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ERIC Number: ED256570
Record Type: Non-Journal
Publication Date: 1985-Apr
Pages: 41
Abstractor: N/A
Reference Count: N/A
Philosophical Examination of the Problem of the Unlearning of Incorrect Science Concepts.
Prather, J. Preston
Speculative philosophical methodology was used to generate ideas about ways science teachers might help students recognize and unlearn erroneous notions about science and replace them with sound new science concepts without lessening students' intellectual self-confidence or alienating their receptivity to further science learning. The research was conducted in four phases: (1) literature review on common misconceptions in science (finding misconceptions related to virtually every science-related field from kindergarten through college); (2) reflective analysis on the nature of the misconceptions identified in the literature; (3) speculative assessment of major studies for insight and ideas regarding alternative ways to approach the problem; and (4) speculative justification of conclusions and suggestions for further research. Based on such findings as the persistence of misconceptions after formal science instruction, a rationale is offered for the systematic inclusion of the history of science in science teaching, specifically the history of the development of those major concepts about which common misconceptions exist today. Such instruction could help students recognize and appreciate the inadequacies of their own incorrect ideas. (A brief explication of the nature and applications of philosophical enquiry is appended.) (JN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A