coupled with resources for each information so teachers can quickly find a reference to show a student who has a misconception about a biological topic.
http://departments.weber.edu/sciencecenter/biology%20misconceptions.htm
Bibliography
Gomez-Zwiep, Susan. (2008). Elementary Teachers’ Understanding of Science Misconceptions: Implications for Practice and Teacher Education. Journal of Science Teacher Education
Hans-Jürgen Schmidt. (1997). Students’ Misconceptions— Looking for a Pattern. Science Education. 81 (2) 123 – 135.
Otero, V.K., Nathan, M.J. (2008) Preservice Elementary Teachers’ Views of Their Students’ Prior Knowledge of Science. Journal Of Research In Science Teaching. 45 (4) 497 – 523.
Settlage, J, Goldston, M. J. D. (2007). Prognosis for Science Misconceptions Research. Journal of Science Teacher Education. 18:795–800.
Misconceptions on Natural Selection
Nehm, R. H., and L. Reilly. (2007). Biology majors’ knowledge and misconceptions of natural selection. Bioscience. 57(3)
This article was written about an experiment conducted on two 2nd semester biology courses at the college level. It was found that students in an "active learning" classroom tended to have less misconceptions about natural selection than those in traditional lecture setting. However, the number of students with misconceptions (70% and 86% respectively) was still very high.
Bishop, B.A., and C. W. Anderson. )(1986). Student conceptions of natural selection and its role in evolution. Office of Educational Research and Improvement.
This article measured students' knowledge and understanding of natural selection and evolution prior to instruction, during instruction, and after instruction, again in a college setting. It was found that using specific methods and materials could help students form a hybrid understanding of certain properties of natural selection.
Resources
Journal Articles
Manzey, C., K. Pugh, K. Kelly, and V. Steward. (2006). Misconceptions in natural selection: conceptual change through time in biology classrooms. International Society of the Learning Sciences. 2, 958-959.
This study found that, similar to other research articles, students have misconceptions about natural selection prior to entering the biology classroom. This study measured their knowledge of natural selection before, during, and after instruction, and found that with the proper instruction, misconceptions can be changed into a hybrid understanding.
Nehm, R. (2007). Teaching Evolution and the Nature of Science. Focus on microbiology education.13(3).
This article discusses the challenge of teaching evolution and natural selection to all students regardless of age level. The article gives sciences educators a background in preparation to teach evolution and natural selection. The Nature of Science is also discussed an its applicability to evolution.
Alters, B.J., and Craig E. Nelson. (2002). Perspective: teaching evolution in higher education. 56(10). 1891-1901.
This article discusses the scary thought that college students do not retain what they supposedly learned in their coursework, biology in particular. The article focuses on how evolution is taught and all of the problems that go along with it; understanding evolution and retention of that knowledge, religious and content “coverage” are all discussed.
Websites
http://evolution.berkeley.edu/
This website, by the University of California at Berkeley, provides lesson plans for teachers, activities, current events relating to evolution, and many informative and interactive online activities for students learning evolution in both high school and college.
http://anthro.palomar.edu/evolve/evolve_2.htm
This website, by Palomar Junior College, provides a detailed description of Charles Darwin’s life and how he arrived at his theory of evolution. Basic evolutionary concepts like phylogenic trees are introduced.
http://www.talkorigins.org/faqs/chance/chance.html
This paper, written by John Wilkins, discusses many of the misconceptions that are mentioned in the journal articles about natural selection. The importance of genetic inheritance, random mating, and genetic drift are also discussed.
Articles:
1. Odom, A. L. & Barrow, L. H. (1993). Freshman biology majors and misconceptions about diffusion and osmosis. Retrieved July 25, 2008, from Educational Resources Information Center database, Article No. ED362399.
The purpose of this study was to determine whether there was a difference in understanding diffusion and osmosis based on gender or math ability. The researchers found that there was no difference based on gender. They also found that those who were placed in higher math courses were more likely to understand these molecular concepts.
2. Odom, A. L., & Barrow, L.H. (2007). High school biology students’ knowledge and certainty about diffusion and osmosis concepts. School Science and Mathematics, 107(3), p. 94-101.
The purpose of this study was to determine the level of understand that high school biology students had regarding the concepts of diffusion and osmosis. The study also addressed the level of certainty of the students in response to their answers. Overall, researchers found that a statistically significant portion of the students either held misconceptions or guessed on the questions regarding these concepts. This article also addresses the importance of a student-centered curriculum to improve the understanding of important scientific concepts.
3. Sanger, M. J., Brecheisen, D. M., Hynek, B. M. (2001). Can computer animations affect college biology students’ conceptions about diffusion and osmosis? The American Biology Teacher, 63(2), p. 104-109.
The purpose of this study was to determine whether or not computer animations assisted students in understanding the concepts of diffusion and osmosis. The researchers found that overall, the computer animations clear up many misconceptions. However, unless properly explained, the animations could also lend to developing additional misconceptions.
4. Klymkowsky, M. W., Garvin-Doxas, K. (2008) Recognizing student misconceptions through Ed’s Tools and the biology concept inventory. Plos Biology. 6(1): e3 doi:10.1371/journal.pbio.0060003.
Ed’s Tool is a software system used to identify student misconceptions within by obtaining and analyzing student responses to scientific questions. This article presents the tool and justifies its use in the classroom to identify misconceptions and use them as a foundation to base instruction. The article focuses on common biological misconceptions including diffusion and natural selection.
5. Weber, Suzanne. (1999). Using the science misconceptions research to address science teaching misconceptions. Retrieved July 29, 2008, from Educational Resources Information Center Database, Article No. ED442661.
This was an interesting article that addressed misconceptions held by pre-service science teachers. The author found that many pre-service secondary science teachers she was working with preferred direct instruction over more inquiry-based or learning cycle-based lessons. The author then relates conceptual change to addressing these misconceptions.
Websites:
1. http://www.nap.edu/readingroom/books/str/4.html
This website discusses disfunction of misconceptions in science, types of misconceptions, methods to identify them, and ways to break them down.
2. dese.mo.gov/divimprove/curriculum/science/SciMisconc11.05.pdf
This file identifies common reasons for science misconceptions.
3. http://www.indiana.edu/~w505a/studwork/deborah/
This website discusses how misconceptions are formed and includes common scientific misconceptions. The site also provides ways for teachers to address student misconceptions and includes links to additional resources.
Articles:
Chinsamy, A. & Plaganyi, E. (2007). Accepting Evolution. Evolution 62-1: 248-254
The purpose of this study was to determine whether or not a course in evolution would change the views of first year college students at the University of Cape Town in South Africa. It points out that students worldwide hold many of the same misconceptions that American students have regarding the theory of evolution. They found that it was extremely difficult to change the beliefs of students who arrive with strong religious beliefs and provide some strategies to help change those misconceptions.
Sinatra, G., Brem, K. & Evans, E. (2008). Changing Minds? Implications of Conceptual Change for Teaching and Learning about Biological Evolution. Evo Edu Outreach 1: 189-195.
This article deals with the psychological aspects of how children view the world in relation to how it can translate into difficulties of students learning evolution. The authors advocate that it is necessary for students to go through a conceptual change, a notion first advocated by Piaget, in order for them to alter their views on evolution.
Branch, G. & Scott, E. (2008). Overcoming Obstacles to Evolution Education: In the Beginning. Evo Edu Outreach 1:53-55.
This article is an brief description of the misconceptions that student have regarding the theory of evolution citing specific concepts in which there are difficulties. It is also an introduction to a resource for teachers who are having difficulties in teaching evolution. The National Center for Science Education have started a publication called “Evolution: Education and Outreach” which promotes accurate understanding and comprehensive teaching of evolution to a wide audience, including science teachers.
Lombrozo, T., Shtulman, A. & Weisberg, M. (2006). The Intelligent Design Controversy: Lessons from Psychology and Education. TRENDS in Cognitive Sciences. 10-2: 56-57
This is a very brief article dealing with the cognitive reasoning behind why some adults have difficulty in accepting evolutionary theory. They provide specific examples of the sociological implications that some feel they would have to deal with if they were to believe in evolution.
Websites
www.ncseweb.org: Direct link to the National Center for Science Education and “Evolution: Education and Outreach.” A resource for teachers dealing with the problems of evolution misconceptions.
http://www.pbs.org/wgbh/evolution/: A resource for everything evolution. Activities, labs, text, videos, and anything else you may need.
http://www.cedu.niu.edu/scied/resources/sciencemisconceptions.htm: This site simply lists many of the scientific misconceptions that children come to school with. It would be a good resource to all teaching in the scientific fields to look through these common misconceptions before starting the school year, or starting a new unit of study.
Student Misconceptions in Ecology: A Resource Guide for Educators
Articles
Title: Using “The Power of Story” to Overcome Ecological Misconceptions and Build Sophisticated Understandings
Authors: Armstrong, Michael and Stamp, Nancy
Source: Bulletin of the Ecological Society of America, v86 n3 pp 177-183, July 2005.
Abstract:
This article provides an account of how alternate forms of text are beneficial to eliminating student’s misconceptions in ecology. The authors eliminated the textbook and relied on articles and narratives to educate students on ecology. These supplemental texts were used in accordance with the 5E learning cycle to enhance student understanding of ecological concepts. This is primarily a research article presenting the findings from one particular experiment, however the intentions of the authors can be integrated into a classroom to help teach students towards conceptual changes.
Title: Research on Learning: Potential for Improving College Ecology Teaching
Author: D’Avanzo, Charlene
Source: Front Ecol Environ v1 n10 pp. 533–540, 2003
Abstract:
This article focuses on primarily teaching science to college age students. The misconception the author identifies is evident in students in younger grade levels. The author provides instructional strategies that could be used to help students overcome the misconception that plants do not consume oxygen. The author suggests using concept mapping to afford students with the opportunity to make connections between ecological concepts and their prior knowledge. The article offers other suggestions for eliminating student’s misconceptions about plants and identifies instructional methods that are not beneficial for helping students make conceptual changes.
Title: Misconceptions About the Greenhouse Effect
Author: Deutsch, Katie; Rebich, Stacy; Gautier, Catherine
Source: Journal of Geoscience Education, May 1, 2006
Abstract:
This article reviews misconceptions people possess concerning the greenhouse effect and ozone depletion. The misconceptions were identified and an experiment was conducted to determine the possibility for students to achieve conceptual change after instruction. This article provides a detailed account of the actual misconceptions held by not only students but the general public as well. This can be an excellent resource for teachers to use to become familiar with common misconceptions many people possess concerning climate and atmospheric changes on Earth.
Websites
Website: Ecology Center
URL: www.ecologycenter.org
Abstract:
This website offers common misconceptions many people have about recycling. One particular article on this website, “Report of the Berkeley Plastics Task Force,” identifies common misconceptions people have about the durability of packaging plastics. The identification of these misconceptions is useful not only to science educators, but also anyone who is interested in protecting our environment.
Website: Overcoming Ecological
Misconceptions: Using the Power of Story
URL:http://ecomisconceptions.binghamton.edu/intro.htm
Abstract: This website is an excellent resource for educators to use to become familiar with misconceptions in ecology. It provides a detailed list about common ecological misconceptions about specific topics including food webs, limiting factors, and populations. This website also offers a self-test comprised of multiple-choice questions to assess your own knowledge about ecological concepts that are common misconceptions for many students. I’ll give this website five stars!
Website: Biology Science Misconception
URL:http://departments.weber.edu/sciencecenter/biology%20misconceptions.htm
Abstract:
This website is not visually appealing- it looks very plain- however, it does contain a thorough list of common misconceptions in ecology. Misconceptions are organized according to which standard and objective to which they relate. This website is a good resource for straightforward data, but does not offer much more for educators.
Bibliography:
Armstrong, M., Stamp, N. (2005). Using “The Power of Story” to overcome ecological misconceptions and build sophisticated understanding. Bulletin of the Ecological Society of America: Vol. 86, No. 3 pp. 177–183
D’Avanzo, C. (2003). Research on learning: potential for improving college ecology teaching. Front Ecol Environ v1 n10 pp. 533–540,
Deutsch, K., Gautier, C., Rebich, S. (2006). Misconceptions about the greenhouse effect. Journal of Geoscience Education: Vol. 54, No. 3 pp. 386-395
http://departments.weber.edu/sciencecenter/biology%20misconceptions.htm
www.ecologycenter.org
http://ecomisconceptions.binghamton.edu/intro.htm
Misconceptions in Earth Science
Articles:
Philips, W. (1991) Earth science misconceptions. Science Teacher, 58(2), 21-23.
I did not get to read this article as I could not find a free copy on the web but this seems to be a major article that is referenced in most other articles and was referenced in both web pages including the following.
http://k12s.phast.umass.edu/~nasa/misconceptions.html
Sneider, C. and Ohadi, M. (1998) Unraveling students' misconceptions about the earth's shape and gravity. Science Education, 82(2), 265–284.
This article describes a study that was designed to test the effectiveness of a constructivist – historical teaching strategy in changing students’ misconceptions about the earth’s shape and gravity at the upper elementary and middle school levels.
Eaton, J., Anderson, C. and Smith, E. (1984) Students' misconceptions interfere with science learning: case studies of fifth-grade students. The Elementary School Journal, 84(4), 365-379.
This is article describes a case study with 5th graders and how common sense can cause misconceptions in science education.
Schoon, K. (1989) Misconceptions in the Earth Sciences: A cross-age study. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.
This study looked at over 1,000 students from 5th grade through adults in college and trade school. The misconceptions that were discovered were broken up into three levels (primary, secondary and functional).
Trumper, R. (2001) A cross-age study of junior high school students' conceptions of basic astronomy concepts. International Journal of Science Education, 23(11), 1111-1123.
A study that shows almost half junior high students surveyed had a misconceptions about the day/night cycle and general knowledge about the effects on the Earth from its tilt.
Web resources:
http://serc.carleton.edu/introgeo/gallerywalk/misconceptions.html
This website is a strategy to draw out misconceptions. It also has a list of some articles and web resources for earth science misconceptions. This page is part of a webpage for teachers who teach entry-level geoscience.
http://www.cedu.niu.edu/scied/resources/sciencemisconceptions.htm
There is not much detail on this website but it is a list of misconceptions in different subjects that have been copied from different research articles.
Online Source of Resources
What are science misconceptions?
1)http://www.indiana.edu/~w505a/studwork/deborah/
A resource that gives a basic understanding of what misconceptions are, common misconceptions in science, and how to address these misconceptions. This is mainly an elementary education website but can readily be applied to high school.
2)http://www.newyorkscienceteacher.com/sci/miscon/index.php
This website is AMAZING. It is a comprehensive site that allows educators to see what the common misconceptions are, why students possess these misconceptions, ways to evaluate for these misconceptions, and how to confront and modify the misconceptions into hard scientific knowledge.
How do you evaluate students for scientific misconceptions?
3)Treagust, David F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10 (2), 159-169. Retrieved July 28, 2008, from http://www.informaworld.com/10.1080/0950069880100204
This article explains how diagnostic tests can be used to determine the level of understanding and the possible misconceptions that students in your class may possess. If an instructor uses this method it will be much easier for him to tailor his instruction to properly educate and inform students on the large concept they are focusing on.
Conceptual change
4)Roth, W. (2008, January 1). The Nature of Scientific Conceptions: A Discursive Psychological Perspective. Educational Research Review, 3(1), 30. (ERIC Document Reproduction Service No. EJ796643) Retrieved July 30, 2008, from ERIC database.
This article discusses many of the misconceptions of science as well as how conceptual teaching may not be the best method of instruction. It gives an alternative method to teaching and understanding called discursive psychology. It goes beyond just conceptual change and attempts to determine the reasons it is difficult to bring about conceptual change in students. Alternative methods of instruction are always welcome and even if it is not your personal method of choice, it is important to understand what other educators are doing.
Examples of Misconceptions in Science
5)Baum, D., & Offner, S. (2008, April 1). Phylogenics & Tree-Thinking. American Biology Teacher, 70(4), 222. (ERIC Document Reproduction Service No. EJ796379) Retrieved July 30, 2008, from ERIC database.
Although phylogenetic trees can be found in many textbooks and are used to explain many processes in biology, not many students understand how to interpret a phylogenetic tree. This is a prime example of student’s lacking the prior knowledge necessary to fully comprehend a subject. Teachers need to increase their knowledge of interpreting phylogenetic trees in order to properly instruct students. By practicing interpretation of trees and incorporating trees into other aspects of biology, students can become proficient in understanding the evolutionary process.
6)Nehm, R., & Schonfeld, I. (2007, October 1). Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?. Journal of Science Teacher Education, 18(5), 699. (ERIC Document Reproduction Service No. EJ785176) Retrieved July 30, 2008, from ERIC database.
This article provides an interesting approach to viewing misconceptions in science education. This article investigates the teacher’s knowledge and level of misconceptions to see if they personally are viewing evolution to occur in a way contrary to popular belief. This article explains an instructional session for educators that applies the pretest/posttest approach to determine if teacher’s misconceptions of evolution altered after instruction. Surprisingly there was a significant decrease in misconceptions but there was almost no change in teachers personal preference to teach or not to base teaching on evolution.
7)Bishop, Beth A. and Anderson, Charles W. (1986). Student Conceptions of Natural Selection and its role in Evolution. The Institute for Research on Teaching, 1-22.
This article is a great article to help you understand the processes behind understanding misconceptions in science, specifically evolution. It is a great overview of the process of evolution, the misconceptions of evolution, understanding of the misconceptions, and possible solutions to get rid of misconceptions in your classroom.
8)Ferrari, Michael, and Chi, Michelene. (1998). The nature of naïve explanations of natural selection. International Journal of Science Education, 1231-1256.
Although primitive, this article is a great start to understanding misconceptions in science. It also can show how research in education has progressed through time and how instruction can alter misconceptions of the subject of evolution but will not change one’s belief.
Nastasha Zaleski
Science Misconceptions Part II:
How do we challenge misconceptions in science as educators?
Many of the misconceptions that students hold in regards to science are due to prior experiences or ideas that they have developed. These ideas are referred to as usable knowledge or useable ideas. As an educator is our responsibility to challenge these ideas and get students to think about what evidence they have regarding these thoughts and beliefs.
•Promote open classroom discussion.
•When using test to evaluate knowledge make sure they assess understanding of the concept and they are not set up to see if a student can pick a right answer out of a few choices. This is because they may have some understanding of the subject but they still might have some misconceptions about it that are not revealed in a multiple-choice test.
Carousel activity: A tool to evaluate misconceptions in science.
1. Set up poster boards around the room that asks questions about a misconception.
2. Once all the students have circled around in groups to each of the poster boards, then each group must take a poster board and summarize the information on the poster.
3. As a class discuss the ideas and beliefs. Challenge students to provide evidence of their ideas.
4. For example, one misconception is that many students believe magnets attract all metals. You could explore magnetism by setting up poster boards that ask, “What is magnetism?” “Where do magnets come from?” “What are some everyday uses of magnets?” “Do magnets work underwater?”
Some other common misconceptions, and tools to help promote science literacy.
Misconception: Large or Heavy objects always sink.
Concepts:
1. Density
2. Objects will sink or float depending on the relationship of the gravitational pull on the object and the upward force of the liquid it displaces.
3. Density of an object in relationship to the density of the liquid that it is placed in will determine how it will sink or float.
4. Buoyancy is the upward force of a liquid on an object placed in it.
5. Gravity is the attraction of two objects.
6. Force is a push or pull.
7. Density is mass per volume
8. Mass is the amount of matter in an object.
9. Volume is the amount of space an object occupies.
Tools to teach these concepts:
http://www.huntel.net/rsweetland/science/teacherTools/index.html.
This sight deals with all types of science misconceptions. It also highlights the concepts you need to teach students regarding the common misconceptions. It gives you ideas on lesson planning, and explains how you can use the learning cycle to help students explore their own ideas.
Misconception: The earth is the center of the solar system.
Tool: http://solarsystem.nasa.gov/index.cfm?Display=Flash.
This web site allows students to explore the solar system.
http://www.teachersdomain.org/sci/ess/eiu/earthmov/index.html
This is a great site that allows student to investigate many topics regarding our solar system. The sight has interactive video clips. One of the video clips discusses how back in the Galileo days people thought the sun rotated around the earth. This is a great time to introduce history as an interdisplinary approach.
http://www.physics.montana.edu/physed/misconceptions/
This website outlines major areas and concepts in physics that students generally have difficulty with. While it doesn’t really provide methods for addressing these misconceptions, it does include examples of problems that the misconception create
http://www.berkeley.edu/news/media/releases/2008/08/13_muller.shtml
This describes a recently published book entitled Physics for Future Presidents, written by a Berkeley physicist. While this site does not directly address misconceptions, the book sounds promising in addressing physics misconceptions that apply to current events, such as hydrogen fuel sources, nuclear bombs, and global warming.
http://www.glasslinks.com/newsinfo/physics.htm
This article describes the physics of glass as not simply flowing liquid as many of us have been taught, myself included. Rather, ideal glass is considered to be a solid-liquid hybrid, which has cooled from the liquid to solid phase that it never crystallized, yet is now solid. While there is not an extremely comprehensive solution here (I don’t think the scientists have it fully figured out either), this does open the door to see where modern scientists are challenging what is generally accepted as truth – inquiry.
http://www.livescience.com/health/060420_baseball_perception.html
This article challenges the common vernacular of baseball that misrepresents the physics of what is actually happening on the field. The example of a “rising fastball”, for instance, is not a physical possibility, as a round object such as a ball is not pitched fast enough to provide enough lift to overcome gravity – it in fact is not rising, but rather, it appears to rise as it travels so fast that gravity is not acting upon it so long, and it doesn’t fall as far. This might be good for personal interests, even if you don’t bring it into the classroom.
http://www.allstar.fiu.edu/AERO/airflylvl3.htm
This article describes three methods that lift can be understood; the technical way (lots of math), the common way (also the inaccurate way), and a compromise (accurate, but not extremely math-intensive). I’m sad to say that I actually fell into the second category – I have not had much opportunity to study aeronautics, and was extremely happy to find this article. Anyone interested in how an airplane really gets off the ground should check this out—it is done in conjunction with NASA and FIU, so although it challenges what I thought, it is a reliable sense, and the physics makes sense when you consider their evidence – another example of inquiry at work.
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