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 Habitats unit:
Preconceptions about Definition:
Ecosystems are made up of parts, that habitats and populations are equivalent to ecosystems, and that there is no hierarchy.
Scientifically Accepted Ideas:
A habitat is one component of the interconnected ecosystem.
Preconceptions about Habitat and Ecosystem Changes:
Change is based on needs and wants (anthropomorphic), use and disuse, and is a response to outside influences.
Scientifically Accepted Ideas:
Organisms have no control over change since it is a constant (i.e. climate).
Preconceptions about Habitat and Ecosystem Changes:
Change is part of the grand scheme of things (teleological views) and change is a gradual process without a role within a population or reproductive success.
Scientifically Accepted Ideas:
Organisms have no control over change since it is a constant (i.e. climate).
Preconceptions about Cycles and Interrelationships in Habitat and Ecosystems:
Ecosystems are not viewed as a whole with decomposers, matter cycling, energy flow, and energy pyramids as having a role in ecosystems. Cycling is considered in respect to its separate parts.
Scientifically Accepted Ideas:
Complex interactions and cycles comprise ecosystems.
Preconceptions about Human Involvement in Ecosystems:
Humans are the top, central, and most important organisms in an ecosystem.
Scientifically Accepted Ideas:
Although humans can directly influence ecosystems, they are still an interconnected part, and dependent upon the other components of an ecosystem.
Preconceptions about Human Involvement in Ecosystems:
Life would not be maintained without human involvement.
Scientifically Accepted Ideas:
Although humans can directly influence ecosystems, they are still an interconnected part, and dependent upon the other components of an ecosystem.
Preconceptions about Organisms:
Organisms need more or less than the basic needs of food, air, water, light, shelter, and space.
Scientifically Accepted Ideas:
Organisms have basic needs of food, air, water, light, shelter, and space.
Preconceptions about Organisms:
Plants, fungi, eggs and seeds are not living.
Scientifically Accepted Ideas:
An organism is classified as a plant, or an animal, or living by many biological criteria, such as, growing, reproducing, feeding, respiring, moving, irritability, and excreting waste.
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