Introduction
The art of learning science involves making new connections to prior knowledge in which one already holds (Gregson, 2012). The ability to make these connections enhances the likelihood of fully understanding new concepts. What happens if the student holds preconceived ideas about a concept that is incorrect? These are labeled as misconceptions. Misconceptions can be formed by students trying to make sense of everyday experiences (Gregson, 2012). This website aims to investigate three common scientific misconceptions and provide a starting point as to how to rectify these misconceptions within the classroom. While it may be easy to identify student misconceptions, creating a conceptual change is not (Fries-Gaither, 2008). Research indicates a hands on approach is an essential component in conditioning students conceptual change in their understandings (Fries-Gaither, 2008). Each misconception explore within this site provides foundation information, possible reasons for misconception, curriculum-based learning experiences and hands-on activities.
(Jason Pearson, 2013)