1. Alternative frame
works or
misconception in Arif Ibrahim PDT
science Gorikote LRS
AND
Javed Iqbal
Anjum
PDT, AKU-IED,
PDCN for EDIP
PROJECT

2. Presentation’s outline
 Session Learning Outcomes
 What is misconception
 Common misconceptions
 Reason of misconceptions
 How to help students in overcoming misconceptions

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. 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. 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. Common misconceptions of
daily life
Water is disappeared or absorbed…
 Child 1: Cloth will absorb the water
 Child 2: It will go inside the cloth
Whereas..
Water evaporates from the cloth
 Sun rises from east and set in the West
It means, sun moves from east to west

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. 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. 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. 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
 http://www.ehow.com/

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. Your Questions Please