It is not bad enough that students often come to class thinking incorrectly about certain topics. Sometimes teachers also have faulty ideas about things that they pass along to students. This article investigated how teachers responded to students who presented misconceptions in class. I really think this article is great! All too often the teacher side of things gets ignored. The findings here are very important and should be considered by all teachers.
Many times teachers have students who are so focused on an idea that no matter how wrong it is, they will not be able to change their mind. This article does a wonderful job of outlining the different kinds of misconceptions students can have and what teachers can do to break them down for students and overcome them. I think this summary is full of information and would be a great resources for all teachers.
The authors of this study provide some examples of student misconceptions they anticipated and how they went about dealing with them when they occurred. They also present some formative assessment tools they used to evaluate the level of student misconception. While the focus of this paper is a statistics course, the information presented could be extrapolated and used in all other classes.
One of the most common places students exhibit misconceptions in the field of science. This article reviews some of these and provides advice on how to deal with them. I think a solid understanding of science is essential for all students and making certain they have an accurate knowledge of it is important. I think if a teacher takes the information presented here and uses it in their instruction, the students will be better able to develop their science content knowledge.
What are areas where students can develop misconceptions? This video from the Center for Excellence in Teaching and Learning at Kennessaw State University outlines several different things about which students can develop misunderstandings. I think that, while the speaker is quite dry, the points he makes are quite good. He focuses on STEM classes, but there are several things here that I feel could be used in all subjects.
Focused on math misconceptions, this video explores how problem-based learning can be used to draw out the misunderstandings students have. I think this is a great idea. I like the way the teacher deals with the students and runs the class. I think this is a great video to use to model good teaching when presented with student misunderstandings.
Most students have preconceived notions about many things a teacher is trying to teach them. These can often lead to misconceptions by the students. This wonderful article offers a lot of advice on what teachers can do to dispel these false ideas. I also love how there is a link to another page that lists common misconceptions students may have in science, math, and English/language arts.
The authors of this article suggest that modeling for learning is a great way to address students' misconceptions. They say that asking questions is a good way for these student ideas to come out and that teachers should create activities that respect a student's views, but works to present the facts. I really like the technique presented here. I think it provides a great way for teachers to work with students instead of just telling them that their ideas are wrong.