...Overcoming Learners’ Misconceptions of Forces at Key Stage 3 Introduction Children’s ideas of science are developed through science education, but also life experiences. These life experiences will provide learners with an idea of how the world around them works, whether this is right or wrong (Smith, diSessa, & Roschelle, 1994). Children may arrive at Key Stage 3 with deeply imbedded misconceptions of forces and motion that not only affect how they initially think about forces and motion, but also the way in which they learn. One cannot simply teach a new way of thinking without first addressing the underlying misconceptions, and challenging these views. This study focuses on one group of mixed ability year 7 students, studying the forces topic over a course of ten lessons (approximately 11 hours contact time). A review of the literature will cover the kinds of misconceptions that students come with to Key Stage 3, and where these likely originated. It will also consider what research says about how to address misconceptions (both in general terms and specific to the forces topic), and whether or not these techniques are beneficial. Before misconceptions can be challenged, there must first be an understanding of the types of misconceptions held about the topic in general. These can be used to inform pre-topic assessment to distinguish what, if any, misconceptions are held by the students, in order to challenge these views. An action plan will be devised to address...
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...PRED 154 MISCONCEPTION IN SCIENCE EDUCATION 2012101123 ZEYNEP OĞUZ Abstract Concepts are refer to ideas, objects or events which contribute to understand the meaning of the everything in the world (Eggen and Kauchak, 2004).However , misconceptions causes us to have some incorrect information or ideas about the definition of the objects and events in the world around us. This paper attempts to give brief information about the four group articles; Children’s misconceptions and conceptual change in science education, Children’s misconceptions in primary science education: A survey of teachers’ views and Children’s...
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...Summary The current research looks into the level of misconceptions that are present in a population of university students. This level of misconception will be correlated with three predictor variables namely formal education, personal involvement and future prospects in the education sector. University students are chosen as the sample population because they will be the future stakeholders of our society. Their understanding of giftedness and gifted education would determine the fully actualization of gifted individuals. Gifted education: myths and misconception among Malaysian university students Introduction The current research was inspired by an article entitled 'Tracing the brain drain trend' (Fong, 2010) which stats that this phenomenon of brain drain is rapidly rising in the Malaysian context. It delivered an alarming message by depicting the 100-fold increase of Malaysian emigration rates compared to the worldwide 2.4% increase. This loss of talent had significantly impaired the country's growth in almost every sector including economics, education, and scientific advancement and etc. Malaysia's vision of becoming a developed country by 2020, proposed by former Prime Minister Tun Dr. Mahathir bin Mohamad would be in vain if this issue of talent retention and recruitment is not resolved. This is because a developing country like Malaysia would certainly need as many talented and gifted people as possible in order to achieve optimum development. The article...
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...Algebra Assessment Definitions Categories Equality Symbol Misconception Graphing Misconception Definition Concept of a Variable Misconception Equality Symbol Misconception As algebra teachers, we all know how frustrating it can be to teach a particular concept and to have a percentage of our students not get it. We try different approaches and activities but to no avail. These students just do not seem to grasp the concept. Often, we blame the students for not trying hard enough. Worse yet, others blame us for not teaching students well enough. Students often learn the equality symbol misconception when they begin learning mathematics. Rather than understanding that the equal sign indicates equivalence between the expressions on the left side and the right side of an equation, students interpret the equal sign as meaning “do something” or the sign before the answer. This problem is exacerbated by many adults solving problems in the following way: 5 × 4 + 3 = ? 5 × 4 = 20 + 3 = 23 Students may also have difficulty understanding statements like 7 = 3 + 4 or 5 = 5, since these do not involve a problem on the left and an answer on the right. Falkner presented the following problem to 6th grade classes: 8 + 4 = [] + 5 All 145 students gave the answer of 12 or 17. It can be assumed that students got 12 since 8 + 4 = 12. The 17 may be from those who continued the problem: 12 + 5 = 17. Students with this misconception may also have difficulty with the idea that adding or subtracting...
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...logarithms: students' misconceptions and errors Chua Boon Liang and Eric Wood The Mathematics Educator, 8(2),53-70 Association of Mathematics Educators This document may be used for private study or research purpose only. This document or any part of it may not be duplicated and/or distributed without permission of the copyright owner. The Singapore Copyright Act applies to the use of this document. The Mathematics Educator 2005, Vol. 8. N0.2. 53-70 Working with Logarithms: Students' Misconceptions and Errors Chua Boon Liang and Eric Wood National Institute of Education, Nanyang Technological University Abstract: This study examines secondary school students' understandings and misconceptions when working with logarithms using a specially designed test instrument administered to 81 students in two Singapore schools. Questions were classified by cognitive level. The data were analysed to uncover the kinds of errors made and their possible causes. Students appear capable of doing routine calculations but less capable when answering questions which require higher levels of cognitive thinking. In addition, many errors are not due to lack of knowledge but appear to be based on over-generalisation of algebraic rules. Suggestions for practice based on these findings are provided. Introduction Anecdotal evidence from teachers and colleagues over the years has consistently confirmed that teaching logarithms in secondary school is difficult; and, even though students can often...
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...to guide students towards academic success. Assessment is a vital part of the teaching and learning process. The assessment of prior knowledge, diagnostic assessment, helps highlight students’ understandings and misconceptions. Diagnostic assessment, assessment for learning, is also the starting point of planning process. Assessment is a process that should be put in place throughout the teaching and learning process, formative assessment. Formative assessment, assessment as learning, allows educators to monitor students’ progress and adjust plans accordingly. Summative assessment, assessment of learning, is the assessment of students’ overall development...
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...used to assess students’ prior knowledge of the topic. Diagnostic assessments provide the teacher with critical information, such as prior knowledge and misconceptions that can be used to guide future learning experiences and differentiate learning (Ontario Ministry of Education, 2010, p. 38). Next, a mid–unit summative assessment was planned for LE5 to check student progress towards the learning outcomes. This summative assessment will help gauge student understandings and inform future learning experiences;...
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...Common people and psychology students can determine that it is not demonic possession and it is really dissociative identity disorder by just lucidly noting and determining the differences and quite minor similarities of dissociative identity disorder and demonic possession. Understanding different features between the two can precisely eliminate the vague and unsupported misapprehensions. Schizophrenia and dissociative identity disorder tend to be difficult when we hear those words but building blocks of knowledge among the two can easily help common people and especially psychology students to know their mistakes in why they mistakenly confused those two different psychological disorders. Thus, they can easily forbid the creation of mistaken prejudices on dissociative identity disorder. In addition to the ideas, dissociative identity disorder is sometimes judge as fake disorder and sometimes people who has a deficit on attention role-play having dissociative disorder. Common people and psychology students can recognize that dissociative identity disorder is not a fake disorder and not just a role-play disorder but an authentic disorder by accumulating all the facts stated on the paper. Indeed, dissociative identity disorder is being role-played by some people but psychology students and common people must have the idea that it is not...
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...administrative personnel by providing a solid understanding of general finance and appropriate structure of federal, state, and local government. As the foundation, leaders have the correct knowledge to formulate and manage a school or district budget (Owings & Kaplan, 2013). After an introductory chapter on common misconceptions about school finance, the succeeding chapters delve into areas such as the legal framework for financing public education, school finance as an investment of human capital, taxation issues, equity, and structures of school finance systems. The authors illustrate the big picture of school finance,...
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...Multiplication can be a difficult concept for students. The relationship between addition and multiplication can make it easire for students to understand the concept of multiplication. This relationship can be used to ease the learning of multiplication. In the flollowing essay I will explain the relationship between addition and multiplication as well as inclued how the Commutative, Associative, and Distributive properties apply to each and how an understanding of those principles apply to later concepts. Students can use repeated addition, skip counting, grouping, and a number line to understand the concept of multiplication. Students can be drilled on skip counting skills to help teach multiplication skills. For example 2,4,6,8,10 is the same as 2x1,2x2,2x3,1x4,and 2x5. The concept of repeadted addition can also be used. For example 2+2+2=6. This is the same as 2x3=6. Adding 2 three times and multiplying 2x3 get the same answer of 6. Showing students 2+2+2=6 then explaining that it is faster to espress this repeated addition as 2x3=6 or how many times is 2 added(3times) to get 6. Grouping can also be used to teach the concept of multiplication through the use of addition. The teacher can show the students this concept by drawing 3 circles on the blackboard. In each circle draw 2 dots. The multiplication process is used by saying 3 circles times 2 dots in each equals 6. The addition concept can also be used by saying 2 dots plus 2 dots plus 2 dots equals 6. Finally a number...
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...impact students' interest in Mathematics?, how do games and manipulatives impact students' performances in Mathematics?, and what are the benefits of using games and manipulatives when teaching fractions? Based on research thus far manipulative and games improve students’ interest and performance, while some researchers don’t see a significance difference in manipulatives increasing students interest in mathematics. (Kontaş) (2016).I found that manipulatives were proven to assist in helping students in building conceptual understanding, and eliminate misconception in mathematics. DeGeorge and...
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...interaction between students‘ understanding and belief in learning the theory of evolution. Constructivist theory argues that belief and understanding are separate but interrelated aspects in the learning process. Results revealed that students‘ position about the theory of evolution and patterns of understanding varied: (a) misconceptions or lack of understanding affecting the belief; (b) cascade of conceptual change that was complicated by belief; (c) rejection of thetheory due to challenged religious belief and potential to understand evolutionary theory despiteresistance to believe in the theory; (d) remaining skeptical about the theory due to ambivalencethat emanated from his conflicting theological and scientific beliefs and misconception he heldabout human evolution, and (e) prior beliefs and concepts that were commensurate to theaccepted scientific concepts and beliefs about the evolution made learning evolution less complicated. We conclude that the Filipino students‘ belief affect their ability to understand the theory of evolution and vice-versa.The strategic nature of learning requires students to be goal directed. To construct usefulrepresentations of knowledge and to acquire the thinking and learning strategies necessary forcontinued learning success across the life span, students must generate and pursue personallyrelevant goals. Initially, students' short-term goals and learning may be sketchy in an area, butover time their understanding can be refined by filling...
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...Synopsis Multicultural education has been a tool used in the United States to foster education in public schools for all cultures to enjoy in it. The article A History of Multicultural Education in the USA: Origins, Approaches, and Misconceptions by Rasit Celik that appeared in the second volume of Online Journal of New Horizons in Education of October 2012 endeavors to critically analyze the origin of the education tool, the approaches used to apply it in the schools and various misconceptions that are associated with multicultural education. The article explains the origin of the idea of multicultural education citing the common ground as “…a response to gradually increasing cultural diversity and became a distinct part of civil rights movement in the second half of the twentieth century in the USA” (pg 2). Different schools of thought place precedence to different sources. Payne and Welsh for example, attribute the source of multicultural education to democratic ideologies such as the Bill of Rights, the Hammurabi Code, The Magna Carta among other ideas. The article also looks at the works of Donna M. Gollnick (2008), Christine Sleeter and Grant (2008), Banks (2008), (2010) and Dhillion and Halstead (2003) to determine a common basis on the origin and concludes that the cultural awareness and fight for equality in the 1960s was the biggest boost to achieving multicultural education in the United States. The article also discusses four different approaches used in multicultural...
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...Introduction This Child Study Assessment will focus on the concept of place value and the base ten number system, principally focusing on the pedagogy of these concepts. It will also discuss diagnostic assessment and the misunderstandings a student acquires, which require pedagogies to alleviate and develop conceptual understanding. Part A - Diagnostic Assessment Diagnostic assessment is essential for gaining an initial understanding of what students know about a concept or topic. An effective diagnostic assessment is a one on one interview, as these predominately uncover information not obtained by written assessments and are a necessary tool which helps to direct a student’s learning (Burns, 2007). These interviews allow for an understanding...
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...researching. Systematic research, examination, identification, and understanding of the aspects or factors associated with an activity, event, phenomenon, situation, etc. Often a report is produced at the end of a study that summarizes its findings and may also include recommendations on the next step(s) to be taken. Studying also aids in the student's ability to learn providing the student with knowledge that they can use throughout their life regardless of the career path that they choose Studying is important because it is essential for a person to develop a complete education and provides students with the opportunity to develop study habits, time management skills and self-discipline. Studying every day is a commitment and requires dedication, perseverance and a strong focus. Although this commitment can be difficult, the results of daily practice are worth it. Significance of the Study: The importance of this topic is to help everyone of us to understand those students who are having bad habits in studying. Also to help lessen the quantity of students who wants to quit in schooling. This topic helps us to gain our knowledge and to understand one another. Learning is very important. As human beings we are expected to learn to be able to cope with the new generation. To be able to learn effectively, one must have a good study habits. The results of the study will be a great help to the following: A. Students-This will help them identify the reasons why they came late...
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