Students' alternatiave framework


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Students' alternatiave framework

  1. 1. Alternative frameworks ormisconception in Arif Ibrahim PDTscience Gorikote LRS AND Javed Iqbal Anjum PDT, AKU-IED, PDCN for EDIP PROJECT
  2. 2. Presentation’s outline Session Learning Outcomes What is misconception Common misconceptions Reason of misconceptions How to help students in overcoming misconceptions
  3. 3. 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.
  4. 4. 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)
  5. 5. 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)
  6. 6. Common misconceptions ofdaily lifeWater 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
  7. 7. 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.
  8. 8. 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
  9. 9. 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
  10. 10. 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
  11. 11. 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.
  12. 12. Your Questions Please