...Overcoming Learners’ Misconceptions of Forces at Key Stage 3 Introduction Children’s ideas of science are developed through science education, but also life experiences. These life experiences will provide learners with an idea of how the world around them works, whether this is right or wrong (Smith, diSessa, & Roschelle, 1994). Children may arrive at Key Stage 3 with deeply imbedded misconceptions of forces and motion that not only affect how they initially think about forces and motion, but also the way in which they learn. One cannot simply teach a new way of thinking without first addressing the underlying misconceptions, and challenging these views. This study focuses on one group of mixed ability year 7 students, studying the forces topic over a course of ten lessons (approximately 11 hours contact time). A review of the literature will cover the kinds of misconceptions that students come with to Key Stage 3, and where these likely originated. It will also consider what research says about how to address misconceptions (both in general terms and specific to the forces topic), and whether or not these techniques are beneficial. Before misconceptions can be challenged, there must first be an understanding of the types of misconceptions held about the topic in general. These can be used to inform pre-topic assessment to distinguish what, if any, misconceptions are held by the students, in order to challenge these views. An action plan will be devised to address...
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...Summary The current research looks into the level of misconceptions that are present in a population of university students. This level of misconception will be correlated with three predictor variables namely formal education, personal involvement and future prospects in the education sector. University students are chosen as the sample population because they will be the future stakeholders of our society. Their understanding of giftedness and gifted education would determine the fully actualization of gifted individuals. Gifted education: myths and misconception among Malaysian university students Introduction The current research was inspired by an article entitled 'Tracing the brain drain trend' (Fong, 2010) which stats that this phenomenon of brain drain is rapidly rising in the Malaysian context. It delivered an alarming message by depicting the 100-fold increase of Malaysian emigration rates compared to the worldwide 2.4% increase. This loss of talent had significantly impaired the country's growth in almost every sector including economics, education, and scientific advancement and etc. Malaysia's vision of becoming a developed country by 2020, proposed by former Prime Minister Tun Dr. Mahathir bin Mohamad would be in vain if this issue of talent retention and recruitment is not resolved. This is because a developing country like Malaysia would certainly need as many talented and gifted people as possible in order to achieve optimum development. The article...
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...Algebra Assessment Definitions Categories Equality Symbol Misconception Graphing Misconception Definition Concept of a Variable Misconception Equality Symbol Misconception As algebra teachers, we all know how frustrating it can be to teach a particular concept and to have a percentage of our students not get it. We try different approaches and activities but to no avail. These students just do not seem to grasp the concept. Often, we blame the students for not trying hard enough. Worse yet, others blame us for not teaching students well enough. Students often learn the equality symbol misconception when they begin learning mathematics. Rather than understanding that the equal sign indicates equivalence between the expressions on the left side and the right side of an equation, students interpret the equal sign as meaning “do something” or the sign before the answer. This problem is exacerbated by many adults solving problems in the following way: 5 × 4 + 3 = ? 5 × 4 = 20 + 3 = 23 Students may also have difficulty understanding statements like 7 = 3 + 4 or 5 = 5, since these do not involve a problem on the left and an answer on the right. Falkner presented the following problem to 6th grade classes: 8 + 4 = [] + 5 All 145 students gave the answer of 12 or 17. It can be assumed that students got 12 since 8 + 4 = 12. The 17 may be from those who continued the problem: 12 + 5 = 17. Students with this misconception may also have difficulty with the idea that adding or subtracting...
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...logarithms: students' misconceptions and errors Chua Boon Liang and Eric Wood The Mathematics Educator, 8(2),53-70 Association of Mathematics Educators This document may be used for private study or research purpose only. This document or any part of it may not be duplicated and/or distributed without permission of the copyright owner. The Singapore Copyright Act applies to the use of this document. The Mathematics Educator 2005, Vol. 8. N0.2. 53-70 Working with Logarithms: Students' Misconceptions and Errors Chua Boon Liang and Eric Wood National Institute of Education, Nanyang Technological University Abstract: This study examines secondary school students' understandings and misconceptions when working with logarithms using a specially designed test instrument administered to 81 students in two Singapore schools. Questions were classified by cognitive level. The data were analysed to uncover the kinds of errors made and their possible causes. Students appear capable of doing routine calculations but less capable when answering questions which require higher levels of cognitive thinking. In addition, many errors are not due to lack of knowledge but appear to be based on over-generalisation of algebraic rules. Suggestions for practice based on these findings are provided. Introduction Anecdotal evidence from teachers and colleagues over the years has consistently confirmed that teaching logarithms in secondary school is difficult; and, even though students can often...
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...to guide students towards academic success. Assessment is a vital part of the teaching and learning process. The assessment of prior knowledge, diagnostic assessment, helps highlight students’ understandings and misconceptions. Diagnostic assessment, assessment for learning, is also the starting point of planning process. Assessment is a process that should be put in place throughout the teaching and learning process, formative assessment. Formative assessment, assessment as learning, allows educators to monitor students’ progress and adjust plans accordingly. Summative assessment, assessment of learning, is the assessment of students’ overall development...
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...Multiplication can be a difficult concept for students. The relationship between addition and multiplication can make it easire for students to understand the concept of multiplication. This relationship can be used to ease the learning of multiplication. In the flollowing essay I will explain the relationship between addition and multiplication as well as inclued how the Commutative, Associative, and Distributive properties apply to each and how an understanding of those principles apply to later concepts. Students can use repeated addition, skip counting, grouping, and a number line to understand the concept of multiplication. Students can be drilled on skip counting skills to help teach multiplication skills. For example 2,4,6,8,10 is the same as 2x1,2x2,2x3,1x4,and 2x5. The concept of repeadted addition can also be used. For example 2+2+2=6. This is the same as 2x3=6. Adding 2 three times and multiplying 2x3 get the same answer of 6. Showing students 2+2+2=6 then explaining that it is faster to espress this repeated addition as 2x3=6 or how many times is 2 added(3times) to get 6. Grouping can also be used to teach the concept of multiplication through the use of addition. The teacher can show the students this concept by drawing 3 circles on the blackboard. In each circle draw 2 dots. The multiplication process is used by saying 3 circles times 2 dots in each equals 6. The addition concept can also be used by saying 2 dots plus 2 dots plus 2 dots equals 6. Finally a number...
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...impact students' interest in Mathematics?, how do games and manipulatives impact students' performances in Mathematics?, and what are the benefits of using games and manipulatives when teaching fractions? Based on research thus far manipulative and games improve students’ interest and performance, while some researchers don’t see a significance difference in manipulatives increasing students interest in mathematics. (Kontaş) (2016).I found that manipulatives were proven to assist in helping students in building conceptual understanding, and eliminate misconception in mathematics. DeGeorge and...
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...interaction between students‘ understanding and belief in learning the theory of evolution. Constructivist theory argues that belief and understanding are separate but interrelated aspects in the learning process. Results revealed that students‘ position about the theory of evolution and patterns of understanding varied: (a) misconceptions or lack of understanding affecting the belief; (b) cascade of conceptual change that was complicated by belief; (c) rejection of thetheory due to challenged religious belief and potential to understand evolutionary theory despiteresistance to believe in the theory; (d) remaining skeptical about the theory due to ambivalencethat emanated from his conflicting theological and scientific beliefs and misconception he heldabout human evolution, and (e) prior beliefs and concepts that were commensurate to theaccepted scientific concepts and beliefs about the evolution made learning evolution less complicated. We conclude that the Filipino students‘ belief affect their ability to understand the theory of evolution and vice-versa.The strategic nature of learning requires students to be goal directed. To construct usefulrepresentations of knowledge and to acquire the thinking and learning strategies necessary forcontinued learning success across the life span, students must generate and pursue personallyrelevant goals. Initially, students' short-term goals and learning may be sketchy in an area, butover time their understanding can be refined by filling...
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...Synopsis Multicultural education has been a tool used in the United States to foster education in public schools for all cultures to enjoy in it. The article A History of Multicultural Education in the USA: Origins, Approaches, and Misconceptions by Rasit Celik that appeared in the second volume of Online Journal of New Horizons in Education of October 2012 endeavors to critically analyze the origin of the education tool, the approaches used to apply it in the schools and various misconceptions that are associated with multicultural education. The article explains the origin of the idea of multicultural education citing the common ground as “…a response to gradually increasing cultural diversity and became a distinct part of civil rights movement in the second half of the twentieth century in the USA” (pg 2). Different schools of thought place precedence to different sources. Payne and Welsh for example, attribute the source of multicultural education to democratic ideologies such as the Bill of Rights, the Hammurabi Code, The Magna Carta among other ideas. The article also looks at the works of Donna M. Gollnick (2008), Christine Sleeter and Grant (2008), Banks (2008), (2010) and Dhillion and Halstead (2003) to determine a common basis on the origin and concludes that the cultural awareness and fight for equality in the 1960s was the biggest boost to achieving multicultural education in the United States. The article also discusses four different approaches used in multicultural...
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...researching. Systematic research, examination, identification, and understanding of the aspects or factors associated with an activity, event, phenomenon, situation, etc. Often a report is produced at the end of a study that summarizes its findings and may also include recommendations on the next step(s) to be taken. Studying also aids in the student's ability to learn providing the student with knowledge that they can use throughout their life regardless of the career path that they choose Studying is important because it is essential for a person to develop a complete education and provides students with the opportunity to develop study habits, time management skills and self-discipline. Studying every day is a commitment and requires dedication, perseverance and a strong focus. Although this commitment can be difficult, the results of daily practice are worth it. Significance of the Study: The importance of this topic is to help everyone of us to understand those students who are having bad habits in studying. Also to help lessen the quantity of students who wants to quit in schooling. This topic helps us to gain our knowledge and to understand one another. Learning is very important. As human beings we are expected to learn to be able to cope with the new generation. To be able to learn effectively, one must have a good study habits. The results of the study will be a great help to the following: A. Students-This will help them identify the reasons why they came late...
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...Constructivist Instruction: The student is viewed as an active participant in their own learning. The student will use personal experiences to influence and shape learning ( Ying-Tien , 2005) Reading Activities for Constructivist Instruction: Teaching students new vocabulary by using various picture visual aids. If the student has difficulty reading the word the visual aid will represent the word. Using familiar words will allow the students to use vocabulary from their own experiences and make a connection between the word, picture and experiences. Students will read a book and then be dispersed into small groups. Within the small groups students will discuss their reading and create another story with similar elements. This will allow students to bring their own experiences to the table and take an active role in their learning. Assessment for Constructivist Reading: A student kept journal based upon the readings in class. This will allow students to take control of their learning while reflecting on the presented information. Reading portfolios made for each student. These portfolios would include sample work and teacher notes on observations of the student in the classroom in regards to reading. This will serve as a great tool during conferences with parents to show students strengths and weaknesses. Classroom discussion based on the readings in class. This would showcase the students knowledge and understanding of the information presented. Students would also be able to take...
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...bad idea for an educational system because they don’t prepare their students with the necessary skills to be thoroughly ready to face the world after high school. In any educational institution, we are expected to learn some of the most crucial skills needed to survive in a world where its important to know how to strive for success and the different ways you can do it. Some of these skills we acquire them on our own, however some of them we learn by being exposed to different situations or we learn them in school which is the place where we are prepared for what’s to come after high school. Now, single gender schools do not fully fulfill this demand as they do not have the same advantages coed schools may have. Correspondingly, single gender schools do not prepare their students to interact with the opposite sex which is something they will need as they will not always be around the same gender. Aside from that, specific genders are not exposed to the different ways of learning that one must know in order to succeed in the later stages of life. But also, the outside world is a rough place for individuals who are not realistic of the misconceptions of the opposite gender and the stereotypes that go accordingly to their sex, and its important to be aware of them, as it builds your confidence and you are more knowledgeable. Furthermore, this essay will prove that single gender schools do not prepare their students with the specific expertise that is needed to be successful after high...
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...knowledge obtained cannot be taken away from you. College education contributes significantly to the person development. College learning is both inside and outside classroom. The college experiences are a reminder that adulthood comes with more responsibility. In addition, it instills in a person the virtue that it is essential to work hard for one to succeed. There exist studies that support the need for a student to attend college. In a survey investigating the importance of college education today as compared to high school education, it was found that almost 90% of the respondents admitted that college education is important. The presentation of this paper agrees with these findings. With the changing societal needs, college education has become important like high school education. Therefore, the perception toward college education makes it important. There are other ways in which attending a college is important. First, college helps one expand the knowledge base. Through college education, a student is able to acquire much knowledge in many subjects. In addition, a student receives more advanced knowledge in specific areas of study. Abstract and critical thinking is also developed for better thought and speech expression and writing. These skills are both useful both on and off job. Other importance of attending...
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...Prior Knowledge in Learning 01/31/2007 11:56 AM OHR Home | CTL Home | CTL Staff Directory Center for Teaching and Learning > Teaching & Learning Resources > Teaching Guides Faculty Programming Graduate Student Programming Consultations & Customized Workshops Resources for Nonnative English Speakers Online Workshops & Tutorials Teaching and Learning Resources About CTL Ask Us A Question What They Don't Know Can Hurt Them: The Role of Prior Knowledge in Learning Marilla Svinicki, University of Texas Admit it. You've watched the broadcasts of the Olympics and had your eyes glaze over while Dick Button waxed rhapsodic about the difference between a double axle and a triple lutz. They looked pretty much the same to you, didn't they? You were experiencing what many students face every day in our classrooms, a distressing lack of the prior knowledge necessary to help them understand or appreciate a new experience or content. Current research on learning has offered more and more evidence for the extent to which new learning is determined by what the learner already knows about the topic or related topics. The effect can be either positive or negative, positive if the pre-existing knowledge is correct and consistent with the new information or negative if it is full of misconceptions or conflicts with the new information. Prior knowledge & current learning Prior knowledge affects how the learner perceives new information. This phenomenon is readily demonstrated by a simple experiment...
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...have students incorporate the scientific method into their learning for better understanding. The scientific method will continue to be used throughout the year. | Established GoalsWhat content standards and program-or mission-related goal(s) will this unit address?CCSS Standards:4.RI.3 Explain procedures, ideas, or concepts in a scientific text, including what happened any why, based on specific information in the text. 4.W.7 conduct short research projects that build knowledge through investigation of different aspects of a topic. 4.W.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. Guam Standards:4.1.1 Observe that results of repeated scientific investigations are seldom exactly the same. When differences occur, propose an explanation for them using recorded information from the investigations. 4.1.2 Form and support a hypothesis after collecting information by observing an experiment. 4.1.3 Differentiate between evidence gathered through observations and inferences, and use the evidence to develop a line of reasoning. What habits of mind and cross-disciplinary goal(s)-for example, 21st century skills, core competencies-will this unit address? | Transfer | | Students will be able to use their learning to… explain their understanding of the scientific method and design an experiment utilizing this method. What kinds of long-term independent accomplishments are desired?As students process...
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