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 looks how to adapt the amount help teachers provide students with, depending on the situation. Also the chapter discusses the concept of scaffolding learning and providing learners with ‘POLES’.
Downloads
Scaffolding learning in chemistry
Book | PDF, Size 1.74 mbHow to use this resource
Book | PDF, Size 95.46 kbGeneral reading
Book | PDF, Size 64.43 kbContents
Book | PDF, Size 0.27 mbKeywords index
Book | PDF, Size 83.88 kb
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
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