Electrifying misconceptions

It was intriguing to compare the misconceptions between Harvard graduates and grade 9 students. Interestingly, the misconceptions between the two demographics were similar.  When Heather was pressed on how she acquired these theories, she either wasn’t sure, or suggested confusing ideas based on how they were depicted in textbooks from earlier grades.  It is likely that most common sources of misconceptions are lack of clear explanations, misunderstandings from reading and visual materials, and lack of hands on learning. Without having the Sun, the earth and the moon in your hands, it becomes difficult to understand clearly the reasons why we have phases of the moon.

The study by Turgut, Gurbuz, and Turgut (2011) focused on gaining an understanding of misconceptions harbored by grade 10 students on electricity.  A three part multiple choice test was conducted with 10 questions, part one: a normal content knowledge multiple choice question, part two: a multiple choice question where the student would pick the best option supporting why they chose the answer they chose in part one, and part three: how sure they were of their choice in part one.  This was a clever way of determining any misconceptions as if the student was sure of the wrong answer with a reason given, a misconception would become clear.  If the student got a wrong answer and wasn’t sure of the answer, that wouldn’t count as a misconception.  The researchers found around 25 or so different misconceptions related to electricity among 96 grade 10 students.  A few of these misconceptions included: current is consumed in the circuit; current decreases when it passes through the bulb; and bulbs in the parallel are always brighter in series.  The researchers strongly recommended designing classroom experiences that addressed these misconceptions so that students could have better learning experiences regarding electricity.

There were some parallels between the Turgut, Gurbuz, and Turgut (2011) and Driver, Guesne, and Tiberghien (1985), one of the required readings.  Both studies highlighted the sheer difficulty of getting rid of misconceptions that children develop as they go through different grades learning science.  Both articles also suggested students are not empty vessels when they come to class, that they have their own set of ideas, something that was also a fact stated in the required video about Heather.

From the readings I have discovered that multiple activities are required so that students get various opportunities to compare the scientific view of a concept to their own.  To allow students to be rid of a misconception, it first needs to be recognized by the teacher.  Furthermore, it needs to be confronted directly by the teacher in multiple ways so that students have a better chance of letting go of their misconception.  To that end, there are a variety of interactive simulations and high quality video content that teachers could use to provide these multiple ways of teaching a single concept.  There are a number of science related channels like TEDEd, CrashCourse, The Sci Guys etc. that produce very engaging and inviting video content, along with simulations like Phet can go a long way in helping students understand concepts.

References

Driver, R., Guesne, E., & Tiberghien, A. (1985). Children’s ideas and the learning of science. Children’s ideas in science, 1-9. Available online: search the title using any engine.

Turgut, U., Gurbuz, F., & Turgut, G. (2011).  An investigation 10th grade students’ misconceptions about electric current. Procedia Social and Behavioral Sciences, 15, 1956-1971.

3 comments

  1. Great subject header Vibhu, it invites discussion! Thank you for your review of a challenging topic in science by students (electricity). It is one where children and adults have persistent questions. The contribution of a research study on this topic will enhance our understanding as a collective of educators informed about misconceptions that might arise. For example, Turgut, Gurbuz, and Turgut (2011) focused on gaining an understanding of misconceptions harbored by grade 10 students on electricity. As you reveal: The researchers found around 25 or so different misconceptions related to electricity among 96 grade 10 students. A few of these misconceptions included: current is consumed in the circuit; current decreases when it passes through the bulb; and bulbs in the parallel are always brighter in series. This was tackled with a set of multiple choice questions. It is insightful that you have noted the importance of teacher education on conceptions : Multiple activities are required so that students get various opportunities to compare the scientific view of a concept to their own. To allow students to be rid of a misconception, it first needs to be recognized by the teacher. Is there a sample MC question that you thought was particularly good (or you might try)? Samia

  2. I certainly like the idea notion of a diagnostic instrument that requires students to support their answers and provide a surety rating. Even in assessment in general this might become a useful practice. I’ve always cringed at the need to teach good guessing skills for tests. Requiring explanation would certainly give us a more useful test result but would require an inordinate amount of time to grade/solicit a quality explanation. Perhaps this is one area in which upcoming technologies such as essay marking software might be able to assist us?

  3. Thank you for the comments Samia and Daniel!
    I too found it very interesting the way Turgut, Gurbuz, and Turgut (2011) used multiple choice to tease out misconceptions among students at a large scale. Below is a sample question I’ve attempted keeping in line with the sample question the researchers had presented in their paper:

    The function of the pulmonary circuit of the circulatory system is:
    a. transport blood between the heart and the lungs
    b. provide nutrients to the heart muscles
    c. transport blood between the heart and the body
    d. provide nutrients to the lower body

    Which one of the following is the main reason for your answer?
    a. the word pulmonary means anything that is related to the lungs
    b. the word pulmonary means anything related to the heart
    c. blood flows to our muscles for energy and lungs are not muscle
    d. blood is pumped by the heart to transport nutrients to the body

    What do you think about your answer?
    a. knowingly and surely
    b. only guessed
    c. knowingly, but not surely

    Thanks for sharing,
    Vibhu

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