How do misconceptions of electrochemistry enter into students’ reasoning during a practical task?
2007 (English)Conference paper (Refereed)
Misconceptions are frequently treated as the chief problem to be overcome in science instruction. In this study we examine to what extent misconceptions of electrochemistry identified in interviews enter into students’ reasoning during a practical on electrochemical cells. We recorded talk in eight pairs of upper secondary students, using a practical epistemology analysis to investigate how their reasoning developed. Students established relations connecting to known misconceptions on rather few occasions. In those instances, their reasoning showed a tentative character, consisting of possibilities and questions rather than of conceptions. In none of these cases did relations touching upon misconceptions constrain how they filled central gaps. On the contrary, they contributed to the students reasoning going in the right direction in some instances. We conclude than when studied in action, the role of common misconceptions can be radically different from that assumed by identifying them in interviews or written surveys. Hence, only when studied within an activity can their significance for the learning of a science content be evaluated correctly.
Place, publisher, year, edition, pages
misconceptions, electrochemistry, practical work, practical epistemology analysis
Research subject Science Education
IdentifiersURN: urn:nbn:se:su:diva-35576OAI: oai:DiVA.org:su-35576DiVA: diva2:287527
European Science Education Research Association, August 21st - August 25th, 2007, Malmö Sweden
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