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http://dx.doi.org/10.14697/jkase.2010.30.1.042

Secondary Science Teachers' Awareness and Perceptions of Students' Misconceptions about the Particulate Nature of Matter  

Park, Ji-Ae (Seoul National University)
Han, Su-Jin (Seoul National University)
Noh, Tae-Hee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.30, no.1, 2010 , pp. 42-53 More about this Journal
Abstract
Identifying students' misconceptions by teachers is the primary step in using constructivist teaching strategies. We investigated how secondary science teachers were aware of students' misconceptions about the particulate nature of matter and analyzed the total number of differences of predicted misconceptions by their background variables. We also investigated how they addressed students' misconceptions in their instruction, and how necessary they thought it was to identify students' misconceptions for teaching science concepts. A survey was administered to 87 science teachers at 28 middle schools in Seoul. Teachers' predictions were compared with the misconceptions of 240 seventh-grade students. The teachers, as a group, identified almost all the misconceptions held by the students. However, they were unable to predict which types of misconceptions were more frequent. The total number of misconceptions predicted by the teachers who had careers of less than 10 years, possessed Master's degrees, or majored in chemical education was significantly higher. Although most teachers stated that knowing students' misconceptions was needed for their instruction, they rarely and simply addressed them in their instructions. Many techers faced misconceptions in classroom activities, and only few teachers found them through publications relating to students' misconceptions, teacher preparation courses and/or in-service training programs. Educational implications are discussed.
Keywords
misconception; teacher's awareness; secondary science teacher; particulate nature of matter;
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Times Cited By KSCI : 2  (Citation Analysis)
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