β Scribed by Ilana Ronen
No coin nor oath required. For personal study only.
How do we make sense of our world? How does giving an immediate, intuitive response impact its quality, what are its features, and how is this related to misconceptions?Who is afraid of misconceptions? Despite cognitive ability and information being accessible like never before, learners often provide incorrect, intuition-based responses to science and mathematics questions.Based on comprehensive research, combining quantitative and qualitative methodologies, this book suggests a paradigm shift into an "empathic space" in which students, elementary and middle school, pre-service teachers and researchers can utilize misconceptions as a learning tool.The book follows the cathartic "Aha!" moment, in which the learner understands the source of his incorrect response, as the researcher re-discovers the chief role of the facilitator teacher within the process of creating knowledge is based upon empathic human interaction.
Science-Study and teaching.
π SIMILAR VOLUMES
Evolution. Relativity. The Big Bang. These and other scientific ideas have come to define our understanding of the modern world and how it works. But hereβs a secret: What you learned about them in school isnβt necessarily the whole truth.
This essential book offers friendly support and practical advice for dealing with the common misconceptions encountered in the primary science classroom. Most pupils will arrive at the science lesson with previously formed ideas, based on prior reasoning or experience. However these ideas are
This book offers appropriate teaching strategies to help teachers seek out and rectify misconceptions in primary science as and when they arise.
<EM>Talking Sense in Science</EM> is a highly practical guide to getting the most out of primary science lessons through talking with children. This clearly written and straightforward book helps teachers to support understanding by developing their own interaction in the classroom. Each idea is des
<p><P>Over the last decades several researchers discovered that children, pupils and even young adults develop their own understanding of "how nature really works". These pre-concepts concerning combustion, gases or conservation of mass are brought into lectures and teachers have to diagnose and to