Discrepant Events: A Challenge to Students' Intuition

Autor/inn/en	Gonzalez-spada, Wilson J.; Birriel, Jennifer; Birriel, Ignacio
Titel	Discrepant Events: A Challenge to Students' Intuition
Quelle	In: Physics Teacher, 48 (2010) 8, S.508-511 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
DOI	10.1119/1.3502499
Schlagwörter	Scientific Concepts; Misconceptions; Thinking Skills; Teaching Methods; Cognitive Processes; Concept Formation; Student Motivation; Student Interests + Suchen Sie Ihr Suchwort? Missverständnis; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Schulische Motivation; Studieninteresse
Abstract	Studies on cognitive aspects of science education, especially how students achieve conceptual change, have been a focus of interest for many years. Researchers of student learning and conceptual change have developed several easily applicable teaching strategies. One of these strategies is known as "discrepant events". Discrepant events are very powerful ways to stimulate interest, motivate students to challenge their covert science misconceptions, and promote higher-order thinking skills. The key point is that directly challenging students' naive ideas will lead to more quality science learning going on in the classroom. In this paper, we summarize the research-based role of discrepant events in conceptual change and we share several highly successful discrepant events we use in our own classes. (Contains 1 figure.) (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://scitation.aip.org/tpt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10