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 at how knowledge in chemistry is structured, formally and by individual learners. Also some suggestions for diagnostic tools are given, which learners can use to identify how their chemical knowledge is structured.
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.