{"id":1925,"date":"2019-02-20T10:57:40","date_gmt":"2019-02-20T15:57:40","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=1925"},"modified":"2019-02-20T11:05:16","modified_gmt":"2019-02-20T16:05:16","slug":"wait-compounds-molecules-arent-the-same-thing","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2019\/02\/wait-compounds-molecules-arent-the-same-thing\/","title":{"rendered":"Wait, Compounds &amp; Molecules Aren&#8217;t the Same Thing?"},"content":{"rendered":"<h2>Alternate Conceptions Within the Chemistry Classroom: What Does That Even Mean?<\/h2>\n<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignright\" src=\"https:\/\/i0.wp.com\/ch301.cm.utexas.edu\/learn\/chemistry-backwards.png?resize=342%2C235\" alt=\"Image result for chemistry misconceptions\" width=\"342\" height=\"235\" \/><\/p>\n<p>Alternate conceptions are very present inside any chemistry classroom. Sometimes, there are even developed outside of the classroom! These ideas can form:<\/p>\n<ul>\n<li>As a child from observing the world<\/li>\n<li>From looking at a figure in a textbook<\/li>\n<li>From a teacher&#8217;s misuse of a term<\/li>\n<li>By copying notes on the board<\/li>\n<li>From an unlimited number of sources on the internet<\/li>\n<\/ul>\n<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-1960 alignleft\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2019\/02\/download-1.png?resize=225%2C225\" alt=\"\" width=\"225\" height=\"225\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2019\/02\/download-1.png?w=225&amp;ssl=1 225w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2019\/02\/download-1.png?resize=150%2C150&amp;ssl=1 150w\" sizes=\"auto, (max-width: 225px) 100vw, 225px\" \/>An alternate conception, or misconception, is defined as an idea that does not align with what is scientifically accepted (Cambridge University). These alternate ideas are often not supported by scientific evidence.<\/p>\n<p>The short video below captures a scene in the classroom that shows just how\u00a0<em>easy<\/em>\u00a0it is for students to develop misconceptions in chemistry merely based on images. Check it out!<\/p>\n<p><iframe loading=\"lazy\" title=\"Chemical misconceptions\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/efw3lRtoEIw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<h2>So, What Can I Do As a Teacher to Find Out What Misconceptions My Students May Have?<\/h2>\n<p>Great question, blog audience! As stated previously, some misconceptions are developed before your students even step into the classroom. Use this to your advantage! Prepare some sort of <strong>quick pre-assessment that addresses the most common misconceptions<\/strong> about the topic of the day.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright\" src=\"https:\/\/encrypted-tbn0.gstatic.com\/images?q=tbn:ANd9GcSfbvQVjfLlY5L9iApum5xKxKJ3SkIaTVmsBR29nP6kgPwPDvn7\" alt=\"Image result for atom representation\" width=\"279\" height=\"151\" \/><\/p>\n<p>For an example, before learning about atomic structure, show students the\u00a0most common representations of atoms and have them specify which they like the best!<\/p>\n<p>This gives\u00a0<em>you<\/em> background on the information that you need to establish the most.<\/p>\n<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-1961 alignleft\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2019\/02\/download.jpeg?resize=267%2C188\" alt=\"\" width=\"267\" height=\"188\" \/>While this seems to be the best case scenarios, <strong>alternate conceptions will often unveil themselves throughout your lessons<\/strong>, and may need to be addressed in a personalized way.<\/p>\n<p>Let&#8217;s look into these methods together!<\/p>\n<p>&nbsp;<\/p>\n<h2>Ways to Address and Combat Misconceptions\u00a0<em>Efficiently<\/em>\u00a0and <em>Productively<\/em><\/h2>\n<h3><strong>Caution! Caution! It is not productive to simply\u00a0<em>tell<\/em><\/strong><strong> students why something is wrong<\/strong>. <strong>This is fly right over their heads. You must let\u00a0<em>them<\/em> figure out why their conceptions are incorrect.\u00a0<\/strong><\/h3>\n<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-1962 aligncenter\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2019\/02\/download-1.jpeg?resize=245%2C206\" alt=\"\" width=\"245\" height=\"206\" \/><\/p>\n<ol>\n<li><strong>Within your classroom, you can create a discrepant event<\/strong>; which refers to a point in the lesson in which students will ultimately struggle with the misconceptions they have thus far. You can:<img loading=\"lazy\" decoding=\"async\" class=\"alignright\" src=\"https:\/\/encrypted-tbn0.gstatic.com\/images?q=tbn:ANd9GcS0greokhmYsGvRF8e_iSAOFNdngxZxIJB0TiXlzWVxRcpS72WO\" alt=\"Image result for video image\" width=\"262\" height=\"150\" \/><\/li>\n<\/ol>\n<ul>\n<li>Provide problems that cannot be solved if misconceptions about the topic are held<\/li>\n<li>Show a video in which students&#8217; misconceptions are completely contradicted<\/li>\n<li>Have students perform an experiment in which the results go against their current thinking<\/li>\n<\/ul>\n<p>While students may be frustrated with this method, it provides them an opportunity to understand\u00a0<em>why<\/em> their misconception is wrong, and\u00a0<em>why\u00a0<\/em>it won&#8217;t help them further into their course!<\/p>\n<p><span style=\"color: #000000\">2. <strong>Be extra careful about your wording of scientific concepts<\/strong>. A simple mixup in phrasing or vocabulary usage can heavily influence your students and create alternate conceptions. Remember, <strong>they are listening to <em>you<\/em><\/strong>!<img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-1963 aligncenter\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2019\/02\/images.jpeg?resize=299%2C168\" alt=\"\" width=\"299\" height=\"168\" \/><\/span><\/p>\n<ul>\n<li>Be extra familiar with the differences between terms that may\u00a0<em>seem\u00a0<\/em>similar, but are not.<\/li>\n<li>Be careful not to use words interchangeably that are\u00a0<em>not\u00a0<\/em>necessarily interchangeable, such as molecule and compound. No, <strong>these are\u00a0not the same thing<\/strong>, but are often taught that way!<\/li>\n<\/ul>\n<p>3. <strong>Check through all resources used in the classroom for accuracy<\/strong>. This is so important to ensuring that your students are learning correct information. Be sure to check:<img loading=\"lazy\" decoding=\"async\" class=\"alignright\" src=\"https:\/\/encrypted-tbn0.gstatic.com\/images?q=tbn:ANd9GcRF763CdetXwinlxyMH8o1WV-oLxpg2ifBp6HyX_pwpZydioaKF\" alt=\"Image result for chemistry textbook\" width=\"179\" height=\"226\" \/><\/p>\n<ul>\n<li>Study resources to recommend to students<\/li>\n<li>Visuals and representations<\/li>\n<li>Textbook information<\/li>\n<li>Any source used; including sources that you created<\/li>\n<\/ul>\n<p>For example, the video below is meant to educate leaners about the differences between molecules and compounds. However, it&#8217;s not exactly correct! The narrator fails to even discuss the importance of bonding type for categorizing molecules and compounds. <strong>Yikes<\/strong>!<\/p>\n<p><iframe loading=\"lazy\" title=\"Molecule vs Compound: Examples and Practice\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/0gsrW0Vb5sw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>Let&#8217;s use this new knowledge to\u00a0<em>help<\/em> our students learn, rather than just tell them what is correct and incorrect!<\/p>\n<p><a href=\"https:\/\/twitter.com\/KYezierski\/status\/1098249975904043009\">https:\/\/twitter.com\/KYezierski\/status\/1098249975904043009<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>Alternate Conceptions Within the Chemistry Classroom: What Does That Even Mean? Alternate conceptions are very present inside any chemistry classroom. Sometimes, there are even developed <a class=\"mh-excerpt-more\" href=\"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2019\/02\/wait-compounds-molecules-arent-the-same-thing\/\" title=\"Wait, Compounds &amp; Molecules Aren&#8217;t the Same Thing?\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":2525,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[93],"tags":[],"class_list":["post-1925","post","type-post","status-publish","format-standard","hentry","category-strengths-in-science-classrooms"],"jetpack_featured_media_url":"","jetpack-related-posts":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/1925","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/users\/2525"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/comments?post=1925"}],"version-history":[{"count":6,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/1925\/revisions"}],"predecessor-version":[{"id":1964,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/1925\/revisions\/1964"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/media?parent=1925"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/categories?post=1925"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/tags?post=1925"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}