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ERIC Number: EJ1094278
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0148-432X
Understanding Misconceptions: Teaching and Learning in Middle School Physical Science
Sadler, Philip M.; Sonnert, Gerhard
American Educator, v40 n1 p26-32 Spr 2016
In this study the authors set out to better understand the relationship between teacher knowledge of science and student learning. The authors administered identical multiple-choice assessment items both to teachers of middle school physical science and to their students throughout the school year. The authors found that teachers who have strong content knowledge and can identify students' most common misconceptions in science are more likely to increase their students' science knowledge than teachers who do not.
American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A