students' alternatiave framework

Arif Ibrahim PDT Gorikote LRS AND Javed Iqbal Anjum PDT, AKU-IED, PDCN for EDIP PROJECT

Alternative frame works or misconception in science

Presentation’s outline

Session Learning Outcomes

What is misconception

Common misconceptions

Reason of misconceptions

How to help students in overcoming

misconceptions

Session Learning Outcomes

By the end of this session C.Ps could be able to;

Define Alternative frameworks or misconceptions

Share some common misconception regarding

science in primary sections

Arrange strategies to deal with misconceptions.

Discuss the reasons of misconceptions.

What is misconception or Alternative frame work

Misconceptions are views held by pupils (and

adults) that do not fully coincide with scientific

views. They can be held by a large proportion of

the population or just by an individual based on

personal experience. Often they are developed

through everyday talk. (National strategy)

Cont… Children have their own understanding about daily

life practices and phase changes of matter. They

perceive according to their level of comprehension

which at times can lead towards generating

misconceptions (Gopal, Kleinsmidt, & Case, 2004).

a conception (about some aspect of a science

topic) which does not match the accepted

scientific version. (Taber, 2000)

Common misconceptions of daily life

Water is disappeared or absorbed… Child 1: Cloth will absorb the water Child 2: It will go inside the clothWhereas..Water evaporates from the cloth Sun rises from east and set in the WestIt means, sun moves from east to west

Common misconceptions children consider plants non living. Why?

Light things float and heavy things sink

Vision is only through eyes

Expansion of matter is due to the expansion of

particles rather than the increased particle spacing

Particles of solids have no motion.

Gasses Can be easily compressed

Children think that magnets stick to objects because

they have magical properties or some kind of glue.

Cont… Children often describe dissolving as disappearing

and say that the salt has disappeared. Children often use the word solid to mean heavy,

not flexible, or in one big piece. It is then difficult for them to classify substances such as flour, or salt as a solid

An object at rest has no energy. Evaporation happens only in the presence of heat. Heat and temperature are the same. Respiration and breathing are synonymous. Rain comes from clouds sweating

Reasons of misconceptions linked to everyday use of language constructed from everyday experience and usually

adequate for everyday life personal or shared with others used to explain how the world works in simple terms similar to earlier scientific models ( the earth is flat) Inconsistent with science taught in schools Children Pay attention to their senses rather then logic. Text books Dearth of competent teachers Discrepant Events

.

How to help students in overcoming misconception

Relate the material to their everyday lives Break down the material into small, easy-to-

remember tidbits Make your lesson plans as hands-on as possible Encourage students to ask questions Conduct group work Employ visual aids Use guest speakers who make their living with

science http://www.ehow.com/

Cont…

develop their existing ideas,

bring existing ideas together,

change existing ideas

introduce new ideas, Identify the areas of science pupils have

problems with. • Share the range of alternative ideas with the

class. • Pupils discuss and challenge the ideas and

consider evidence that might help them decide.

Your Questions Please