This book discusses the importance of identifying and addressing
misconceptions for the successful teaching and learning of science
across all levels of science education from elementary school to
high school. It suggests teaching approaches based on research data
to address students' common misconceptions. Detailed descriptions
of how these instructional approaches can be incorporated into
teaching and learning science are also included. The science
education literature extensively documents the findings of studies
about students' misconceptions or alternative conceptions about
various science concepts. Furthermore, some of the studies involve
systematic approaches to not only creating but also implementing
instructional programs to reduce the incidence of these
misconceptions among high school science students. These studies,
however, are largely unavailable to classroom practitioners, partly
because they are usually found in various science education
journals that teachers have no time to refer to or are not readily
available to them. In response, this book offers an essential and
easily accessible guide.
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