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Prospective Teachers’ Misconceptions about Classification of Plants and Changes in Their Misconceptions during Pre-service Education
| Content Provider | Semantic Scholar |
|---|---|
| Author | Yangin, Selami Sidekli, Sabri Gökbulut, Yasin |
| Copyright Year | 2014 |
| Abstract | Students often have diffi culty learning classifi cation of living worlds and one reason is due to misconceptions. In broad terms, misconceptions correspond to the concepts that have peculiar interpretations and meanings in students’ articulations that are not scientifi cally accurate. In the literature, misconceptions are also referred to as alternative conceptions (Arnaudin & Mintzes, 1985), naive beliefs (Caramazza, McCloskey & Green, 1981), preconceptions (Hashweh, 1988; Ga1legos, Jerezano & Flores, 1994), alternative frameworks (Driver, 1981), erroneous ideas (Fisher, 1985; Sanders, 1993), multiple private versions of science (McClelland, 1984), personal models of reality (Champagne, Gunstone & Klopfer, 1983), spontaneous reasoning (Viennot, 1979), spontaneous knowledge (Pines & West, 1986), common sense concepts (Haloun & Hestenes, 1985), underlying sources of error (Fisher & Lipson, 1986) and children science (Gilbert, Osborne & Fensham, 1982). Although the term misconception is dominant in the literature, some researchers (e.g., Abimbola, 1988; Gilbert & Swift, 1985; Wandersee, Mintzes & Novak, 1994) now prefer the term alternative conception or misunderstandings. The characteristics of misconceptions are summarized by Adeniyi (1985) and Fisher (1985). They tend to be pervasive (shared by many diff erent individuals), stable, well embedded in individual’s cognitive ecology, often resistant to be changed at least by traditional teaching methods and remain intact throughout the university years and into adult life. Several reasons for lack of understanding were listed including lack of reasoning ability, lack of links between concepts, technical words without explanations, expository teaching and too much dependence on textbooks, rote learning and poor lesson planning PROSPECTIVE TEACHERS’ MISCONCEPTIONS ABOUT CLASSIFICATION OF PLANTS AND CHANGES IN THEIR MISCONCEPTIONS DURING PRE-SERVICE EDUCATION |
| File Format | PDF HTM / HTML |
| Volume Number | 13 |
| Alternate Webpage(s) | http://www.scientiasocialis.lt/jbse/files/pdf/vol13/105-117.Yangin_JBSE_Vol.13-1.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
