ADDRESSING YOUR STUDENTS’ SCIENCE MISCONCEPTIONS

1. ADDRESSING YOUR STUDENTS’ SCIENCE MISCONCEPTIONS Breaking Through the Barriers to Student Learning Jake Burgoon NWO Symposium 2009

2. A Story of Conceptual Change A lesson on heat began with the question, “What is heat?” The students said that heat came from the sun and from our bodies One student spoke up about the heat in sweaters, and everyone agreed that sweaters were hot … and hats and rugs, too! The teacher decided to let the students find out www.exploratorium.edu/IFI/resources/workshops/teachingforconcept.html

3. A Story of Conceptual Change • The students placed thermometers inside sweaters, hats, and a rolled-up rug • After 15 minutes, the temperature didn’t increase, so one student suggested to leave it overnight • The students predicted three-digit temperatures the next day • But the students came in the next morning and found the temperature to be the same • “Cold air got in somehow” • “We didn’t leave them in there long enough” www.exploratorium.edu/IFI/resources/workshops/teachingforconcept.html

4. A Story of Conceptual Change • One student decided to seal the hat, with a thermometer, inside a plastic bag • Other students put their sweaters in closets or desks • Again, the next day, the students found that the temperature had not changed • One student wanted to put the hat and thermometer in a metal box and leave it for a year • Surely the temperature would change then! www.exploratorium.edu/IFI/resources/workshops/teachingforconcept.html

5. A Story of Conceptual Change • After some discussion, the teacher offered the students two theories: • Heat could come from almost anything, even hats and sweaters. In measuring this heat, we are sometimes fooled because we’re really measuring the cold air that gets inside • Heat comes mostly from the sun and our bodies and is trapped inside winter clothes that keep our body heat in and keep the cold air out • Most students chose the second theory, and decided to test it by putting thermometers in their hats during recess www.exploratorium.edu/IFI/resources/workshops/teachingforconcept.html

6. Misconceptions = Barriers to Learning • Students come into the classroom with their own conceptions about the natural world • These conceptions are: • Explanatory • Re-confirmed by everyday experiences • Students are often resistant to give up these ideas • Changing students’ initial conceptions can be a long process

7. Astronomical object • Spherical • Unsupported • Gravity towards the center of the earth • Physical object • Flat • Supported • Up/down gravity How can the earth be spherical and flat at the same time? How can people live on this spherical earth without falling down?

8. Where Do Misconceptions Come From? • Everyday Experiences • Classroom instruction • Students draw conclusions that were not intended • Lesson design • Prior experience • Incorrect explanations • Textbooks

10. What’s the Big Deal? TEACHERS STUDENTS

11. OnlyYou Can Prevent the Continuation of Misconceptions! • Mastering science content • Being aware of your students’ misconceptions • Addressing misconceptions with instruction

12. Mastering Science Content • Lack of content knowledge = inadvertently providing students with scientifically incorrect information • Teachers (and other adults) often have the same misconceptions as students

13. Conservation of Mass Compare the masses of the three containers Greatest mass 42% Least mass 37% ROOM TEMPERATURE FROZEN HEATED

14. Gravity Increases as Height Increases 50% 33%

15. Animal Classification

16. Being Aware of Your Students’ Misconceptions • In order to correct student misconceptions, you must FIRST know what they are • Dive into the research • AAAS Benchmarks, Making Sense of Secondary Science • Formative assessments • Your students may have unique ideas

17. Formative Assessment • The most important factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly. • David Ausubel • Assess before, during, and after lessons • Formative assessments should elicit students’ explanations and personal theories about concepts • More than true/false or yes/no

18. Why Formative Assessment? • Ensures that you are giving your students EXACTLY what they need • Align your instruction to their misconceptions • Lessons are slightly modified each year

19. Increasing Student Learning Formative assessment Become aware of student misconceptions Use misconceptions to guide instruction Help students overcome misconceptions Increase student learning

20. Formative Assessment Ideas • Hands-on • Sorting activities • Writing things down • Written probes • Watching cartoons or viewing comics • Science Concept Comics • Animated Cartoons

21. I think it will keep him cold, and stop him from melting. Don’t put the coat on the snowman – it will melt him! I don’t think the coat will make any difference.

22. Addressing Misconceptions with Instruction: Conceptual Change Theory • Dissatisfaction with existing conceptions • Cognitive conflict • Difficult to achieve! • New conception must be intelligible • New conception must appear plausible • New conception must seem fruitful

23. Cognitive Conflict • Discrepant events • Demonstrations • Experimental activities • The power of PREDICTION • Critiques: • Students do not see the conflict • Students become discouraged

24. Addressing Misconceptions with Instruction: Conceptual Change Theory • Dissatisfaction with existing conceptions • Cognitive conflict • Difficult to achieve! • New conception must be intelligible • Understanding terms and symbols • Internal representation of concept • New conception must appear plausible • Not counter-intuitive • Consistent with personal theory or past experiences • New conception must seem fruitful

25. Bridging Analogies Initial Conception: A table cannot push up on a book Spring pushes on hand Foam pushes on book Flexible board pushes on book Table pushes on book

26. Addressing Misconceptions with Instruction: Conceptual Change Theory • Dissatisfaction with existing conceptions • Cognitive conflict • Difficult to achieve! • New conception must be intelligible • Understanding terms and symbols • Internal representation of concept • New conception must appear plausible • Not counter-intuitive • Consistent with personal theory or past experiences • New conception must seem fruitful • Resolves dissatisfaction • Potential of concept to lead to new insights and discoveries

27. Its More Than Just Learning Science • Metaconceptual awareness • Adults are more likely to change their conceptions • Intentional learning • Epistemological beliefs (what is knowledge?) • Simple and certain • Complex and continuously evolving • Makes a difference in students’ responses to conflicting evidence

28. Useful Resources: Misconceptions • Making Sense of Secondary Science: Research Into Children’s Ideas by Rosiland Driver • Student misconceptions about numerous topics • Benchmarks for Science Literacy by AAAS Project 2061 • Chapter 15 is called “Research Base” • On-line at www.project2061.org/publications/bsl/online/index.php • A Private Universe • http://www.learner.org/resources/series28.html

29. Useful Resources: Science Content • Stop Faking It! Finally Understanding Science So You Can Teach It by William Robertson • Chemistry; Air, Water and Weather; Electricity and Magnetism; Energy; Force and Motion; Light; Sound • Science For All Americans by AAAS • Science Matters: Achieving Scientific Literacy by Robert Hazen and James Trefil

30. Useful Resources: Formative Assessment • Uncovering Student Ideas in Science (Volumes 1 to 4) by Page Keeley • 100 total formative assessment probes • Science Formative Assessment: 75 Strategies for Linking Assessment, Instruction, and Learning by Page Keeley