Add to ORKGAbstract: In the past several years there has been a significant increase in research dealing with students ' misconceptions of science prior to formal instruction (Gilbert & Watts, 1983; McCloskey, Washburn, & Felch, 1983; Fisher, 1985). These previous works show that even after formal instruction misconception will remain and may play a crucial interfering role in the learning of any field of science. What kind of teaching methods should science teacher employ in the classroom
This study formed the basis of an assignment for a teacher-training course. The objectives of the st...
Abstract: My concern with the problem of misconceptions and text books is part of a broader plan to ...
Abstract: This paper revisits the problem of terminology in the study of student conceptions in scie...
D.Ed. (Subject Didactics)No one would deny that the culture in which the world society exists today ...
Abstract: It is already two decades since the time science educators and researchers started concent...
Abstract: The 'field ' concept, being of the central importance in physics curricula, dese...
Abstract: This paper describes some of the major features of a set of units for dealing with student...
Abstract: A considerable consensus has evolved that in coming to understand science, students &apos...
Abstract: Change is not an easy concept to be accepted. If change involves someone else's lives...
The purpose of this study was to investigate the effects of conceptual assignments and conceptual ch...
Students have well-formed but incorrect theories of simple motion. As children, they interpret many ...
Abstract: Understanding how misconceptions are formed can make it easier for classroom teachers to h...
Abstract: This paper addresses the relationship between research on misconceptions (and educational ...
The paper deals with theoretical research of the phenomenon of misconceptions, i.e. retention (after...
ABSTRACT: This paper describes the development and classroom evaluation of an experimental ‘curricul...
This study formed the basis of an assignment for a teacher-training course. The objectives of the st...
Abstract: My concern with the problem of misconceptions and text books is part of a broader plan to ...
Abstract: This paper revisits the problem of terminology in the study of student conceptions in scie...
D.Ed. (Subject Didactics)No one would deny that the culture in which the world society exists today ...
Abstract: It is already two decades since the time science educators and researchers started concent...
Abstract: The 'field ' concept, being of the central importance in physics curricula, dese...
Abstract: This paper describes some of the major features of a set of units for dealing with student...
Abstract: A considerable consensus has evolved that in coming to understand science, students &apos...
Abstract: Change is not an easy concept to be accepted. If change involves someone else's lives...
The purpose of this study was to investigate the effects of conceptual assignments and conceptual ch...
Students have well-formed but incorrect theories of simple motion. As children, they interpret many ...
Abstract: Understanding how misconceptions are formed can make it easier for classroom teachers to h...
Abstract: This paper addresses the relationship between research on misconceptions (and educational ...
The paper deals with theoretical research of the phenomenon of misconceptions, i.e. retention (after...
ABSTRACT: This paper describes the development and classroom evaluation of an experimental ‘curricul...
This study formed the basis of an assignment for a teacher-training course. The objectives of the st...
Abstract: My concern with the problem of misconceptions and text books is part of a broader plan to ...
Abstract: This paper revisits the problem of terminology in the study of student conceptions in scie...