Within the theory of constructivism, learners build their understanding of the world through their own experiences and their reflections upon those experiences. These reflections are built upon an individual’s prior learning. If a new idea emerges which challenges an existing idea, then that idea will either be changed to fit the new information, or the new information will be disregarded as it’s deemed irrelevant.
Subsequently, children come to school with their own explanations of the world around them, and these may be different to accepted scientific explanation. As these alternative conceptions have been built to make sense of the world, they can be extremely resistant to change.
Children will invent rules to explain the patterns they see around them (C Harrison). At times this can be useful, however, sometimes these rules can lead to incorrect ideas and assumptions. For example, many children believe that the Moon is a light source, because this understanding fits with the patterns of explanation the children have constructed for themselves. The Moon is bright and lights up the Earth – this is what light sources do. Therefore, the Moon is a light source.
Malcolm Swan (2001) writes how, ‘Misconception is not wrong thinking but it is a concept in embryo or a local generalisation that the [student] has made. It may in fact be a natural stage of development.’
The subject of science relies on a deep understanding of technical vocabulary. We constantly introduce children to new words of which the meaning is either completely unfamiliar to them or is different to the everyday use of the term. For example, material, diet, and weight.
If we do not ensure children grasp the meaning of the required vocabulary, this can lead to many of the most common misconceptions children have in the primary science curriculum.
It is therefore essential that we are armed with a number of teaching strategies which enable us to identify, avoid and remedy misconceptions in the children we teach.
Careful questioning, using Concept Cartoons and Explorify activities are some strategies that can be used to elicit misconceptions. When done correctly, these methods create a safe space for children to share their ideas and challenge each other’s.
Using practical work to investigate a scientific question may challenge some incorrect preconceived ideas. For example, you may ask ‘what materials are magnetic?’. Children often believe that all metals are magnetic. This could be identified through making predictions and then challenging them by giving the children a selection of magnetic and non-magnetic metals to test.
As a leader of primary science, it is important that you are confident in the subject knowledge required so you can address misconceptions in the children you teach and those in colleagues. At STEM Learning, the Subject knowledge and leadership skills for new primary science leaders course provides you with specific, in-depth subject knowledge to deliver the primary science curriculum effectively and confidently. It opens your eyes to misconceptions that you may be harbouring (we do not know, what we do not know!) as well as developing strategies to elicit and challenge them in the classroom.
Book your place on the 'Subject knowledge and leadership skills for new primary science leaders' residential CPD course now.