Literaturnachweis - Detailanzeige
| Autor/in | Prud'homme-Généreux, Annie |
|---|---|
| Titel | Case Study: Formulating Questions That Address Student Misconceptions in a Case Study |
| Quelle | In: Journal of College Science Teaching, 46 (2017) 4, S.54-60 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0047-231X |
| Schlagwörter | Case Studies; Misconceptions; Science Instruction; Science Curriculum; Science Tests; Multiple Choice Tests; Concept Formation |
| Abstract | Misconceptions are sometimes called "alternative conceptions" in acknowledgement of the fact that although these concepts are inaccurate, they are congruent with prior experiences. The idea that misconceptions must be addressed to improve learning is helpful to remember when developing a case study. Students will bring their existing conceptual framework to bear on the case. In some instances, their ideas will be wrong, and if these ideas are not addressed, the new information contained in the case will either be rejected or incorporated into a growing conceptual framework that has scientific inaccuracies. With this in mind, this article describes how one tool, a concept inventory, could be used to inform the development of a case study. (ERIC). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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