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Teaching to Dispell Misconceptions

Page history last edited by Jason Scott 11 years ago

Teaching to Dispell the Misconception


There are three ways teachers can lead students to a correct understanding of the change of the seasons.
First, the teacher must be knowledgeable about the subject matter and free of any misconceptions. Research topics before they are taught to have a thorough understanding of the concept. When students ask questions, it is alright to admit that teachers don't always have every answer. Make a question that you aren't ready to answer into a research project for the whole class.
Second, misconceptions that arise in the classroom, must be addressed early. Teachers should be vigilant to watch for misconceptions that form. A younger student is more open to changing his/her mindset and to being corrected with accurate facts. Using manipulatives and real life objects to teach, the concepts can become more concrete in the students' minds. 
Third, when using inquiry learning, the teacher must remain a guide in the discovery. Students cannot be left to glean their own understanding whether right or wrong, but rather should be directed to discover facts. An attentive teacher should notice when students get off track and are headed toward a misconception.


Some tips for teachers to remember include:

1)  Remember that your students will have an opinion (right or wrong) on scientific matters.

2)  Ask questions to identify misconceptions.

3)  If you receive an answer that is "out there," talk with the student to see where they got their information.

4)  Watch out for students echoing your own voice.

5)  Reciting science vocabulary words does not equal an understanding of content.

6)  Gently help students to see their faulty thinking.



  • This guide, found at www.pyramidmedia.com, discussed A Private Universe.


Developers of this page:

Current group members (first names only): Jason (spring '09) 

All editors and writers (first names only): Amanda, Shelley, Loree and Jason (Spring '09)

All editors and writers (first names only): David, Rachel, and Jason (Spring '08)


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