Identifying and Eliminating Misconceptions through Modeling in the Middle School Science Classroom

Autor/in	Devard, Sirjana
Titel	Identifying and Eliminating Misconceptions through Modeling in the Middle School Science Classroom
Quelle	(2022), (122 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-8753-9
Schlagwörter	Hochschulschrift; Dissertation; Formative Evaluation; Heat; Thermodynamics; Misconceptions; Grade 6; Middle School Students; Energy; Lesson Plans; Science Instruction; Models; Teaching Methods; Student Needs; Concept Formation; Scientific Concepts; Delaware + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hitze; Thermodynamik; Missverständnis; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Energie; Lesson planning; Unterrichtsplanung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung
Abstract	Sixth-grade science students at Gauger-Cobbs Middle School in Newark, DE, had misconceptions about how heat energy moves in the hydrosphere through conduction, convection, and radiation. As a result, students struggled to develop and connect ideas that correctly and completely explained heat transfer in the hydrosphere at the end of the lesson sequence. The purpose of this study was to determine if using modeling as a formative assessment tool to guide instruction could improve student understanding of heat transfer in the hydrosphere. Modeling was used three times as a formative assessment to guide the design of instruction to address students' unique misconceptions throughout the lessons. Evaluation after each modeling attempt noted students' misconceptions, and lessons intentionally addressed the identified student misconceptions. This study assessed if using modeling as a formative assessment tool to address misconceptions could eliminate students' original misconceptions from their final models and claim/evidence/reasoning response. This study found that utilizing modeling as a formative assessment eliminated approximately sixty-two percent of identified misconceptions by the final modeling attempt. The change idea was successful because utilizing modeling as a formative assessment to guide instruction enabled the participant-researcher to make adjustments to instruction based on student learning needs. Without the knowledge that the students are struggling with misconceptions, the teacher cannot make necessary adjustments to promote conceptual change amongst students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01