{"id":4341,"date":"2022-03-28T14:17:59","date_gmt":"2022-03-28T18:17:59","guid":{"rendered":"https:\/\/sites.miamioh.edu\/edt431-531\/?p=4341"},"modified":"2022-04-09T19:57:48","modified_gmt":"2022-04-09T23:57:48","slug":"alternate-conceptions-what-are-they-and-what-can-we-do","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2022\/03\/alternate-conceptions-what-are-they-and-what-can-we-do\/","title":{"rendered":"Alternate Conceptions: What Are They and What Can We Do"},"content":{"rendered":"\n<figure class=\"wp-block-image\"><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/41.media.tumblr.com\/111187063d0ff749a1bb25be7ed3f175\/tumblr_nplqxbFQn31rdredko1_1280.png?ssl=1\" alt=\"Addressing the Elephant in the Room: Common Misconceptions in Science |  Science Teaching\" \/><\/figure>\n\n\n\n<p>Alternate conceptions can find their way into classrooms in a variety of different ways. Maybe they&#8217;re misconceptions, incorrect assumptions, and cultural beliefs. In science classrooms, this can be difficult to deal with, so let&#8217;s talk about different ways to identify and address alternate conceptions. <\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-rich is-provider-twitter wp-block-embed-twitter\"><div class=\"wp-block-embed__wrapper\">\n<blockquote class=\"twitter-tweet\" data-width=\"500\" data-dnt=\"true\"><p lang=\"en\" dir=\"ltr\">Alternate conceptions exist everywhere in science classrooms. What alternate conceptions do you students hold and where do they come from?<a href=\"https:\/\/twitter.com\/hashtag\/EDT432?src=hash&amp;ref_src=twsrc%5Etfw\">#EDT432<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/EDT?src=hash&amp;ref_src=twsrc%5Etfw\">#EDT<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/science?src=hash&amp;ref_src=twsrc%5Etfw\">#science<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/scienceteaching?src=hash&amp;ref_src=twsrc%5Etfw\">#scienceteaching<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/alternateconceptions?src=hash&amp;ref_src=twsrc%5Etfw\">#alternateconceptions<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/inquiry?src=hash&amp;ref_src=twsrc%5Etfw\">#inquiry<\/a><\/p>&mdash; Ellie Brennan (@MrEllieBrennan) <a href=\"https:\/\/twitter.com\/MrEllieBrennan\/status\/1508507298364157954?ref_src=twsrc%5Etfw\">March 28, 2022<\/a><\/blockquote><script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script>\n<\/div><\/figure>\n\n\n\n<h2 class=\"has-background wp-block-heading\" style=\"background-color:#87d6f8\">Where do Misconceptions Come From <\/h2>\n\n\n\n<p>Misconceptions can come from a variety of places. This article adapted from Pyc, Agarwal, and Roediger (2014) addresses where student misconceptions come from. This information is summarized in the graphic from the article below!<\/p>\n\n\n\n<figure class=\"wp-block-image size-large is-resized\"><a href=\"https:\/\/isotl.sites.olt.ubc.ca\/files\/2017\/02\/student-misconceptions.pdf\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2022\/03\/Screen-Shot-2022-03-28-at-1.50.40-PM-1024x585.png?resize=670%2C382&#038;ssl=1\" alt=\"\" class=\"wp-image-4342\" width=\"670\" height=\"382\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2022\/03\/Screen-Shot-2022-03-28-at-1.50.40-PM.png?resize=1024%2C585&amp;ssl=1 1024w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2022\/03\/Screen-Shot-2022-03-28-at-1.50.40-PM.png?resize=300%2C171&amp;ssl=1 300w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2022\/03\/Screen-Shot-2022-03-28-at-1.50.40-PM.png?resize=768%2C439&amp;ssl=1 768w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2022\/03\/Screen-Shot-2022-03-28-at-1.50.40-PM.png?w=1474&amp;ssl=1 1474w\" sizes=\"auto, (max-width: 670px) 100vw, 670px\" \/><\/a><figcaption><a href=\"https:\/\/isotl.sites.olt.ubc.ca\/files\/2017\/02\/student-misconceptions.pdf\">https:\/\/isotl.sites.olt.ubc.ca\/files\/2017\/02\/student-misconceptions.pdf<\/a><\/figcaption><\/figure>\n\n\n\n<p>Knowing where misconceptions come from is great. But we must also know how to address alternate conceptions! Here are some ways to help address alternate conceptions in your classroom below!<\/p>\n\n\n\n<h2 class=\"has-background wp-block-heading\" style=\"background-color:#87d6f8\">Inquiry and Asking Questions<\/h2>\n\n\n\n<figure class=\"wp-block-image\"><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/britannicalearn.com\/wp-content\/uploads\/2016\/03\/Inquiry2_Blog.jpg?ssl=1\" alt=\"The Value of Inquiry\u2014the Art of Failure \u00bb Britannica\" \/><\/figure>\n\n\n\n<p>We&#8217;ve been talking about inquiry a lot. But it truly is one of the best parts of the science classroom! And it&#8217;s an easy way to address students&#8217; misconceptions and alternate conceptions in the classroom. <\/p>\n\n\n\n<p>Creating an environment of inquiry creates space for students to question what they experience and observe, as well as their own beliefs. (Which is an important skill to have when getting involved in the sciences)<\/p>\n\n\n\n<p>Curious and want to learn more about how inquiry can help address students&#8217; misconceptions? Check out this paper on <a href=\"https:\/\/scholarworks.montana.edu\/xmlui\/bitstream\/handle\/1\/14785\/JonesC0818.pdf?sequence=6&amp;isAllowed=y\"><em>Addressing Misconceptions Through Inquiry in First Grade Science<\/em> <\/a>by Cameron Cecil Jones!<\/p>\n\n\n\n<h2 class=\"has-background wp-block-heading\" style=\"background-color:#87d6f8\">Get to Know Your Students<\/h2>\n\n\n\n<figure class=\"wp-block-image is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/marquetteeducator.files.wordpress.com\/2015\/01\/crowd_of_faces.gif?resize=569%2C303\" alt=\"4 Tips for Getting to Know Your Students | The Marquette Educator\" width=\"569\" height=\"303\" \/><\/figure>\n\n\n\n<p>I know I know, as a teacher one of the most crucial steps is getting to know your students. Everyone tells you this. But if you really want to address alternate conceptions, you need to know where they come from.<\/p>\n\n\n\n<p>Alternate conceptions can come from just about anywhere. Getting to know your students helps you to understand where the alternate conceptions come from. The better you know where misconceptions come from the better you can address them!<\/p>\n\n\n\n<p>It&#8217;s important to keep in mind that alternate conceptions can be due to different cultural understandings. It is important to be culturally mindful of your student&#8217;s alternate conceptions and where they come from. You might even learn that when you help students unpack their alternate conceptions some cultural beliefs are rooted in science!<\/p>\n\n\n\n<p><a href=\"https:\/\/www.smithsonianmag.com\/science-nature\/why-science-takes-so-long-catch-up-traditional-knowledge-180968216\/\">This article talks all about scientists &#8220;learning and discovering&#8221; what Native People have known for decades!<\/a><\/p>\n\n\n\n<h2 class=\"has-background wp-block-heading\" style=\"background-color:#87d6f8\">Use Refutational Readings<\/h2>\n\n\n\n<figure class=\"wp-block-image\"><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/cdn.centerforinquiry.org\/wp-content\/uploads\/2021\/07\/27185156\/Critical-Thinking.jpg?ssl=1\" alt=\"Refutation Text and Critical Thinking | Center for Inquiry\" \/><\/figure>\n\n\n\n<p>Using refutational readings in science is perfect for not only teaching students how to read scientific writings but also helping students learn how to identify and address alternate conceptions. Furthermore, refutational readings also provide evidence that refutes incorrect alternate conceptions. <\/p>\n\n\n\n<p>It&#8217;s important to make an activity or lesson out of refutational readings, however. This makes sure that students are learning the most out of the reading! <\/p>\n\n\n\n<p><a href=\"https:\/\/centerforinquiry.org\/blog\/refutation-text-and-critical-thinking\/\">The Center for Inquiry has a great article unpacking how to use and make the most of refutational readings!<\/a><\/p>\n\n\n\n<h2 class=\"has-background wp-block-heading\" style=\"background-color:#87d6f8\">Don&#8217;t Just Stop at Introductory Classes\/Lessons<\/h2>\n\n\n\n<p>Alternate conceptions flood into all levels of education and learning. Make sure you are addressing all alternate conceptions throughout all levels of education!<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><a href=\"https:\/\/isotl.sites.olt.ubc.ca\/files\/2017\/02\/student-misconceptions.pdf\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"597\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2022\/03\/Screen-Shot-2022-03-28-at-2.13.45-PM-1024x597.png?resize=1024%2C597&#038;ssl=1\" alt=\"\" class=\"wp-image-4343\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2022\/03\/Screen-Shot-2022-03-28-at-2.13.45-PM.png?resize=1024%2C597&amp;ssl=1 1024w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2022\/03\/Screen-Shot-2022-03-28-at-2.13.45-PM.png?resize=300%2C175&amp;ssl=1 300w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2022\/03\/Screen-Shot-2022-03-28-at-2.13.45-PM.png?resize=768%2C448&amp;ssl=1 768w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2022\/03\/Screen-Shot-2022-03-28-at-2.13.45-PM.png?w=1482&amp;ssl=1 1482w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/a><figcaption><a href=\"https:\/\/isotl.sites.olt.ubc.ca\/files\/2017\/02\/student-misconceptions.pdf\">https:\/\/isotl.sites.olt.ubc.ca\/files\/2017\/02\/student-misconceptions.pdf<\/a><\/figcaption><\/figure>\n\n\n\n<h2 class=\"has-background wp-block-heading\" style=\"background-color:#87d6f8\">These are just a handful of ways to address alternate conceptions in your science classrooms. What suggestions do you have to address alternate conceptions?<\/h2>\n\n\n\n<p>See you next time!<\/p>\n\n\n\n<p>Ms. Brennan<\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>Alternate conceptions can find their way into classrooms in a variety of different ways. Maybe they&#8217;re misconceptions, incorrect assumptions, and cultural beliefs. In science classrooms, <a class=\"mh-excerpt-more\" href=\"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2022\/03\/alternate-conceptions-what-are-they-and-what-can-we-do\/\" title=\"Alternate Conceptions: What Are They and What Can We Do\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":4912,"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":[154],"tags":[],"class_list":["post-4341","post","type-post","status-publish","format-standard","hentry","category-misconceptions-in-science"],"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\/4341","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\/4912"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/comments?post=4341"}],"version-history":[{"count":1,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/4341\/revisions"}],"predecessor-version":[{"id":4344,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/4341\/revisions\/4344"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/media?parent=4341"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/categories?post=4341"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/tags?post=4341"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}