![](\"https:\/\/blogs.ubc.ca\/stem2017\/files\/2017\/01\/Earth-Models-image-179x300.jpg\")
Vosniadou & Brewer (1992)<\/p><\/div>\n
Although in Heather\u2019s situation, her conceptual challenge originated from a misinterpreting a textbook\u2019s image, the Piagetian view that we all form our knowledge from life experiences is widely accepted as truth. Vosniadou and Brewer (1992) undertook the challenge of examining children\u2019s mental models of the Earth. They concluded that children\u2019s scientific views are consistent, although often, incorrect. \u00a082% of the sixty children created models of the Earth that fell into one of only five common alternative models (see image); 38% used three dimensional, spherical-style<\/em> models; and although the oldest children had the most correct models, they also had the most variation in models. The authors concluded that in order for children to circumnavigate their presuppositions, an alternative explanatory framework must exist that allows them to challenge their existing knowledge.<\/p>\n Math learning is ideally a combination of individuals coordinating and constructing their own knowledge and having their learning be situated within a sociocultural context (Cobb, 1994). One way to foster these Vygotskian learning conditions is the implementation of self-generated analogies. \u00a0These are analogies, which aim to ground the student\u2019s learning within their pre-existing, core intuition.\u00a0 In their study, Haglurd and Jeppsson worked with preservice physics teachers, hoping to learn if self-generated analogies would improve their understanding of entropy. They concluded that generating multiple analogies as a group helped with their understanding but that the students failed to analyze the concept macroscopically, hence missing key concepts. When scaffolded guidance was provided, however, their idiosyncratic ideas were prevented from escalating into full-blown misconceptions.<\/p>\n Without question, these readings have emphasized the importance providing multiple and varied opportunities for misconceptions to rise to the surface. For students like myself, who were hesitant to ask for clarification during or after class, unchallenged misconceptions can easily be entrenched. Watching Heather be challenged, validates a couple of approaches that I do when I tutor students. I like to ask students to show me their notes, before I go into an explanation and if they say something that is incorrect, I always try and think why they have retrieved erroneous information.\u00a0 Students will mix concepts together, so I like to show them where they got their misconception from, in the hopes to have them create a better pathway to that information in the future.\u00a0 I also like to show them that they are not completely wrong— they have learned something, even if they link the concepts together incorrectly!<\/p>\n Going forward, I am very keen to create a physics-based, self-generated analogy assignment.\u00a0 Utilizing Google Classroom as a conduit, students could create a digital version of their analogy (stop motion or real time video, Powtoon, animation\u2026).\u00a0 Leading up to the final product, however, it would be imperative to discuss and weed out any pre-existing misconceptions: bring on the guided scaffolding!<\/p>\n Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development.\u00a0<\/em>Educational Researcher,\u00a023<\/em>(7), 13-20. doi:10.3102\/0013189X023007013<\/p>\n Haglund, J., & Jeppsson, F.(2014). Confronting conceptual challenges in thermodynamics by use of self-generated analogies.\u00a0<\/em>Science & Education,\u00a023<\/em>(7), 1505-1529. doi:10.1007\/s11191-013-9630-5<\/p>\n