Unit 6_ADDRESSING MISCONCEPTIONS IN LIFE SCIENCES.pptx

education

1. ADDRESSING MISCONCEPTIONS Prof Lydia Mavuru, Dr Mafor Penn & Mrs Khanyisile Sethole

2. At the end of this session, you should be able to: Describe different perspectives that can be used to address misconceptions. Explain the misconceptions of the learning cycle. Explain the c onstructivist a nalysis of knowledge in transition

3. TWO PERSPECTIVES ON RESOLVING MISCONCEPTIONS Researchers’ view: Identify the misconception, Challenge the misconception, and Discard misconception. 2. Social constructivist view (which should be the teacher’s view): Use the misconception as a platform to teach new content.

4. Misconceptions Reconceptualised: A Constructivist Analysis of Knowledge in Transition Smith & diSessa & Roschelle (1993-1994) Conflicts with the view that learners often strongly hold flawed ideas that interfere with learning and that instruction must be confronted and replaced . The argument is that such a view presents discontinuity between learners and experts. It also conflicts with the basic premise of constructivism: Learners build more advanced knowledge from prior understandings. The focus should be on continuities that were previously ignored or underemphasised.

5. Emphasis is on the constructivist theory of learning that interprets learners' prior conceptions as resources for cognitive growth within a complex system view of knowledge. The social constructivist perspective provides a framework for understanding misconceptions as both flawed and productive.

6. The rationale for this perspective All learning involves the interpretation of phenomena, situations, and events, including classroom instruction, through the perspective of the learner's existing knowledge. We should desist from categorising learners’ responses as either right or wrong Unfortunately, research on misconceptions has focused more on the description of learners’ ideas before , during , and after instruction and much less on the development of theoretical frameworks that relate those ideas to the process of learning.

7. Implications for science teaching and learning Sources of misconceptions include prior learning , either in the classroom or from their interaction with the physical and social world and Can appear before and after instruction and are often actively justified . Therefore, instruction should confront learners with the disparity between their misconceptions and expert concepts . Learners only appreciate the advantages of the expert concepts and give up their misconceptions, provided the disparity becomes explicit (makes sense) .

8. Implications continued In fact, previous researchers proposed rational competition between misconceptions and corresponding expert concepts. This competition between misconceptions and expert concepts must be internalised by learners before they give up their misconceptions. Successful instructional confrontation leads to learning by replacement. Overcoming misconceptions has also been used to describe the process of conceptual change .

9. Misconceptions Learning Cycle “ The longer a misconception remains unchallenged, the more likely it is to become entrenched.” – Gooding and Metz, The Science Teacher , April/May 2011 Elicit Address Reconcile

10. How do you elicit misconceptions? Encourage l earners to clarify their thinking – explain, rephrase, illustrate or demonstrate. Using assessment data to identify misconceptions. Item analysis – look for “common incorrect responses” What is the misconception? What type of misconception is it?

11. How do you address misconceptions? Call for clarification (ask learners to explain, rephrase, illustrate, or demonstrate). Call for evidence to substantiate learners’ claims . Wait time . Maintain an open mind about alternative solutions , procedures and ideas. (Gooding and Metz, 2008, Science Scope 32(1): 62-64)

12. How do you reconcile Misconceptions? “ Misconceptions are individualised and therefore must be corrected by their owners .” Teachers should focus not only on repairing existing misconceptions but also on preventing future misconceptions. Anticipate common misconceptions. Encourage learners to discuss their ideas with other learners – thinking about evidence and possible tests. Address common misconceptions with demonstrations and lab work. Revisit common misconceptions often. Assess and reassess the validity of learners’ concepts.

13. Reconcile Misconceptions Make sure science concepts are presented at grade-appropriate levels. Go into depth with fewer topics. Move from direct experience to the abstract. Emphasize hands-on experiences and discrepant events. Build on prior learning. Provide multiple opportunities to learn, re-learn and reflect. (Lowery (2008), cited in Gooding and Metz, 2011, The Science Teacher)

14. Method Advantages Disadvantages Reference Multiple-choice items marked objectively and conveniently fail to explore the reasoning processes and sources of conceptual problem of the subjects Hernandez and Caraballo 1993, Odom 1995 Written tests with open-ended questions elicit students' in-depth thinking more effectively Difficult to quantify and sometimes too subjective Simpson and Marek 1988, Themane 1990 Clinical interviews can probe into students' mental processes more specifically time-consuming to administer and require expert skills Piaget 1969, Osborne and Gilbert 1980, Posner and Gertzog 1982, Barman et al. 1995 Concept maps quick means to elicit how children link and organize concepts together Students may not know how to construct them and may be inflexible Novak and Gowin 1984, White and Gunstone 1992 Identifying misconceptions

15. Online Resources MOSART: Misconceptions-Oriented Standards-Based Assessment Resources for Teachers http://www.cfa.harvard.edu/smgphp/mosart/index.html AAAS Science Assessment: Topics with Common Misconceptions http://assessment.aaas.org/topics

16. Activity Identify a misconception in a particular topic and grade 2. Classify the type of misconception 3. Resolve the misconception using Good and Mertz’ misconceptions Learning Cycle: Elicit , address and reconcile

17. References Smith, J.P., diSessa, A.A. & Roschelle, J. (1993-1994). Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition. The Journal of the Learning Sciences, 3 (2), 115-163. Gooding , J. & Metz, B. (2011). From Misconceptions to Conceptual Change: Tips for identifying and overcoming students’ misconceptions . The Science Teacher, 34-37.

18. Semester Test structure Drawing (** Noting on demonstrations) (10) The Nature of Science (20) Scientific inquiry (10) Misconceptions (10)

19. WIL TASK 1. After two days of observation, teach at least One (1) Life Sciences lesson during the week. 2. The lesson you teach should be evaluated by your mentor teacher and the HOD for Life Sciences (see the attached evaluation forms) 3. Submit the lesson plan for the taught lesson and mentor teacher’s evaluation reports when you return to campus during lectures on 14.09.23 4. Complete the reflection task below and submit it on Blackboard by 15.09.23 at 23:59 PM. Reflection 1.1 Describe at least three (3) pedagogical representations you used in your teaching during WIL. (15) 1.2 Discuss how the classroom context affected the pedagogical strategies you used in your lesson . (9) 1.3 Explain the Strengths and Weaknesses of the strategies employed in your lessons. (6) Mentor evaluation: 70% Reflection task: 30%

20. QUOTE OF THE DAY