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ERIC Number: EJ1136640
Record Type: Journal
Publication Date: 2017-Mar
Pages: 7
Abstractor: ERIC
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0047-231X
Case Study: Formulating Questions That Address Student Misconceptions in a Case Study
Prud'homme-Généreux, Annie
Journal of College Science Teaching, v46 n4 p54-60 Mar 2017
Misconceptions are sometimes called "alternative conceptions" in acknowledgement of the fact that although these concepts are inaccurate, they are congruent with prior experiences. The idea that misconceptions must be addressed to improve learning is helpful to remember when developing a case study. Students will bring their existing conceptual framework to bear on the case. In some instances, their ideas will be wrong, and if these ideas are not addressed, the new information contained in the case will either be rejected or incorporated into a growing conceptual framework that has scientific inaccuracies. With this in mind, this article describes how one tool, a concept inventory, could be used to inform the development of a case study.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A