Evolution is a common misconception that students enter a classroom with. These misconceptions do provide a useful source of prior knowledge that a teacher can build on, although they may be difficult to change and be detrimental to the learning process (Venville and Dawson, 2004). To shift such misconceptions teachers must implement strategies to determine the misconceptions and then implement the change. Hubber and Tytler (Venville and Dawson, 2004) suggest that a constructivist approach where “monitoring students’ conceptions…bringing them into the open for discussion and evaluating them using evidence”.
In determining the misconceptions, diagnostic assessment prior to the start of a new module allows for identification of prior knowledge being brought into the classroom and also the misconceptions that are in place. This may take the form of a quiz whether it is a class questioning session, paper print out or online, as demonstrated in class. Print out or online however can be repeated at the end of the module to see the learning and break down of misconceptions that have taken place.
http://evolution.berkeley.edu/evolibrary/misconceptions_faq.php#i1 and http://homepage.mac.com/vtalsma/misconcept.html#evolve both provide a range of misconceptions in relation to evolution and 8.5.2 Evolution of Australian Biota.
To break down the misconceptions a number of strategies can be used. Analogies to explain evolutionary patterns such as wings and limbs being similar, only with different function. Diagrams and images of the structures of wings and limbs allow for such a comparison to occur. With the resources available on the internet, integration into the classroom can bring to life aspects of the Biology, or any science course. Other examples include ICT. Students performing investigations of their own, using the constructivists approach (Venville and Dawson, 2004), where the students own conception is challenged and they must investigate to solve the problem shifting their misconception.
Bring this into further discussion religion and evolutionary theories!!! But we will leave that for another day…
Nice outline to explore and change the alternate conceptions among the students, Mel. Even I have difficulty in understanding evolution myself. Before I go to the class and teach the topic, I must explore my misconceptions as well. Well, that is what I am thinking now. We teachers may have misconceptions. Before asking the students, we must search deeply to find out our own. Because, we may be transmitting them to the students. In order to improve the students understanding, we have to be ongoing learners, constantly challenging ourselves. So before we teach anything, we must have thorough content knowledge devoid of any naive ideas. Instead being resistant to change or upset at our own shortcomings, a sporting attitude can guide us through.
ReplyDeleteOf course I agree with you on using interactive learning strategies and discovery learning to change students' concept and deepen their understanding.