Misconceptions in the Biology Classroom

Kathy Hoppe, DAL Living Environment

Misconceptions in Biology

Where do we begin?

Identifying Misconceptions Biology

• Collect data from open ended questions • Then create questions to act as a probe – Use misconceptions collected from open ended questions as distracters in multiple choice questions • Ed’s Tools – The Biology Concept Inventory • Confidence Tests as a tool for recognizing misconceptions

Revealing Misconceptions * Alternative but instant simple methods

Topical Barometer (For Students)

Where is most of the earth’s freshwater located?

______________________________ Glaciers Groundwater Surface Lakes Swamps Rivers Water

Distribution of Earth’s Water

Carousel Brainstorming (For Students: Draw or Describe)

DNA Protein Synthesis DNA Analysis DNA Structure and The Biodiversity Lab

Concept Survey of Prior Conceptions Place an X in the column that demonstrates your beliefs about Biology Pre-Lesson Believe Not Sure I Believe Don’t Believe Post-Lesson Describe what you believe

1. A food chain is a linear chain.

2. Simpler organisms rely on less complex organisms for food.

3. Energy flows from the top of a food chain down.

4. Respiration is the same as breathing.

5. Blood in the veins is blue.

6. Male animals are always bigger than female animals.

Concept Mapping

Tooth Teeth paste Teeth

Is Intervention Possible?

• Teaching Style • Design of Course and Curriculum • Teacher Response to Students on an Individual Level

Learning Theories

Learning Styles Multiple Intelligence Brain Based Learning How do we change student

misconception s?

Constructivism

SAR Presentations

• Presentation topics include anything that addresses the Living Environment Core – Student misconceptions can usually be identified in most topics • Presentation Feedback Form

Contact Information

• Kathy Hoppe Science Support Monroe 2 Boces [email protected]

www.sciencesupport.net