Literaturnachweis - Detailanzeige
| Autor/in | Longfield, Judith |
|---|---|
| Titel | Discrepant Teaching Events: Using an Inquiry Stance to Address Students' Misconceptions |
| Quelle | In: International Journal of Teaching and Learning in Higher Education, 21 (2009) 2, S.266-271 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1812-9129 |
| Schlagwörter | Misconceptions; Science Teachers; Inquiry; Mathematics Education; Social Studies; Discipline; Evaluation; Learning Processes; Higher Education |
| Abstract | Science instructors have long known that the use of discrepant events with unexpected outcomes is a powerful method of activating thinking. A discrepant "teaching" event is similar to a discrepant science event in that it vividly portrays what is often an abstract construct or concept and has an unexpected outcome. The unexpected outcome creates what Piaget (1971) refers to as disequilibrium, thereby uncovering students' naive conceptions and tacit beliefs about the concept being studied. This article defines what a discrepant teaching event is and compares and contrasts discrepant "science" events and discrepant "teaching" events. Examples of discrepant teaching events useful in mathematics and social studies are also provided. The article concludes with a discussion of the utilization of an "inquiry stance" to teaching as a way to address students' misconceptions of discipline specific concepts. (As Provided). |
| Anmerkungen | International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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