Misconception using Merrill First Principle

Addressing 1 Misconception using Merrill First Principle

1. Addressing 1 Misconception in Internet Search Engines
Group Members: TDP ICT
 
Mr. JEANNE Karel Mario Yvon
Mrs. BISSONAUTH Sharda Kumari
Mr. BULDAN Beekram
Mrs. MOHUNSING Ranjeeta
Mrs. PERSAND Sandiya
Mrs. BALLOO Rohini Devi

2. Misconceptions about Internet Search Engines for Grade 6
This document explores a common misconception about internet search engines
among grade 6 students, providing a detailed analysis and outlining a structured
approach to address this misconception using Merrill's First Principle.

3. Describing the Misconception
A prevalent misconception among grade 6 students is that internet search engines
provide perfect, objective results.
They believe that when they type a query into a search engine, the results presented
are a complete and accurate representation of all information available on the topic.
This misconception stems from their limited understanding of how search algorithms
work and the factors influencing search engine results.

4. Classifying the Type of Misconception
This misconception can be classified as a combination of a conceptual and factual
misconception. It is conceptual because it misrepresents the underlying concept of how
search engines function, leading to an inaccurate understanding of their limitations. It is
also factual because it promotes a false belief about the completeness and objectivity of
search
results. The misconception stems from a lack of knowledge about the complex algorithms
and factors that influence search engine ranking, including:
•Relevance
•Popularity
•Authority
•User behavior

5. Tackling the Misconception
using Merrill's First Principle
Merrill's First Principle emphasizes the importance of addressing prior knowledge
and misconceptions before introducing new information. To address this
misconception, the instructional approach should focus on helping students
understand the limitations of search engines and how their results are influenced by
various factors. This can be achieved through a series of activities designed to
actively engage students in exploring the complexities of search engine
algorithms.

6. Addressing the Misconception in Problem Stage
In the problem stage, students will be introduced to the misconception through a
guided discussion. The teacher will start by asking students to share their
understanding of how search engines work. Then, the teacher will present a
scenario involving a search query that produces biased or incomplete results. This
will be followed by a discussion about the potential reasons behind these
discrepancies. The teacher will emphasize the need to be critical of search results
and consider multiple perspectives when researching a topic. This will help students
identify the misconception and motivate them to learn more about search engines.

7. Addressing the Misconception in Activation Stage
The activation stage aims to connect the misconception to students' prior
knowledge and experiences. Students will be asked to brainstorm a list of factors
that might influence the order of search results. The teacher will encourage them to
consider factors beyond the relevance of information, such as the popularity of
websites, the authority of sources, and user behavior. This will help students activate
their existing knowledge and prepare them for the demonstration stage.

8. Addressing the Misconception in Demonstration Stage
In the demonstration stage, students will be directly exposed to the concept of
search engine algorithms. The teacher will explain how search engines use
algorithms to rank websites, highlighting the key factors considered. This can be
done through interactive presentations, videos, or simulations. The teacher will also
demonstrate how to use advanced search operators to filter results and refine
searches based on specific criteria.

9. Addressing the Misconception in Application Stage
The application stage provides students with opportunities to apply their
understanding of search engines to real-world scenarios. Students will be divided into
groups and assigned different search queries. Each group will conduct a search,
analyze the results, and identify the factors that likely influenced the ranking of
specific websites. This hands-on experience will reinforce their understanding of how
search engines work and the need to be critical of search results.

10. Addressing the Misconception in Integration
Stage
In the integration stage, students will connect their
knowledge of search engines to other subject areas. They
will be asked to research a topic using multiple sources,
including search engines, books, and expert interviews.
They will be encouraged to critically evaluate the
information they find and use their understanding of search
engine algorithms to assess the reliability of sources. This will
help students integrate their new knowledge into their
broader understanding of research and information literacy.