Overview
Discusses the importance of identifying and addressing students’ misconceptions for the successful teaching and learning of science
Suggests teaching approaches based on research data to address students’ misconceptions
Serves as a reference guide for postgraduate and undergraduate courses as well as a course text
Includes supplementary material: sn.pub/extras
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Table of contents (17 chapters)
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Front Matter
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Misconceptions Identified During Teaching and Learning of Primary Science and Strategies Used to Address the Identified Misconceptions
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Front Matter
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Misconceptions About Chemistry Concepts and Strategies to Address the Identified Misconceptions
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Front Matter
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Misconceptions About Physics Concepts and Strategies to Address the Identified Misconceptions
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Front Matter
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Misconceptions About Biology Concepts and Strategies to Address the Identified Misconceptions
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Front Matter
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Keywords
About this book
The science education literature extensively documents the findings of studies about students’ misconceptions or alternative conceptions about various science concepts. Furthermore, some of the studies involve systematic approaches to not only creating but also implementing instructional programs to reduce the incidence of these misconceptions among high school science students. These studies, however, are largely unavailable to classroom practitioners, partly because they are usually found in various science education journals that teachers have no time to refer to or are not readily available to them. In response, this book offers an essential and easily accessible guide.
Editors and Affiliations
About the editors
Dr. Ahmad Nurulazam Md. Zain, co-editor, is a Professor at the School of Educational Studies, USM. He has more than 25 years of teaching and research experience at USM including a short stint at King’s College London. He was Director of the National Higher Education Research Institute, Deputy Dean of the School of Educational Studies, USM and Program Manager at the Centre of Education and Training in Renewable Energy. His research areas include science education, higher education and computer education. His works have been published in national and international journals. He has also written chapters in books and monographs that have been published at boththe national and international level.
Dr. A. L. Chandrasegaran, co-editor, is a Research Associate at the STEM Education Research Group, part of the School of Education at Curtin University in Perth, Australia. After obtaining a BSc (Hons) from the University of Canterbury, Christchurch, NZ and a Teaching Diploma from the Christchurch Teachers’ College on a Colombo Plan scholarship, he began his career in education as a chemistry teacher at English College, Johor Bahru in 1966, then was Johor State Science Supervisor before retiring as Principal of Sultan Ibrahim Secondary School in Kulai. He subsequently taught general science and chemistry in Singapore and Perth before joining Curtin University in 2005 after obtaining an MSc (Sc.Ed.) and PhD from Curtin University. His research interests include evaluating students’ understanding of science concepts and developing two-tier multiple-choice diagnostic assessments in science.
Bibliographic Information
Book Title: Overcoming Students' Misconceptions in Science
Book Subtitle: Strategies and Perspectives from Malaysia
Editors: Mageswary Karpudewan, Ahmad Nurulazam Md Zain, A.L. Chandrasegaran
DOI: https://doi.org/10.1007/978-981-10-3437-4
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2017
License: CC BY
Hardcover ISBN: 978-981-10-3435-0Published: 07 March 2017
Softcover ISBN: 978-981-10-9873-4Published: 04 May 2018
eBook ISBN: 978-981-10-3437-4Published: 28 February 2017
Edition Number: 1
Number of Pages: XVI, 344
Number of Illustrations: 52 b/w illustrations
Topics: Science Education