This resource includes information about some key misconceptions that have been uncovered by research and ideas about a variety of teaching approaches that may help avoid students acquiring some common misconceptions.
This chapter provides a brief introduction to the topic of learners’ ideas in science, and in particular to the types of alternative conceptions that have been uncovered among chemistry students in schools and colleges.
Alternative conceptions in chemistry teachingBook | PDF, Size 1.07 mb
How to use this resourceBook | PDF, Size 95.46 kb
ContentsBook | PDF, Size 0.27 mb
General readingBook | PDF, Size 64.43 kb
Keywords indexBook | PDF, Size 83.88 kb
These PDFs have been taken from the popular book, Chemical Misconceptions : Prevention, diagnosis and care: Theoretical background, Volume 1, by Keith Taber.
This book covers theories and evidence on key alternative conceptions, that have been uncovered by research; suggestions for a variety of teaching approaches that may prevent students acquiring some common alternative conceptions; and general ideas for assisting students with the development of appropriate scientific conceptions.
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Alternative conceptions in chemistry teaching
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