ALTERNATIVE CONCEPTS OF

CHILDREN

PRESENTED
BY
PRAMELA
M20162001998
Video Time
 PRECONCEIVED
NOTIONS

INTUITIVE
NAIVE THEORIES
BELIEFS

MIXED CONCEPTUAL
CONCEPTIONS MISUNDERSTANDING

ALTERNATIVE ALTERNATIVE
FRAMEWORK CONCEPTS
 TYPES OF MISCONCEPTIONS

PHENOMENOLOGICAL VOCABULARY BASED

STEPS IN DEALING STUDENTS MISCONCEPTIONS

1. Recognize the existence

2. Try to spot the conflict

3.Define students preconceptions using questions.

4.Categorize the misconception

5. Structuring learning activities

6. Carry out activities

THE WAY TO FIND OUT CHILDREN MISCONCEPTIONS

QUESTION AND ANSWER

INTERVIEW ABOUT
INSTANCES (IAI)

SURVEY

PREDICT ,OBSERVATION,
EXPLANATION
STRATEGIES FOR ADDRESSING MISCONCEPTION

Identify Misconceptions

Appropriate Cuing

Small Group Discussion needs

Careful Monitoring

Experimental work for

reinforcement
 STRATEGIES FOR ADDRESSING MISCONCEPTION

Changing ideas is an Acceptable

Process

Curriculum Planning and

Sequencing

Scaffolding

5E Method of Instruction.
(Engage, Explore, Explain, Elaborate,
and Evaluate).
 Implications of misconception for teaching

1. Embed the concept in a mental schema.

2. To prove the scientific concept is the other
way round.
3. Make links between the situations.
4. Extending their conceptual
understanding.
5. Fair testing and using process skills
 Summary
Childrens experiences are necessarily limited
and therefore the evidence is partial
Children pay attention to what they perceive
through their senses rather than the logic
Focus on one feature as cause for a particular
effect rather than the possibility of several
May use words (vocabulary) without a grasp
of their meaning
Thank you