By Hans-Dieter Barke
Over the final a long time a number of researchers chanced on that kids, scholars or even teens enhance their very own figuring out of "how nature fairly works". those pre-concepts referring to combustion, gases or conservation of mass are introduced into lectures and lecturers need to diagnose and to mirror on them for higher guide. furthermore, there are ‘school-made misconceptions’ bearing on equilibrium, acid-base or redox reactions which originate from irrelevant curriculum and guide fabrics. the first aim of this monograph is to assist academics at universities, schools and faculties to diagnose and ‘cure’ the pre-concepts. In case of the school-made misconceptions it is going to support to avoid them from the very starting via reflective educating. the quantity comprises special descriptions of class-room experiments and structural types to medication and to avoid those misconceptions.
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Only after children feel uncomfortable with their ideas, the new and current worldview should be introduced. The children should realize that their view of the world is also quite common and even scientists in the past believed that ‘‘the sun moves around the earth’’. Good teaching with models like moving spheres in a planetarium should finally convince children of the revolving earth. Puddles and Sun Rays. Through conversations with elementary school children regarding the disappearance of puddles on a sunny day, it is obvious that they believe that the sunrays ‘‘soak up the water’’, that ‘‘water disappears to nothing’’.
Chemical Misconceptions – Prevention, Diagnosis and Cure. Volumes 1 and 2. : Development and use of diagnostic tests to evaluate students’ misconceptions in science. D: Research on alternative conceptions in science. : Handbook of Research in Science Teaching and Learning. : Consistency of students’ explanations about combustion. Science Education 81 (1997), 425 What is the mass of the solution when 1 kg of salt is dissolved in 20 kg of water? 20 kg 19 kg More than 21 kg 21 kg What do you think?
Such thinking still exists amongst our young students. Young people are unlikely to philosophize about ‘‘original matter’’ as the Greeks did but, with the influence of their everyday language, will easily come up with a ‘‘transformation concept’’. Boiling an egg produces a soft or hard egg. The longer you cook it, the harder it will be: the egg remains. A steak can be cooked ‘‘rare’’, ‘‘medium’’, or ‘‘well-done’’ – one can transform it through frying, it ‘‘changes’’ through the treatment but the steak remains.
Misconceptions in Chemistry: Addressing Perceptions in Chemical Education by Hans-Dieter Barke