Student preconceptions (misconceptions, naïve understandings) are important for teachers to uncover, address, challenge and extend. These are commonly held (but not always scientifically accurate) ideas that children bring to the classroom. Students come to school with ideas about the world and science principles because of experiences and observations that have helped to shape those beliefs. Learners hang onto those ideas until multiple experiences cause them to question previously-held beliefs and to form new explanations.
Educators need to discover student preconceptions and be aware of the related scientifically accurate ideas. It is the teacher’s role to facilitate learning experiences that challenge inaccurate ideas, solidify developing ideas, and reinforce and extend scientifically accepted ideas. Knowing student preconceptions helps educators to ask probing questions and craft experiences to move students along to greater science understanding.
Below is a summary of the preconceptions and scientifically accurate ideas related to the Balance and Motion unit:
Preconceptions about Forces:
Living things can only exert forces.
Scientifically Accepted Ideas:
Animate and inanimate objects can exert forces.
Preconceptions about how Force influences Motion:
Constant motion requires a constant force.
Scientifically Accepted Ideas:
An object free from friction can move without a force on it.
Preconceptions about how Force influences Motion:
If a body is not moving, there is no force acting on it.
Scientifically Accepted Ideas:
Balanced forces are being constantly exerted both inside and outside our bodies.
Preconceptions about how Force influences Motion:
Force is a property of an object.
Scientifically Accepted Ideas:
Forces deal with interaction between bodies.
Preconceptions about how Force influences Motion:
Every object naturally tends to fall toward the ground without any forces acting on it.
Scientifically Accepted Ideas:
Gravity is a force.
Preconceptions about how Force influences Motion:
Reaction forces are less “real” than action forces.
Scientifically Accepted Ideas:
All forces come in equal and opposite pairs.
Preconceptions about Natural Motion:
The motion of an object is an intrinsic property of that object and is not influenced by outside factors.
Scientifically Accepted Ideas:
The acceleration of an object depends on the force exerted.
Preconceptions about Mechanical Concepts:
Acceleration depends only on relative positions.
Scientifically Accepted Ideas:
Acceleration depends on the interplay of masses and forces.
Preconceptions about Mechanical Concepts:
“Going as fast as” means “accelerating as fast”.
Scientifically Accepted Ideas:
If objects have the same final velocity, their accelerations must have been the same.
Preconceptions about Mechanical Concepts:
Objects must have a greater acceleration because it is catching up.
Scientifically Accepted Ideas:
Acceleration and velocity are independent quantities.
Preconceptions about Mechanical Concepts:
One object has a greater acceleration because it covers a greater distance than another object in the same time.
Scientifically Accepted Ideas:
Acceleration and velocity differ in regards to covering distance.
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