Arif Ibrahim PDT Gorikote LRS AND Javed Iqbal Anjum PDT, AKU-IED, PDCN for EDIP PROJECT
Alternative frame works or misconception in science
Presentation’s outline
Session Learning Outcomes
What is misconception
Common misconceptions
Reason of misconceptions
How to help students in overcoming
misconceptions
Session Learning Outcomes
By the end of this session C.Ps could be able to;
Define Alternative frameworks or misconceptions
Share some common misconception regarding
science in primary sections
Arrange strategies to deal with misconceptions.
Discuss the reasons of misconceptions.
What is misconception or Alternative frame work
Misconceptions are views held by pupils (and
adults) that do not fully coincide with scientific
views. They can be held by a large proportion of
the population or just by an individual based on
personal experience. Often they are developed
through everyday talk. (National strategy)
Cont… Children have their own understanding about daily
life practices and phase changes of matter. They
perceive according to their level of comprehension
which at times can lead towards generating
misconceptions (Gopal, Kleinsmidt, & Case, 2004).
a conception (about some aspect of a science
topic) which does not match the accepted
scientific version. (Taber, 2000)
Common misconceptions of daily life
Water is disappeared or absorbed… Child 1: Cloth will absorb the water Child 2: It will go inside the clothWhereas..Water evaporates from the cloth Sun rises from east and set in the WestIt means, sun moves from east to west
Common misconceptions children consider plants non living. Why?
Light things float and heavy things sink
Vision is only through eyes
Expansion of matter is due to the expansion of
particles rather than the increased particle spacing
Particles of solids have no motion.
Gasses Can be easily compressed
Children think that magnets stick to objects because
they have magical properties or some kind of glue.
Cont… Children often describe dissolving as disappearing
and say that the salt has disappeared. Children often use the word solid to mean heavy,
not flexible, or in one big piece. It is then difficult for them to classify substances such as flour, or salt as a solid
An object at rest has no energy. Evaporation happens only in the presence of heat. Heat and temperature are the same. Respiration and breathing are synonymous. Rain comes from clouds sweating
Reasons of misconceptions linked to everyday use of language constructed from everyday experience and usually
adequate for everyday life personal or shared with others used to explain how the world works in simple terms similar to earlier scientific models ( the earth is flat) Inconsistent with science taught in schools Children Pay attention to their senses rather then logic. Text books Dearth of competent teachers Discrepant Events
.
How to help students in overcoming misconception
Relate the material to their everyday lives Break down the material into small, easy-to-
remember tidbits Make your lesson plans as hands-on as possible Encourage students to ask questions Conduct group work Employ visual aids Use guest speakers who make their living with
science http://www.ehow.com/
Cont…
develop their existing ideas,
bring existing ideas together,
change existing ideas
introduce new ideas, Identify the areas of science pupils have
problems with. • Share the range of alternative ideas with the
class. • Pupils discuss and challenge the ideas and
consider evidence that might help them decide.
Your Questions Please
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