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Correcting science misconceptions – a hands-on approach. Dr Michael Allen Science Education, Brunel University. Car collisions. Choose a partner!. Some reflections…. Did you feel excited at the end, at revelation? Did you experience fear of failure? - PowerPoint PPT Presentation
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Correcting science misconceptions – a hands-
on approach
Dr Michael AllenScience Education, Brunel University
Some reflections…
• Did you feel excited at the end, at revelation?
• Did you experience fear of failure?• What did you feel when you found out you
were right / wrong?• Did you feel like you in a competition?• Did you take note of other people’s data?• If you collected data that disagreed with
your expectations, did you feel the need to cheat?
• Observations made at the limits of perceptual resolution are often ambiguous
• Interpretation is influenced by expectations
• Bluff demonstrations are a useful pedagogical tool
• Several bluff activities that focus on a single scientific idea
• Early activities are less resolved, later are more resolved (support the scientific answer)
Predict DistanceSound
Blu TacLoose
massesBlock
RampFinal
choice
S1
0
10
20
30
40
50
60
70
80
90
% c
orre
ct
Activity
Car collisions lesson 6
• Scientific Discovery lessons (SciDis)
• A book of 18 experiments• Each focuses on a
particular misconception• Minimally constructivist
roots
Misconceptions• The speed of a falling object
remains constant throughout its descent.
• A black container will keep in more heat than a silver one (because ‘black attracts heat’).
• The mass of an object has no effect on its kinetic energy.
• Chemical or physical changes are either exothermic or involve no heat change.
• All materials lose mass when heated.
• Expectation-related observation (ERO) study
• Large scale and long term• GLP involved 1023 pupils
from several schools in Windsor and Maidenhead
• SciDis had superior gains to control that were maintained over 3 years
• Successful learning was associated with intensity of emotion
• Intensity of emotion linked to EROs
Temporal progress of treatment and control groups
0102030405060708090
100
Pre-test Post-test Delayedpost-test
2 year post-test
3 year post-test
Test
Mea
n %
co
rrec
t
• EROs not reduced with repeated exposure
• EROs strongly linked with an affinity to predictions
• Social dimension• Typical personality traits
Increases Feedback
Enhanced by low ability
Need to find the ‘right answer’
Need to conform with others
Loss of emotional control
Inhibition reduction
Affectual arousal
ERO-related behaviours
Need to align theory and data
Some ERO-related traits
Lower ability
male
Disagree more with their partners when not AEing
Can think of themselves as excellent observers of scientific phenomena
Attaches importance to discovery of the accepted scientific theory
Can negate data that do not conform to expectations, and either a) repeats the reading, or b) invents a replacement reading. Justifications for negation include apparatus faults
May have a diminished view of the worth of own data, allowing the findings of others to take precedence over them
Show bias during subjective activities, and declare certainty about these decisions
Takes a competitive approach to learning
Thank you for listening!
• Further information…