The nature of science is such that it challenges students to grasp a conceptual understanding of the world around them. This inevitably leads to misconceptions as students try to grapple the way they view the world and trying to understand the fundamental laws that govern it. It is therefore no surprise that numerous studies have been done to try and understand how students\u2019 misconceptions arise (Confrey, 1990). Some researchers have argued that it is fundamental for science teachers to have knowledge of the main misconceptions students possess in order for learning to take place (Sadler & Sonnet, 2016).<\/p>\n
Students\u2019 misconceptions stem from contradictions that arise from the way students view the world they have of the world versus the accepted view of the world (Confrey, 1990). Researchers have noted that misconceptions can be very difficult to overcome (Burrows & Mooring, 2014) because they require a radical shift in the learner\u2019s view of the world. As Posner, Strike, Hewson & Gertzog (1982) explained, conceptual change, which is what is required for misconceptions to be altered, requires assimilation or accommodation of new concepts. If the learner is unable to incorporate the new notion or modify their conceptual understanding to fit the new notion then the misconception will remain.
\nIn the video, A Private Universe (Schneps, 1989), Heather is faced with struggle of trying to make sense of new information presented to her about why seasons occur. Heather had a conceptual understanding of this phenomenon that was developed, from her interaction with the world, knowledge given to her by previous teachers and from other sources of information such as books. These sources provided Heather with the information on which she built a conceptual framework of why seasonal changes occur. When she was presented with the new information, the video shows her trying to assimilate the information into her conceptual framework and eventually her willingness to accommodate the information into her conceptual framework once she lost faith in her previous conceptual understanding. The video highlights the rigidity of the conceptual framework students have and how difficult it can be to try and reshape it.<\/p>\n
In chemistry many of the misconception students possess stem from them trying to relate abstract and microscopic principles in a concrete and macroscopic way. One area in particular that proves rather challenging is the concept of chemical bonding. Burrows and Mooring (2014) note that chemical bonding proves to be a challenging concept for students to grasp because it requires that students have a proper knowledge structure. A knowledge structure is \u201cthe schema in which students organise and relate various concepts in order to make sense of a particular topic\u201d (Burrows & Mooring, 2014, p.53). The understanding of chemical bonding is dependent on so many other concepts that if the knowledge structure is poor then students will have significant difficulties and misconceptions will exist.<\/p>\n
Misconceptions can be overcome by guiding students into reorganising their conceptual framework to remove them. Technology can be vital in this regard by helping both students and teachers to see the conceptual framework the student possesses and what changes need to be made to alter it. For example, digital technology affords us the opportunity to simulate and model experiments that help in the building of the conceptual framework. If we therefore use the technology so that students demonstrate their understanding of a particular scientific process, teachers would get to understand where exactly the trouble lies in their conceptual framework and hence be better able to guide the student into fixing it.<\/p>\n
References
\n1. Burrows, N., & Mooring, S. (2015). Using concept mapping to uncover students’
\nknowledge structures of chemical bonding concepts. Chemistry Education Research and\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Practice, 16, 53-56.<\/p>\n
2. Confrey, J. (1990). A review of the research on student conceptions in mathematics,
\nscience and programming. Review of Research in Education, 16, 3-56.<\/p>\n
3. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation
\nof a scientific conception: Toward a theory of conceptual change. Science education, 66(2), 211-\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 227.<\/p>\n
4. Sadler, P. (Producer) & Schneps, M. (Director) (1989). A private universe:
\nMisconceptions that block learning. [Motion picture]. (Available from Harvard University &\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Smithsonian Institution)<\/p>\n
5. Sadler, P. M., & Sonnert, G. (2016). Understanding misconceptions: Teaching and
\nlearning in middle school physical science. American Educator, 40(1), 26-32.<\/p>\n","protected":false},"excerpt":{"rendered":"
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