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ERIC Number: EJ899314
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1812-9129
Discrepant Teaching Events: Using an Inquiry Stance to Address Students' Misconceptions
Longfield, Judith
International Journal of Teaching and Learning in Higher Education, v21 n2 p266-271 2009
Science instructors have long known that the use of discrepant events with unexpected outcomes is a powerful method of activating thinking. A discrepant "teaching" event is similar to a discrepant science event in that it vividly portrays what is often an abstract construct or concept and has an unexpected outcome. The unexpected outcome creates what Piaget (1971) refers to as disequilibrium, thereby uncovering students' naive conceptions and tacit beliefs about the concept being studied. This article defines what a discrepant teaching event is and compares and contrasts discrepant "science" events and discrepant "teaching" events. Examples of discrepant teaching events useful in mathematics and social studies are also provided. The article concludes with a discussion of the utilization of an "inquiry stance" to teaching as a way to address students' misconceptions of discipline specific concepts.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A