Overcoming Students' Misconceptions in Science

Strategies and Perspectives from Malaysia

Nonfiction, Science & Nature, Science, Other Sciences, Study & Teaching, Reference & Language, Education & Teaching, Teaching, Teaching Methods
Cover of the book Overcoming Students' Misconceptions in Science by , Springer Singapore
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Author: ISBN: 9789811034374
Publisher: Springer Singapore Publication: February 28, 2017
Imprint: Springer Language: English
Author:
ISBN: 9789811034374
Publisher: Springer Singapore
Publication: February 28, 2017
Imprint: Springer
Language: English

This book discusses the importance of identifying and addressing misconceptions for the successful teaching and learning of science across all levels of science education from elementary school to high school. It suggests teaching approaches based on research data to address students’ common misconceptions. Detailed descriptions of how these instructional approaches can be incorporated into teaching and learning science are also included. 

The science education literature extensively documents the findings of studies about students’ misconceptions or alternative conceptions about various science concepts. Furthermore, some of the studies involve systematic approaches to not only creating but also implementing instructional programs to reduce the incidence of these misconceptions among high school science students. These studies, however, are largely unavailable to classroom practitioners, partly because they are usually found in various science education journals that teachers have no time to refer to or are not readily available to them. In response, this book offers an essential and easily accessible guide.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book discusses the importance of identifying and addressing misconceptions for the successful teaching and learning of science across all levels of science education from elementary school to high school. It suggests teaching approaches based on research data to address students’ common misconceptions. Detailed descriptions of how these instructional approaches can be incorporated into teaching and learning science are also included. 

The science education literature extensively documents the findings of studies about students’ misconceptions or alternative conceptions about various science concepts. Furthermore, some of the studies involve systematic approaches to not only creating but also implementing instructional programs to reduce the incidence of these misconceptions among high school science students. These studies, however, are largely unavailable to classroom practitioners, partly because they are usually found in various science education journals that teachers have no time to refer to or are not readily available to them. In response, this book offers an essential and easily accessible guide.

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