what is the importance of addressing children's misconceptions when teaching Science?
469674
This requires an answer of essay length!\nChallenging misconceptions is fundamental to Science teaching. It is the only way that real understanding is possible - a lecturing style is useless.\n\nAs an example, after a class has completed the usual lesson about photosynthesis, show them a piece of wood and demonstrate its solidity (bang it about a bit). Ask them to write down what they think the plant used to make the wood. You might be surprised.
935738
Here are some ideas --> http://www.stemnet.nf.ca/sciencefairs/elem.html\n\nand some more --> http://www.sciencebob.com/lab/sciencefair/ideas.html\nDiscuss it with the kids and pick a topic that interests them.
873828
Here is a site that has alot of science experiments that work well with the elementary age group.\n\nhttp://pbskids.org/zoom/activities/sci/
862225
Not in the least! It's pseudoscience which has failed every test put to it. The fact that so many people believe in it doesn't mean it's true; what it does indicate is the miserable failure of science education around the world.
156973
I do not know what the formal objectives are, but as a scientist I will give it a stab:\n\n1. learn a bit about nature and the world around us\n2. learn what science has contributed to our society and culture\n3. learn what scientists do\n4. learn what science is and is not\n5. prepare children for more advanced science classes later\n6. teach them about why pseudoscience is not science\n7. help children develop thinking and reasoning processes\n8. help children with critical thinking\n9. show them that science is part of everyday life\n10. show children that science is fun and exciting\n11. show children how arithmetic can be applied in practical situations\n12. stir children's creative and inventive sides\n\nand probably quite a few more. But those will do to start.
1063864
I agree with you 100%.  I am an Early Childhood Educator with no children as of yet and most of my family, friends and neighbours come to me for advice about their children.  Life experience is sometimes good enough to learn what you need to know.  Not to say that real hands on experience doesn't help but it doesn't mean you don't know anything either.
566696
Science and technology can be experienced in many different ways, particularly in reference to the things that interest children. When children are a little older (3-5), they enter into the Foundation Stage curriculum, and science comes under the heading of 'Knowledge and Understanding of the World'. \n\nIf a child is interested in something, the best thing to do is to help them find out all they can about the topic, say, Pirates. for example. You could use the internet to find out about pirates, what they looked like, how they spoke, what they did, where they came from etc. and use what they find out to play a game, maybe even turn the sofa into a pirate ship for the day :) Children love to learn, and like it even more when it's something they care about.\n\nI know this is a very general idea on science and technology, but it can be applied to lots of situations. Hope this helps.
1031117
What an interesting question and one with no simple answer, and several questions. First how old is the child. Second what interests the child. Every child is different some can stare at cars, or fish, or spiders, or anything for long periods of time. Others change subjects like flipping channels on a TV. Remember children learn what you teach them. If you keep shoving science in their face beyond the point they are interested and then become frustrated. You teach a child that science, or any subject is frustrating. Younger Children like to see things happen out of the ordinary, color changes due to chemical reactions, objects flying when they shouldn't, something surprising happening can be of interest to small children. More intellectual, or intangible subjects like math, and behind the scene concepts are usually (I said usually) only good for older children that have asked questions. Bottom line there is no good simple answer other than to experiment and discover what a specific child would be interested in.
332684
It's a failure of American culture that so many people take Genesis literally. Science teachers can only do so much, you know? And besides, when kids are taught Genesis at like age 1 and then evolution at 15, what are they going to believe? Most likely the thing they've known the longest and is the easiest to understand.
35104
Of course. You can "lead" them to the answer, letting them solve the problem with clues. Or you can offer multiple choice answers. Or you can help them understand the problem by showing which answers are not possible (elimination of choices). Stimulating young minds is a challenge that is very rewarding. When done correctly, children gain confidence in their own abilities and excel. Of course, it helps if the teacher really understands the concepts they are teaching. So many teachers are versed in education, but not in the subject matter. A mathematician who is taught to teach is a far better math teacher than an educator who "learns" math.
82596
Students learn much more when they go to different sources and research & gather information themselves as opposed to the teacher spoon-feeding them. Moreover, most of the times, researching about a topic is more fun for students. Therefore, it's an effective way for students to learn something new. As a similar example, consider the following. \n\nWhy should secondary school science teachers assign Practical Experiments to students?\n- Firstly, it's a lot more fun as opposed to studying from the textbook/notes only.\n- Secondly, We tend to remember the things we discvoer ON OUR OWN as compared to the things WE ARE TAUGHT. \n- Thirdly, when we research a topic, we read over a wide variety of materials. We, ususally, retain that knowledge for a longer time than we remember the information we were just provided, without making any effort.\n- Lastly & most importantly, when we researhc a topic, we DO understand it (even if with difficulty, we do understand it finally!!)\n\nThe same goes for Research Projects.
637773
Ok. What about showing them different texts and asking if they think they are Fact or Opinion? You could use a newspaper editorial (opinion), a computer/car manual (fact) and a TV advert (always sure to raise a discussion that one - but best they realise it is opinion).\nAfter looking at these examples you could then get them to write a piece of Fact and Opinion based on these examples.
95386
No. You teach by example and telling children to lie about something is not teaching them right from wrong. People do it all the time though. (Although I cant see how santa claus has anything to do with it ;) Thats rather a jaded opinion). That probably has alot to do with why so many people have no conscience and society has many of its problems.\nObviously you (whomever) are doing something wrong as well if you feel the need to tell a child to lie.
1036962
Not all children in a grade-level classroom are at the same level in reading or math, therefore we can't simply teach them at 1 grade level. Instruction must be modified to meet students where they are, not where we think they should be. Teaching a child something above his/her current level of understanding won't help him/her learn. If we teach them information at a level they can understand they will learn and begin to 'catch up.'
306700
science is just as important as the other subjects.  \n\nWithout knowledge in science, you wouldn't understand a lot of things about the world.
1169431
Teach religious stuff in religion class, actual science in science class.  Give parents or kids themselves the choice of not taking any of the above.  Everybody goes home happy, the ridiculous debate ends.
96729
While it is true that teachers are human and may not word a question exactly right that makes it clear, they do not ask the "wrong" question.  They are asking the student what they believe is important for the student to learn and know.  If you pay attention in class, the teacher usually gives out clues during lectures as to what they think is important for you to know; also when they point out certain readings, that is usually important material to know.