1. GreenWhite

2. Misconceptions at School Where do the stars go during the day? “they don’t go nowhere” “because the Earth rotates away from the stars”

3. How do we challenge misconceptions to move students forward?

4. Originally developed by Piaget. He suggested that development is stimulated when a child is challenged with an experience that is puzzling Cognitive conflict 1. New knowledge introducted 2. New knowledge is incompatible with current ideas 3. Students have to reconsider their own ideas and accommodate this new information 4. Understanding becomes rooted = PROGRESS

5. Now your turn 1. concrete preparation (what do your students know already) 2. cognitive conflict (present a challenge where students’ current thinking is challenged) 3. Construction (students begin to rebuild their own understanding) 4.Reflect (students reflect on how their understanding has changed)

6. Examples of cognitive conflict A penny sinks but a ferry floats Ethanol will boil when placed in hot water that is not boiling A metal spoon feels colder than a wooden spoon, and yet they are at the same temperature

7. Warning!! If a student is unable to (or given insufficint time to) reconstruct their own understanding when presented with cognitive conflict, they will try to explain it using their current knoweldge – in this case the new concept will become rooted as a misconception.

8. Misconceptions in science Rosalind Driver