中学生物理错误观念的成因及转变探析

在正规的物理学习之前，学生头脑中的许多已有知识经验是与当前科学理论对事物的理解相违背的，这就是错误观念。它具有广泛性、隐蔽性及相对稳定性，正确观念的传授并不能使其自动地校正，是对物理教学的严峻挑战。感知能力的局限性、先期学习的影响及以旧有图式为中心的趋向等因素是学生学习中错误观念产生的主要原因。根据观念转变的心理过程及条件，可有效矫正错误观念的教学策略及教学模式是：诊断错误观念：创设问题性情境；引发认知冲突；建构新的理解；应用新的理解；反思观念的转变。     

惩罚学生现象探析

论述教师在教学中常见的惩罚学生方式、教师惩罚学生的因果分析和教师应转变的错误观念。     

品德与社会课教学的实施探讨

品德与社会课程是综合课程,主导价值是对学生进行品德教育和促进学生社会性发展。品德与社会课的教学是教与学的交往、互动,交流、沟通、理解、启发、补充,实现教学相长和共同发展。在品德与社会课教学时,要给学生以人文的关怀,讲究教育的道德性,采取开放式的教学策略、活动化的教学策略、对话式的教学策略。学生进行自主学习、合作学习、探究性学习。通过教与学的转变,实现教师角色和学生学习方式的根本转变,以达到师生“学习共同体”的形成。     

高中地理新课程教学设计策略探究

<正>地理教学策略是指建立在一定理论基础之上,为实现某种教学目标而制订的教学实施的总体方案。教学策略的设计是最能体现教学设计创造性的环节。新课程理念下的高中地理教学,教师的教学策略应发生转变,由重知识传授向重学生发展转变,由重教师"教"向重学生"学"转变,由重结果向重过程转变,由统一规格教育向差异性教育转变。因此,重视教学设计策略的研究,能使事半功倍。一、教学氛围愉悦化策略高中地理新课程倡导学生主动参与、乐于探索、勤于动手,这就要求地理教学过程成为师生共同建构知识和人生的生活过程。在课堂教学中,把师生的生活、经验、理解、问题、困     

谈对技校生学习兴趣的培养

作者通过转变学生错误观念、精心设计教学方法及营造轻松的课堂气氛等方面,阐述了对技校生学习兴趣培养的教学体会。     

结合学生现状谈高等数学教学

针对学生现状，在高等数学教学中如何转变学生的错误观念，充分发挥教师的导向作用，培养学生的自觉学习意识，以达到教学目的。     

论英语语音学习中的错误观念及其转变

英语学习过程中,语音的重要性不言而喻。然而,源于学习者英语语言学习背景及个人语音学习经历的英语语音学习错误观念,影响了语音教学和学习效率,并波及整个英语语言学习。因此,教学中可以通过对语音教学环境的合理设计来转变学生语音学习的错误观念。     

提高科学课小组合作学习有效性的策略

新课程强调学生学习方式的转变,倡导＂自主、合作、探究＂的学习方式。合作学习是一种旨在促进学生在小组中互相合作,达成共同的学习目标,并以小组的总体成绩为奖励依据,最终促进学生主体性发展和社会化进程的一种教学策略体系。     

数学教学要实现三个转变

新课程理念要求教师在教学中与学生积极互助、共同发展,注重培养学生的独立性和创造性,促其自主探究知识的分析、研究、掌握。这就要求教师在教学策略方面注重实现三个转变。一、由注重知识传授向注重学生的发展转变传统教学重视知识传授,忽视人的发展,教学过程往往是以教定学,     

英语课堂的分组教学策略——初中英语课改实践感悟

分组教学作为一种课堂教学模式,其实质是教师引导学生在小组中为了完成共同的任务而明确责任分工,互助学习,合作探究,最终实现“三维目标”的要求。这一教学策略对形成良好的人际关系、促进学生学习成绩的共同提高和学习方式转变均具有重要作用。     

The nature of prospective mathematics teachers’ pedagogical content knowledge: the case of multiplication of fractions

The purpose of this study was to investigate prospective mathematics teachers’ knowledge of common conceptions and misconceptions that sixth and seventh grade students had about multiplication of fractions. In addition, prospective teachers’ knowledge of the sources of these misconceptions and strategies they knew to overcome these misconceptions was examined. Data were collected from 17 Turkish prospective teachers at the end of the spring semester of the 2004–2005 academic year. A case study design was used in which data were collected through the Multiplication of Fractions Questionnaire and semi-structured interviews. The prospective teachers suggested many difficulties that elementary grade level students may have and stated that these difficulties stemmed from students’ lack of formal knowledge and rote memorization of the algorithms. In addition, the prospective teachers suggested many strategies that could be used to overcome these misconceptions or difficulties. These strategies could be grouped under three headings: strategies based on teaching methods, strategies based on formal knowledge of fractions, and strategies based on psychological constructs.     

Common misconceptions of suspension: Ideas and alternatives for school leaders

The use of exclusionary discipline practices in schools has been well documented since the 1970s with the passing of the Safe Schools Act and implementation of zero‐tolerance policies. Despite research indicating the ineffectiveness of exclusionary practices, students continue to receive suspensions and expulsions at alarming rates. Additional research highlights that there may be misconceptions regarding the application of suspensions and their perceived functions and effectiveness on students and their families. The purpose of this article is to discuss common misconceptions regarding the effects of suspension and provide teachers, school psychologists, and administrators with proactive strategies for implementation in local systems to create positive school climates and optimize successful outcomes for all students and staff.     

Diagnosing Portuguese Students' Misconceptions about the Mineral Concept

Educational researchers and teachers are well aware that misconceptions—erroneous ideas that differ from the scientifically accepted ones—are very common amongst students. Daily experiences, creative and perceptive thinking and science textbooks give rise to students' misconceptions which lead them to draw erroneous conclusions that become strongly attached to their views and somehow affect subsequent learning. The main scope of this study was to understand what students consider a mineral to be and why. Therefore, the goals were (1) to identify eleventh-grade students' misconceptions about the mineral concept; (2) to understand which variables (gender, parents' education level and attitude towards science) influenced students' conceptions; and (3) to create teaching tools for the prevention of misconceptions. In order to achieve these goals, a diagnostic instrument (DI), constituted of a two-tier diagnostic test and a Science Attitude Questionnaire, was developed to be used with a sample of 89 twelfth-grade students from five schools located in central Portugal. As far as we know, this is the first DI developed for the analysis of misconceptions about the mineral concept. Data analysis allows us to conclude that students had serious difficulties in understanding the mineral concept, having easily formed misconceptions. The variables gender and parents' education level influence certain students' conceptions. This study provides a valuable basis for reflection on teaching and learning strategies, especially on this particular theme.     

Students' and teachers' misapplication of le chatelier's principle: Implications for the teaching of chemical equilibrium

The aim of this article was to study the reasons, strategies, and procedures that both students and teachers use to solve some chemical equilibrium questions and problems. Inappropriate conceptions on teaching and a lack of knowledge regarding the limited usefulness of Le Chatelier's principle, with its vague and ambiguous formulation and textbook presentation, may be some of the sources of misconceptions about the prediction of the effect of changing conditions on chemical equilibrium. To diagnose misconceptions and their possible sources, a written test was developed and administered to 170 1st-year university chemistry students. A chemical equilibrium problem, relating to the students' test, was solved by 40 chemistry teachers. First, we ascertained that teacher's conceptions might influence the problem-solving strategies of the learner. Based on this first aspect, our discussion also concerns students' and teachers' misconceptions related to the Le Chatelier's principle. Misconceptions emerged through: (a) misapplication and misunderstanding of Le Chatelier's principle; (b) use of rote-learning recall and algorithmic procedures; (c) incorrect control of the variables involved; (d) limited use of the chemical equilibrium law; (e) a lack of mastery of chemical equilibrium principles and difficulty in transferring such principles to new situations. To avoid chemical equilibrium misconceptions, a specific pattern of conceptual and methodological change may be considered.     

Empirical studies of functional programming learners evaluating recursive functions

In this paper, we report some empirical studies of students evaluating recursive functions defined according to the rules of the functional programming language Miranda, and describe the misconceptions and processing strategies observed. We then discuss the implications of these observations as regards teaching content.     

Gender Difference,Misconceptions and Instruction in Science

The study examined into the relationship between gender and students' misconceptions in science. Two different groups were treated with two different teaching strategies, namely, teaching strategy 1, which is basically didactic in nature, and teaching strategy 11, which incorporates students' misconceptions and applies the Generative Learning Model. Two groups of secondary three students (N=26,27; randomly sampled), underwent 6 weeks of instruction, with the respective strategies mentioned above. Each group consisted of male and female students, the numbers of which resulted from the grouping based on their academic achievements. A constructed and validated diagnostic instrument was used as a means to measure the effectiveness of these two teaching strategies. The findings showed that gender differences did not relate well to students' misconceptions in science. The implications of this finding are discussed.     

Biology Undergraduates' Misconceptions about Genetic Drift

This study explores biology undergraduates' misconceptions about genetic drift. We use qualitative and quantitative methods to describe students' definitions, identify common misconceptions, and examine differences before and after instruction on genetic drift. We identify and describe five overarching categories that include 16 distinct misconceptions about genetic drift. The accuracy of students' conceptions ranges considerably, from responses indicating only superficial, if any, knowledge of any aspect of evolution to responses indicating knowledge of genetic drift but confusion about the nuances of genetic drift. After instruction, a significantly greater number of responses indicate some knowledge of genetic drift (p = 0.005), but 74.6% of responses still contain at least one misconception. We conclude by presenting a framework that organizes how students' conceptions of genetic drift change with instruction. We also articulate three hypotheses regarding undergraduates' conceptions of evolution in general and genetic drift in particular. We propose that: 1) students begin with undeveloped conceptions of evolution that do not recognize different mechanisms of change; 2) students develop more complex, but still inaccurate, conceptual frameworks that reflect experience with vocabulary but still lack deep understanding; and 3) some new misconceptions about genetic drift emerge as students comprehend more about evolution.     

How do students misunderstand number representations?

We used both student interviews and diagnostic testing to reveal students’ misconceptions about number representations in computing systems. This article reveals that students who have passed an undergraduate level computer organization course still possess surprising misconceptions about positional notations, two's complement representation, and overflow. Contrary to common opinion, these misconceptions are widespread and reveal the need for instruction that specifically targets these misconceptions. In addition, these misconceptions will serve as the basis for the creation of a standard assessment tool called the digital logic concept inventory. This concept inventory will provide a rigorous and quantitative metric to assess the effectiveness of new teaching methods.     

Re-Examining the Similarities Between Teacher and Student Conceptions About Physical Science

There is a large body of research that has explored students’ misconceptions about science phenomena. Less research, however, has been devoted to identifying teachers’ misconceptions, but the results of the few existing studies demonstrate that teachers and students possess similar misconceptions. This study explored the physical science conceptions of 103 elementary science teachers to determine whether, after three decades of misconception research, teachers still possess conceptions similar to those held by students. We found that our teachers expressed misconceptions regarding gravity, magnetism, gases, and temperature that were similar to common student misconceptions. Suggestions for improving science professional development programs are discussed.     

Re-Examining the Similarities Between Teacher and Student Conceptions About Physical Science

There is a large body of research that has explored students’ misconceptions about science phenomena. Less research, however, has been devoted to identifying teachers’ misconceptions, but the results of the few existing studies demonstrate that teachers and students possess similar misconceptions. This study explored the physical science conceptions of 103 elementary science teachers to determine whether, after three decades of misconception research, teachers still possess conceptions similar to those held by students. We found that our teachers expressed misconceptions regarding gravity, magnetism, gases, and temperature that were similar to common student misconceptions. Suggestions for improving science professional development programs are discussed.