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 final chapter reviews the ideas presented in earlier chapters and discusses how these ideas may be used to help students construct meaningful and acceptable versions of scientific concepts. The limitations of many student texts are considered, and some specific vignettes of classroom learning are used to illustrate key principles about teaching and learning. In conclusion the principles of constructivist teaching are reviewed

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Postscript

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.

Chemical misconceptions