Importance Of Misconceptions In Education

INTRODUCTION

The paper takes a closer look misconceptions in science education. In this paper, first conception and misconception will be defined in the light of the article named “Children’s Misconceptions and A Look How Teachers Respond to Them” (Kambouri). Secondly, from what misconceptions can derive will be explained. Thirdly, how misconceptions can be prevented will be stated. And finally, the topic will be concluded.

WHAT IS MISCONCEPTION?

Conceptions can be identified as ideas, schemas, objects or beliefs which facilitates the understanding of the world around human beings. Another definition is that “Scientific concepts are those ideas that enable us to appreciate the patterns and relationships between the way things are made and

Our education life begins with primary school. In school settings, it can be inferred that teachers are the factor which is the most crucial for learning as the second stage. Also, teachers may cause misconceptions in the children’s education life. One highlight is the unqualified teachers. Since some of them have inadequate accumulation about the science’s topics, teachers do not prefer to explain these topics much. For instance, according to a research, teachers account for the lesson of Plants and Animals’ comfortably, while ‘Electrocity’ is difficult for them because it is a complex topic (Pine& Messen& John, 2001). Other notion is that teachers do not know what kind of misconceptions teenagers may have (Thompson& Logue, 2006). If they do not pay attention to recognize their misunderstandings, it is like that a flimsy flat is built. Besides teachers, the school has a role in occuring of misconceptions. The abundancy of topics, the ongoing curriculum and the use of the lesson sources which do not take into consideration of children’s misconceptions are the school-induced causes.

First of all, if we discuss in detail the parent and other family members issue, they should be conscious of the fact that a wrong knowledge causes misconceptions. They ought to recognize that saying ‘I do not know’ is better than giving an unreliable answer. Students should be directed to tools which can be obtained knowledge about the unknown topics or we can learn new information with them,too. Moreover, children tend to ask a lots of questions in their juvenility period. At this point, parents should not pretend not to have heard their questions because these attitudes lead to trigger misconceptions (in Alagumalai, pers.