Science: Exercise 5- Student Misconceptions
Directions Introduction In this exercise, you will use your knowledge of science to identify student misconception(s) in a sample of student work, describe the scientific content needed to correct the misconception(s), and briefly explain how to pedagogically address the misconception(s). You will be asked to respond to three prompts. Criteria for Scoring To satisfy the highest level of the scoring rubric, your responses must provide clear, consistent, and convincing evidence of the following: - an accurate identification of a student’s misconception(s) through the examination of the student’s work; - an accurate description of the scientific concepts the student would need to understand in order to correct the misconception(s); and - an informed description of the instruction you would use to enhance student understanding and to address the student’s misconception(s). Scenario You are teaching a mixed ability group of fifth graders. A fifth grade student asks, “Why is the sky blue?” Another student replies, “That’s easy, the sky is blue because it’s color is reflected from the water on the earth.” You interject, “What about the areas of the earth that do not have water, is the sky green in those places?” The student replies, “No, the land does not have a reflection like water, so the reflection of the water spreads out onto the entire sky-making it all blue.”
Prompts 1) Identify the misconception of the student and explain the correct answer to this misconception. 2) What 2 instructional strategies would you use to teach the class why this is a misconception? 3) What is your rational for using these 2 instructional strategies? 4) List 2 resources that would be useful in instruction of the correct concept and how you would use them in your instruction.
Created by
Patrick Ledesma
, 2007