Engaging Resilient Preconceptions

(Last updated 1/18/2009)

Student Performance Goals:

• The teacher candidate will characterize preconceptions, giving a number of examples from physics.
• The teacher candidate will explain how and why preconceptions are:
  • elicited
  • identified
  • confronted
  • resolved
• The teacher candidate will explain the importance of reinforcement in dealing more effectively with alternative conceptions.
• The teacher candidate will explain briefly the concept of p-prims (phenomenological primitives).
• The teacher candidate will identify online sources describing students' alternative conceptions.
• The teacher candidate will distinguish between preconceptions and student difficulties.

PHY 311 Course Syllabus

Preconceptions (PowerPoint Presentation)

Dealing More Effectively with Alternative Conceptions in Science

Using Discrepant Events to Teach Science Process Skills

University of Dallas C3P List of Physics Preconceptions

Didaktikogenic Physics Misconceptions

Return to PHY 311 Course Outline