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Learners Ideas and Misconceptions

Chapter

Abstract

Some decades ago it was assumed that students do not have any preconceptions or knowledge in chemistry: good preparation for a chemistry lesson only had to decide, which new terms were to be introduced in which order and with which experiments or models. Empirical studies, however, showed that learners have preconceptions for many topics and that these preconceptions do not match today’s scientific concepts. For that reason a first basic question of chemistry education is: which preconceptions exist for which topics and how can we effect conceptual change? Often the preconceptions are simply called “false” – without considering that students make correct observations and create individual mental models on the base of their observations. Therefore, these conceptions should better be called: Conceptions of everyday life Primary or prescientific conceptions Student precomprehension or preconception Misconcepts or misconceptions

Keywords

Conceptual Change Scientific Idea Silver Sulfide Phlogiston Theory Bunsen Flame 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Supplementary material

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Copyright information

© Springer-Verlag Berlin Heidelberg 2012

Authors and Affiliations

  1. 1.Institut für Didaktik der ChemieWestf. Wilhelms-Universität MünsterMünsterGermany
  2. 2.School of ChemistryUniversity of SydneySydneyAustralia

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