This week I researched the possible misconceptions associated with geology (specifically tectonic plates and plate boundaries), since that is what we will be teaching in our fifth grade class in a couple of weeks. Possible misconceptions that might occur during our lessons include the students thinking that:
· River valleys were created by earthquakes or movements of the earth
· Mountains and valleys have always been on Earth
· Earthquakes made cracks for rivers
· Earthquakes are caused only by explosions from volcanoes
· Volcanoes get hot because of the plates of the Earth
These misconceptions can be found at http://www.huntel.net/rsweetland/science/misconceptions/earthFeature.html.
Along with finding possible misconceptions, I learned this week that there are several different reasons for misconceptions to form. These include vocabulary, social experiences, and developmental reasons. Vocabulary can create misconceptions for several reasons. Students might misuse or misunderstand what a word actually means or represents. Also, each student is at a different level from others which includes their oral and written language. If a student is unfamiliar with a word, or learned it in another context, he/she may mix up the meanings easily. Social experiences also play a large role in how a student learns and whether or not misconceptions will form. Each learner has different social/learning experiences including family, friends, television, media, schools, and libraries. How and where a student learns something can affect what material they learn. Along with vocabulary and experiences, a child's developmental level may influence the chance of possessing a misconception.
Another factor that might affect what a student learns is how they feel about science. Students may think that science is boring, not important in their lives, or that they are not "good" at it. Teachers should work on bringing more excitement into the classroom. This could create more interest within the students which can allow them to see that they are actually "good" at science. Making connections to students' lives will also help them to understand science better.
Resources/Websites used:
http://www.huntel.net/rsweetland/science/stntResning/sources.html
http://www.huntel.net/rsweetland/science/misconceptions/earthFeature.html
http://undsci.berkeley.edu/teaching/misconceptions.php
Nicole, I agree with you that teachers must bring more excitment into the classroom to get students excited about learning science and how it effects their everyday lives! I also agree with the information you found about misconceptions and how they can be caused by so many different things. I think that is why it is important to take each students background and homelife into consideration when teaching a lesson. It is important not to just assume that all students know something because it is "common". Even small things that you think everyone knows should be gone over. Many times it is more than just one student that have that misconception, but they are afraid to ask the question because they think everyone else already knows the answer, when usually that's not the case. Great post!
ReplyDeleteNicole-
ReplyDeleteThis is a great post! I think that it is so important for teachers to not view their students as blank slates and address/anticipate any possible misconceptions students may have prior to a lesson. I think that KWL charts are a great tool and I've become very fond of them for this exact purpose, as well as the fact that it helps teachers direct where to take their lesson. I am also in complete agreement that teachers have a great impact/influence on students disposition towards certain subjects. I always found that I was more inclined or motivated to participate in a subject that I could tell that the teacher was passionate about. I had a Social Studies that it was clear he had a passion for what he did, and I can tell you I remember a ton about the American Revolution, Bill of Rights, Constitution, etc.