When it comes to some topics, there will be children who have misconceptions. These misconceptions happen for many different reasons. Often times, the topics are ones that may cause confusion or nervousness at a young age, so children will be told something different than the truth. The topics my group and I covered regarding these misconceptions were volcanoes, green plants, and the zoo. To further discuss these misconceptions, we were to answer 4 questions.
1. What common misconceptions were revealed on your assigned topic?
2. What does this say about the misconceptions with which our students will come to our science classroom?
3. What will you do to help students change their mental models and deepen their understanding of the scientific concepts.
4. What is the purpose of identifying student misconceptions?
Volcanoes
1. Common Misconceptions
- Volcanoes are randomly located across the earth’s surface
- Volcanoes are found only on land
- Volcanoes are found only in hot climates
- All volcanoes erupt violently
- Volcanoes only erupt straight up through the top vent
- If a volcano does not produce lava, it is not dangerous
2. Students are going to have misconceptions based on what they have seen, maybe they saw a terrifying volcano on TV and think all are scary. All students have different points of view.
3. To help children change their misconceptions and mental models about volcanos, we can read informational texts about them , and fill out KWL charts. We can also conduct research experiments and watch videos.
4. The purpose is to understand what they believe, and build from there. If it is wrong, you show them the truth.
Green Plants
1. Common Misconceptions
- Plants are not living things.
- Leaves take in water
- Sunlight is helpful, but not critical
2. Students see dead leaves on the ground and assume most plants are dead. They also see the rain/water hitting the leaves, not the roots. Some plants are inside, so they might think they aren't receiving any sunlight.
3. Have students plant seeds and watch them over a course of time. They will find that in order for them to grow they need food, sun and water. As the plant grows, it concludes that all plants are living and need to be cared for.
4. We can plant a classroom garden to reconstruct misconceptions
The Zoo
1. Common Misconceptions
Zoos take animals from their natural habitat
- Zoo animals live in tiny spaces
- Zoo animals are unhappy
2. Students will come to class believing that zoo’s mistreat animals and only have them for show or entertainment purposes
3. Students can break into groups and research different zoos learning about how they obtain their animals, treatment of animals, and happiness of animals.
4. Identifying their misconceptions can lead to great learning experiences. Not only will their misconceptions be resolved, but they will also learn many new ideas and things along the way.
The last question asks: How does identifying student misconceptions relate to constructivist teaching?
- Identifying student misconceptions relates to constructivist teaching because in order to teach students the accurate information, we must first correct the misconceptions. Even though we have to do that, it doesn't mean we have to do it in a way that isn't interesting. The more engaging a lesson is, the more the students will want to learn the information.
Comments
Post a Comment