T pre-existing ideas: • based on personal experiences • useful & “ make sense ” to individual • exist within cultu

1. Misconception Basics • Tpre-existing ideas: • • based on personal experiences • • useful & “make sense” to individual • • exist within cultures, across age ranges • • contradictory to concepts taught in school • misconceptions come from: • attempts to make sense of world • • social settings—media & conversations • • instruction—teachers, textbooks, & trade books —stories unaccompanied by science information can lead to misconceptions Qian & Guzzetti, 2000 • Tstable, highly resistant to change • Tunlikely to change: • • if traditional teaching methods usedMunson, 1994 • • unless children’s ideas confrontedWatson & Konicek, 1990

2. Overcoming Children’s Misconceptions • Instead of detailed scientific explanations: • T make students aware of preconceptions—“commit to an outcome”—prediction before doing activities • T have students share beliefs—small groups, then with class • T use discrepant events to confront students’ beliefs • T get students to resolve cognitive conflicts between ideas & data (observations, class discussions)—“accommodate” • T help students make connections between science concepts & real world—everyday things • T encourage students to pursue other interesting, related questions & problems • Source: Stephan, 1994