|
101 Alternate Conceptions |
Elín Sigríður Arnórsdóttir
Helena Eydís Ingólfsdóttir
Helga Lyngdal Þorsteinsdóttir
Hildur Rós Ragnarsdóttir
About misconceptions or alternate conceptions
What is a misconception or alternate conception (sometimes referred to as alternate framework )?
Misconception is when students, teachers or anybody’s idea differs from the definitions accepted by experts.
Teachers and examiners often discover that many students show misunderstanding on number of concepts. When they have this misunderstanding in their head it is quite persistent and it can really effect the students understanding of the lesson/subject. When students fail to understand a concept they tend to employ a rote learning strategy in order to pass their examinations.
Where do students get their misconceptions from?
Sources of these misconceptions can in many cases be traced to textbooks or to teachers, who may have presented the concept incomprehensibly or incorrectly.
Students can also get their misconceptions from the media, where the reporters don’t use the right definitions for the concepts.
BIOLOGY
|
Alternate Conception |
Description |
Age Level |
Source |
|
Vertebrates |
Animals with a well defined head and limbs or having a body that is rigid. |
Elementary |
Braund, M. (1991). Children’s ideas in classifying animals. Journal of Biological Education, 25 (2), 103-110. |
|
Vertebrates |
Animals with a hard bodies or shell-like coverings. |
Elementary |
Braund, M. (1991). Children’s ideas in classifying animals. Journal of Biological Education, 25 (2), 103-110. |
|
Current |
Electric current decreases after every bulb, resistor, appliance. (As every component "takes its share". Iin>Iout) |
Secondary |
Van den Berg, E. and Grosheide, W. (1997). Learning and Teaching About Energy, Power, Current, Voltage. School Science review, 78 (284), 89-95. |
|
Penguin |
Classify the penguin as a mammal. |
Secondary |
Braund, M. (1991). Children’s ideas in classifying animals. Journal of Biological Education, 25 (2), 103-110 |
|
Penguin |
Classify the penguin as a fish. |
Secondary |
Braund, M. (1991). Children’s ideas in classifying animals. Journal of Biological Education, 25 (2), 103-110. |
|
Animal energy |
Animals get their energy from sleeping. |
Post secondary |
Boyes, E. and Stanisstreet, M. (1991). Misconceptions in first-year undergraduate science students about energy sources for living organisms. Journal of Biological Education, 25 (3), 209-213. |
|
Animal energy |
Animals get their energy from water. |
Post secondary |
Boyes, E. and Stanisstreet, M. (1991). Misconceptions in first-year undergraduate science students about energy sources for living organisms. Journal of Biological Education, 25 (3), 209-213. |
|
Animal energy |
Animals get their energy from keeping warm. |
Post secondary |
Boyes, E. and Stanisstreet, M. (1991). Misconceptions in first-year undergraduate science students about energy sources for living organisms. Journal of Biological Education, 25 (3), 209-213. |
|
Animal energy |
Animals get their energy from air. |
Post secondary |
Boyes, E. and Stanisstreet, M. (1991). Misconceptions in first-year undergraduate science students about energy sources for living organisms. Journal of Biological Education, 25 (3), 209-213. |
|
Circulatory System; relationships between flow rate, blood, pressure and vessel diameter. |
The narrow diameter of the capillaries slows down blood flow. |
Post secondary |
Yip, D.Y. (1998). Teachers misconceptions of the circulatory system. Journal of Biological Education, 32 (3), 207-216. |
|
Circulatory System; relationships between flow rate, blood, pressure and vessel diameter. |
Exchange of materials between the blood and body cells takes place by mass flow in the capillaries. |
Post secondary |
Yip, D.Y. (1998). Teachers misconceptions of the circulatory system. Journal of Biological Education, 32 (3), 207-216. |
|
Plants energy |
Plants get their energy from soil. |
Post secondary |
Boyes, E. and Stanisstreet, M. (1991). Misconceptions in first-year undergraduate science students about energy sources for living organisms. Journal of Biological Education, 25 (3), 209-213. |
|
Plants energy |
Plants get their energy from air. |
Post secondary |
Boyes, E. and Stanisstreet, M. (1991). Misconceptions in first-year undergraduate science students about energy sources for living organisms. Journal of Biological Education, 25 (3), 209-213. |
|
Plants energy |
Plants get their energy from wind. |
Post secondary |
Boyes, E. and Stanisstreet, M. (1991). Misconceptions in first-year undergraduate science students about energy sources for living organisms. Journal of Biological Education, 25 (3), 209-213. |
|
Plants energy |
Plants get their energy from water. |
Post secondary |
Boyes, E. and Stanisstreet, M. (1991). Misconceptions in first-year undergraduate science students about energy sources for living organisms. Journal of Biological Education, 25 (3), 209-213. |
CHEMISTRY
|
Alternate Conceptions |
Description |
Age Level |
Source |
|
Acids |
Acids are alkaline |
Elementary |
Topils, R. (1998). Ideas about acids and alkalis. School Science Review, 80 (291), 67-71. |
|
Acids |
Acids can be alkaline or neutral |
Elementary |
Topils, R. (1998). Ideas about acids and alkalis. School Science Review, 80 (291), 67-71. |
|
"Just forces" conjecture in Ionic bonding |
Ions interact with the counter ions around them but for those not ionically bonded these interactions are just forces. |
Post secondary |
Taber, K.S. (1997). Students understanding of Ionic bonding: molecular versus electrostatic framework. School Science review, 78 (285), 85-97. |
|
Acids and bases |
"More hydrogen gas is displaced from a strong acid because a strong acid contains more hydrogen bonds than a weak acid." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Acids and bases |
"A weak acid cannot perform as well as a strong acid." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Acids and bases |
"pH is a measure of acidity but not basicity." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Acids and bases |
"Bases don’t contain hydrogen." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Acids and bases |
"When acids and bases are mixed they do not react; they form a physical mixture." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Balancing and interpreting chemical equations |
"Subscripts in formulae are numbers used in balancing equations and do not represent atomic grouping." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25(21), 69-96. |
|
Bond polarity |
"Equal sharing of the electron pair occurs in all covalent bonds." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Changes of phase and the effects of temperature |
"Heat causes water molecules to expand." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25(21), 69-96. |
|
Changes of phase and the effects of temperature |
"When water boils, air escapes." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Changes of phase and the effects of temperature |
"When a liquid changes to a gas there is a decrease in mass." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Changes of phase and the effects of temperature |
"When solids melt, water runs out." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Changes of phase and the effects of temperature |
"Temperature can affect the shape of molecules." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Characteristic of chemical equilibrium |
"Each side of the equation is a separate physical entity which can be manipulated independently." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Characteristic of chemical equilibrium |
"Chemical equilibrium is not a dynamic process." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Characteristic of chemical equilibrium |
"Reversible reactions go to completion." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Effect of catalysts |
"A catalyst can affect the rates of the forward end reverse reactions differently and hence lead to a different equilibrium yield." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Electrochemical cells |
"In standard reduction potential tables the species with the highest reduction potential is the anode." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education, 25 (21), 69-96. |
|
Electrochemical cells |
"The current flows because there is a difference in charge at the anode and cathode." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education, 25 (21), 69-96. |
|
Electrochemical cells |
"The anode is positively charged because it loses electrons; the cathode is negatively charged because it gains electrons." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education, 25 (21), 69-96. |
|
Electrochemical cells |
"In an electrochemical cell the salt bridge supplies electrons to complete the circuit." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education, 25 (21), 69-96. |
|
Electrochemical cells |
"Electrons move through the electrolyte to complete the circuit." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education, 25 (21), 69-96. |
|
Electrochemical cells |
"The anions and cations move until their concentrations in both half cells are equal." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education, 25 (21), 69-96. |
|
Electrochemicical cells |
"Half cells need not be electrically neutral. One half cell can be positive with cations and the other negative with an equal number of anions." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education, 25 (21), 69-96. |
|
Electrochemical cells |
"No reactions will occur at the surface of inert electrodes." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education, 25 (21), 69-96. |
|
Electrolytic cells |
"The polarity of the terminals of the applied volteage has no effect on the site of the anode and cathode." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education, 25 (21), 69-96. |
|
Electrolytic cells |
"There is no relationship between the calculated cell potential and the magnitude of the applied voltage." |
Post Secondary |
Sanger, M.J, Greenbowe, T.J. (1997). Common student misconceptions in electrochemistry: galvanic, electrolytic, and concentration cells. Journal of research in science teaching, 34 (4), 377-398.. |
|
Focus in ionic bonding |
The electron transfer event through which ions may be forced. |
Post secondary |
Taber, K.S. (1997). Students understanding of Ionic bonding: molecular versus electrostatic framework. School Science review, 78 (285), 85-97. |
|
Galvanic cells |
"Standard reduction potentials list metals by decreasing reactivity". |
Post Secondary |
Sanger, M.J, Greenbowe, T.J. (1997). Common student misconceptions in electrochemistry: galvanic, electrolytic, and concentration cells. Journal of research in science teaching, 34 (4), 377-398. |
|
Galvanic cells |
"Anions in the salt bridge and the electrolyte transfer electrons from the cathode to the anode." |
Post Secondary |
Sanger, M.J, Greenbowe, T.J. (1997). Common student misconceptions in electrochemistry: galvanic, electrolytic, and concentration cells. Journal of research in science teaching, 34 (4), 377-398. |
||
|
Galvanic cells |
"Cations in the salt bridge and the electrolyte accept electrons and transfer them from the cathode to the anode." |
Post Secondary |
Sanger, M.J, Greenbowe, T.J. (1997). Common student misconceptions in electrochemistry: galvanic, electrolytic, and concentration cells. Journal of research in science teaching, 34 (4), 377-398. |
||
|
Galvanic cells |
"Cations and anions move until their concentrations are uniform" |
Post Secondary |
Sanger, M.J, Greenbowe, T.J. (1997). Common student misconceptions in electrochemistry: galvanic, electrolytic, and concentration cells. Journal of research in science teaching, 34 (4), 377-398.. |
||
|
Galvanic cells |
"The anode is negatively charged and releases electrons; the cathode is positively charged and attracts electrons." |
Post Secondary |
Sanger, M.J, Greenbowe, T.J. (1997). Common student misconceptions in electrochemistry: galvanic, electrolytic, and concentration cells. Journal of research in science teaching, 34 (4), 377-398. |
||
|
Galvanic cells |
"The anode is positively charged because it has lost electrons; the cathode is negatively charges because it has gained electrons." |
Post Secondary |
Sanger, M.J, Greenbowe, T.J. (1997). Common student misconceptions in electrochemistry: galvanic, electrolytic, and concentration cells. Journal of research in science teaching, 34 (4), 377-398. |
||
|
Galvanic cells |
"Electrons can flow through aqueous solution without assistance from the ions." |
Post Secondary |
Sanger, M.J, Greenbowe, T.J. (1997). Common student misconceptions in electrochemistry: galvanic, electrolytic, and concentration cells. Journal of research in science teaching, 34 (4), 377-398. |
||
|
Galvanic cells |
"The anodes, like anions, are always negatively charged, cathodes, like cations are always positively charged." |
Post Secondary |
Sanger, M.J, Greenbowe, T.J. (1997). Common student misconceptions in electrochemistry: galvanic, electrolytic, and concentration cells. Journal of research in science teaching, 34 (4), 377-398. |
||
|
Galvanic cells |
"Only negatively charged ions constitute a flow of current in the electrolyte and the salt bridge." |
Post Secondary |
Sanger, M.J, Greenbowe, T.J. (1997). Common student misconceptions in electrochemistry: galvanic, electrolytic, and concentration cells. Journal of research in science teaching, 34 (4), 377-398. |
||
|
History conjecture in ionic bonding |
Bonds are only formed between atoms that donate/accept electrons |
Post secondary |
Taber, K.S. (1997). Students understanding of Ionic bonding: molecular versus electrostatic framework. School Science review, 78 (285), 85-97. |
||
|
Intermolecular forces |
"Intermolecular forces are the forces within a molecule." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
||
|
Intermolecular forces |
"Strong intermolecular forces exist in a covalent network solid." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
||
|
Molecules in different phases |
"Molecules within a phase move at the same speed." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
||
|
Molecules in different phases |
"Water in the solid phase has the largest and heaviest molecules." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25(21), 69-96. |
||
|
Molecules in different phases |
"Atoms and molecules become larger on melting." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Molecules in different phases |
"Atoms become larger as they change from from liquids to gases." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Octet rule |
"The number of covalenr bonds formed by a non-meetal atom equals its number of valence electrons." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Oxidation and reduction |
"The oxidation state of an element is the same as the charge of the monatomic ion of the element." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Oxidation and reduction |
"A polyatomic species can be assigned an oxidation state and this equals the charge on the species." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Oxidation and reduction |
"In all chemical equations the "addition" and "removal" of oxygen and hydrogen can be used to identify oxidation and reduction." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Oxidation and reduction |
"In all chemical equations the change in the charges of polyatomic species can be used to identify oxidation and reduction." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education, 25 (21), 69-96. |
|
Oxidation and reduction |
"Oxidation and reduction processes can occur independently." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education, 25 (21), 69-96. |
|
Polarity of molecules |
"Non-polar molecules occur only when atoms in the molecule have similar electronegatives." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Reaction rates |
"The forward reaction rate increases as the reaction "gets going"." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Reaction rates |
"The forward reaction rate always equals the reverse reaction rate." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Reaction rates |
"The forward reaction is completed before the reverse reaction commences." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Reaction rates |
"When an equilibrium is re-established after a disturbance the rates of the forward and reverse reactions will be equal to those at the initial equilibrium. " |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
Role of molecules in ionic bonding |
Ion-pairs are implied to act as molecules of an ionic substance. |
Post secondary |
Taber, K.S. (1997). Students understanding of Ionic bonding: molecular versus electrostatic framework. School Science review, 78 (285), 85-97. |
|
Shape of molecules |
"Molecular shape is due only to repulsion between bonding electron pairs." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
|
Shape of molecules |
"Molecular shape is due only to repulsion between non-bonding electron pairs." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
|
Shape of molecules |
"Bond polarity determines molecular shape." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
|
Size of molecules |
"Atoms are large enough to be seen under microscope." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
|
Size of molecules |
"A particle is a small but visible piece of a substance." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
|
The nature of atom |
"Atoms are alive. They are alive because they move." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
|
The nature of atoms |
"All atoms have the same weight." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
|
|
Valency conjecture in ionic bonding |
Atomic electronic configuration determines the number of ionic bonds formed. |
Post secondary |
Taber, K.S. (1997). Students understanding of Ionic bonding: molecular versus electrostatic framework. School Science review, 78 (285), 85-97. |
|
EARTH SCIENCE
|
Alternate Conceptions |
Description |
Age Level |
Source |
|
The clouds |
"Clouds are make of stones, earth, smoke or steam." |
Elementary |
Dove, J. (1998). Alternative conceptions about the weather. School Science Review, 79 (289), 65-69. |
|
The movement of the clouds. |
"Clouds are moved by God or by humans pushing them." |
Elementary |
Dove, J. (1998). Alternative conceptions about the weather. School Science Review, 79 (289), 65-69. |
|
What causes lightning? |
"Lightning is caused by God striking matches or fire from the Sun." |
Elementary |
Dove, J. (1998). Alternative conceptions about the weather. School Science Review, 79 (289), 65-69. |
|
What causes the wind? |
"Wind is caused by God, man, breathing, machines, trees or clouds moving, or the Earth moving." |
Elementary |
Dove, J. (1998). Alternative conceptions about the weather. School Science Review, 79 (289), 65-69. |
|
What causes thunder? |
"Thunder is caused by: God hammering; clouds having parties; angels playing games." |
Elementary |
Dove, J. (1998). Alternative conceptions about the weather. School Science Review, 79 (289), 65-69. |
|
What causes thunder? |
"Thunder occurred when two clouds collided, but the clouds themselves were made of smoke." |
Elementary |
Dove, J. (1998). Alternative conceptions about the weather. School Science Review, 79 (289), 65-69. |
|
What effects the wind? |
"Clouds can slow wind down." |
Elementary |
Dove, J. (1998). Alternative conceptions about the weather. School Science Review, 79 (289), 65-69. |
|
Why does it rain? |
"Rain is made by God or man throwing buckets or using sprinklers; smoke which melts; heat which makes clouds melt or sweat; clouds splitting or colliding." |
Elementary |
Dove, J. (1998). Alternative conceptions about the weather. School Science Review, 79 (289), 65-69. |
|
Why is it cold in winter? |
"It is cold in winter because the Sun is behind the clouds." |
Elementary |
Dove, J. (1998). Alternative conceptions about the weather. School Science Review, 79 (289), 65-69. |
|
Why is it cold outside? |
"The snow causes it to be cold." |
Elementary |
Dove, J. (1998). Alternative conceptions about the weather. School Science Review, 79 (289), 65-69. |
|
The phases of the moon |
"Clouds cover the part of the moon that we cannot see." |
Secondary |
Stahly, L.L., Krickover, G.H., Stherpardson, D.P. (1999). Third grade students’ ideas about the lunar phases. Journal of research in science teaching, 36 (3),159-177. |
|
The phases of the moon |
"Planets cast shadows on the part of the moon that we cannot see." |
Secondary |
Stahly, L.L., Krickover, G.H., Stherpardson, D.P. (1999). Third grade students’ ideas about the lunar phases. Journal of research in science teaching, 36 (3), 159-177. |
|
The phases of the moon |
"The shadows of the sun falls on the moon, blocking our view of it." |
Secondary |
Stahly, L.L., Krickover, G.H., Stherpardson, D.P. (1999). Third grade students’ ideas about the lunar phases. Journal of research in science teaching. 36 (3), 159-177. |
|
The phases of the moon |
"The shadow of the earth falls on the moon, blocking our view." |
Secondary |
Stahly, L.L., Krickover, G.H., Stherpardson, D.P. (1999). Third grade students’ ideas about the lunar phases. Journal of research in science teaching. 36 (3), 159-177. |
|
The phases of the moon |
"The phases are explained in terms of the portion of illuminated side of the moon visible from the earth (scientific viewpoint)." |
Secondary |
Stahly, L.L., Krickover, G.H., Stherpardson, D.P. (1999). Third grade students’ ideas about the lunar phases. Journal of research in science teaching, 36 (3), 159-177. |
|
Air pressure |
"Air pressure increases with height." |
Post Secondary |
Dove, J. (1998). Alternative conceptions about the weather. School Science Review, 79, (289), 65-69. |
|
Visible clouds |
"Visible clouds are made of water vapor rather than water droplets and ice crystals." |
Post Secondary |
Dove, J. (1998). Alternative conceptions about the weather. School Science Review, 79 (289), 65-69. |
|
Weather maps |
"The H on weather maps stands for hot temperatures, whereas L means cold." |
Post Secondary |
Dove, J. (1998). Alternative conceptions about the weather. School Science Review, 79 (289), 65-69. |
|
Why is it cold in winters? |
"It is cold in winter because the Sun is further from the Earth." |
Post Secondary |
Dove, J. (1998). Alternative conceptions about the weather. School Science Review, 79 (289), 65-69. |
PHYSICS
|
Demand determines supply |
A bulb or appliance gets the energy it demands regardless of the voltage of the source |
Secondary |
Van den Berg, E. and Grosheide, W. (1997). Learning and Teaching About Energy, Power, Current, Voltage. School Science review, 78 (284), 89-95. |
||
|
Local or sequential reasoning |
Changes in circuits only have local or downstream effects (rather than effects on the whole circuit). |
Secondary |
Van den Berg, E. and Grosheide, W. (1997). Learning and Teaching About Energy, Power, Current, Voltage. School Science review, 78 (284), 89-95. |
||
|
Power |
Power is a constant current source |
Secondary |
Van den Berg, E. and Grosheide, W. (1997). Learning and Teaching About Energy, Power, Current, Voltage. School Science review, 78 (284), 89-95. |
||
|
Power |
Power is a constant energy source |
Secondary |
Van den Berg, E. and Grosheide, W. (1997). Learning and Teaching About Energy, Power, Current, Voltage. School Science review, 78 (284), 89-95. |
||
|
Electric circuits |
"The flow of positive charge, notably protons, constitutes electric current in metallic conductors." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
||
|
Electric circuits |
"Electricity in chemistry and physics is different because current flows in opposite directions." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
||
|
Electric circuits |
"The flow of electrons constitutes electric current in electrolytes." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
||
|
Electric circuits |
"Electrons move through solution by being attracted alternately from one ion to another." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
||
|
Electric circuits |
"Electrons move through solution by being "carried" by an ion." |
Post Secondary |
Garnett, P. J, Garnett, P.J. and Hackling , M.W. (1995). Alternative Conceptions in Chemistry: A Review of Research and Implications for Teaching and Learning. Studies in Science Education 25 (21), 69-96. |
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About us
Our names are;
Elín Sigríður Arnórsdóttir,
Helena Eydís Ingólfsdóttir,
Helga Lyngdal Þorsteinsdóttir,
Hildur Rós Ragnarsdóttir.
We are all studying in the Teachers Faculty in the University of Akureyri to become science and math teachers. We are in 2nd year of our 3 years education so we will graduate in June year 2000.
Elín is 25 years old and lives in Akureyri. She comes from Hvanná II in Jökuldalur which is in the East of Iceland, near Egilsstaðir.
Helena is 23 years old and lives in Akureyri. She comes from Húsavík which is about 100 km east from Akureyri. Húsavík is famous for its beautiful church and for whale watching tours on Skjálfandaflói.
Helga is 25 years old and is living with her family in Akureyri. She comes from Egilsstaðir where the Worm of Lagarfljót lives (similar to Lochness in Scotland).
http://www.rafeind.is/lagarfljotsormur/
http://akureyri.ismennt.is/~jonasg/jg/
http://www.isholf.is/jonasg/x1/egbu02/egbu03/
Hildur is 24 years old and she comes from Hóll in Eyjafjörður, only a few kilometres south from Akureyri, but she lives with her family in Aðaldalur which is near Húsavík.
Háskólinn á Akureyri
KER0153
30 March 1999