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Preconceptions Summary
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 Fabric unit:
Preconceptions about Fabric:
Fabric does not have to be made.
Scientifically Accepted Ideas:
Fabric is any material produced by knitting, weaving, or pressing fibers into a flexible sheet.
Preconceptions about Fabric:
All fabric comes from the same source.
Scientifically Accepted Ideas:
Fabrics are made from a variety of materials, from steel, brass, and other metals, to natural fibers, like wool, silk, cotton, and hemp, and synthetic fibers like nylon, rubber, polyester, etc.
Preconceptions about Fabric:
Everyday items around them are not made from fabric, only clothes are made of fabric.
Scientifically Accepted Ideas:
Different properties of fabrics make them useful for different purposes.
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