Science teachers' diagnosis and understanding of students' preconceptions

164 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

A Motivational View of Constructivist‐informed Teaching (2005, background): “Morrison and Lederman (2003), however, found that science teachers who did try to elicit students’ views used a much more limited repertoire of techniques, focusing mainly on questioning and discussion.”
Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry (2005, methodology): “…organization of field-based activities in such a way that they promote preservice teachers’ understanding of their students’ conceptions and learning difficulties; for instance, by asking them to analyze students’ responses to written tests or interview questions (cf. Morrison & Lederman, 2003).”
Misconceptions about Psychological Science: A Review (2013, unknown): “Examples include preconceptions (Morrison & Lederman, 2003), personal epistemologies (Hammer & Elby, 2002), alternative conceptions (Piquette & Heikkinen, 2005), and naïve science (Pine, Messer, & St John, 2001).”
Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “…skills, (b) general information about students is used (e.g., “This student is a bad reader” or “This student cannot concentrate very well”), (c) automatic reaction to provide support directly, and (d) time constraints (Elbers et al., 2008; Morrison & Lederman, 2003; Wittwer et al., 2010).”