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What are three things you learned from reading this article?
I have learned that it is more beneficial to guide students in actively reasoning on their own misconceptions as to how they make sense rather than to simply correct such misconceptions.
Secondly, if students are allowed to reason on their own misconceptions collaboratively, they will themselves be able to eventually correct such and in the process gain practices that can help them solve problems in the future.
Thirdly, to develop the scientific reasoning mindset and practices in students, teachers need to model and provide time and space for students to engage in such activities.
What “wacky” ideas (if any) have you heard your students come up with? Where do you think those ideas originated?
I have heard the idea that the sun rotates around the earth while the earth stands in one place. This make come from students' imagination as they see what appears as the sun moving across the sky each day. Such an idea may also come from religious beliefs of their parents or other members of the community that says that the earth is the center of the universe therefore everything moves around it.
Another misconception I have from students is that the volume of water changes if pour it in varying size containers. this may be because from a visual point of view the water seem to take up less space in a larger container and more space in a smaller one.
What will you do differently in your classroom based on these findings?
I will definitely make time in my lesson plans for students to actively reason and collaborate on their misconceptions rather than focusing more on completing units and correcting those misconceptions myself.
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