Addressing Student Misconceptions/Preconceptions in Teaching and Learning

Science Curriculum
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Effective teaching or learning of science requires imagination, creativity, and innovation. As children grow, they develop unique knowledge and ideas from their interaction with natural phenomena before they are exposed to scientific knowledge taught in class. They gain experiences as they pull, throw, push, and drop objects around them. Through this, they build some expectations on how specific items move. Their thoughts about things develop as they interact with other elements like plants, animals, light, water, toys, and fire. The conceptions that children develop after interacting with the natural environment are significant in expanding their knowledge of how things behave differently. This is helpful as they begin learning science because some conceptions cannot be explicitly represented through language, but they must relate to their experiences.
In a classroom setting, particularly during science classes, it is important to begin by addressing student misconceptions/preconceptions about particular objects. Learners will be able to narrate how they think those objects react when put in motion. Their little knowledge will be more expounded when combined with the formal explanatory language. It will be an excellent chance to explore and test their model of understanding the universe. This will contribute to a deep comprehension of the misconceptions developed from experiences. The misconceptions brought by students in the classroom will not change the scientific principles and frameworks. However, they are needed to expand knowledge.
It is also essential to address the misconceptions before beginning a lesson because if they are not addressed, there is a possibility of coexisting with the new knowledge. This can result in collusion between facts and fiction, confusing learners. Similarly, when misconception...