Over the last decades several researchers discovered that
children, pupils and even young adults develop their own
understanding of "how nature really works." These pre-concepts
concerning combustion, gases or conservation of mass are brought
into lectures and teachers have to diagnose and to reflect on them
for better instruction. In addition, there are school-made
misconceptions concerning equilibrium, acid-base or redox reactions
which originate from inappropriate curriculum and instruction
materials. The primary goal of this monograph is to help teachers
at universities, colleges and schools to diagnose and cure the
pre-concepts. In case of the school-made misconceptions it will
help to prevent them from the very beginning through reflective
teaching. The volume includes detailed descriptions of class-room
experiments and structural models to cure and to prevent these
misconceptions."
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