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.
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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 Water unit:
Preconceptions about the Water Cycle:
Rain is animated, such as “angel tears”, or may have no idea of the relationships in the water cycle.
Scientifically Accepted Ideas:
The water cycle is made up of water evaporating from oceans and lakes, rising and cooling, falling back down as rain or snow, and then flowing back in to the sea.
Preconceptions about Evaporation:
Water “disappears” like magic or water leaks through surfaces.
Scientifically Accepted Ideas:
Water absorbs energy and goes from a liquid to a gaseous state.
Preconceptions about Condensation:
Water “appears” magically or is created on surfaces.
Scientifically Accepted Ideas:
Water loses energy and goes from a gaseous to a liquid state.
Clouds are condensed states of water vapor.
Preconceptions about Air Pressure:
Air is weightless.
Air is “nothing” – empty space.
Scientifically Accepted Ideas:
Air has mass.
Preconceptions about Surface Tension:
The top layer of water “dries out” and forms a skin.
Water is “afraid of” or “likes” the surface that it is on.
Scientifically Accepted Ideas:
Surface tension forms due to a physical interaction between water molecules.
Water forms hydrogen bonds between molecules to form beads.
Preconceptions about Water Properties:
Water is ordinary and behaves like everything else.
Ice, snow, fog, water, and steam are all different substances.
Water absorbs compounds like a sponge.
Water is an element.
Water is only in lakes, oceans, streams, and the plumbing of buildings.
Scientifically Accepted Ideas:
Water has unusual properties when compared to other substances.
Ice, snow, fog, water, and steam are separate states of the same substance.
Water breaks up compounds in acting as a universal solvent.
Water is a compound itself.
Water can be found in many places on the globe and in many states. |
