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DOCUMENT RESUME ED 293 686 SE 048 927 AUTHOR Novak DOCUMENT RESUME ED 293 686 SE 048 927 AUTHOR Novak, Joseph D., Ed. TITLE Misconceptions and Educational Strategies in Science and Mathematics. Proceedings of the International Seminar (2nd, Ithaca, New York, July 26-29, 1987). Volume III. INSTITUTION Cornell Univ., Ithaca, N.Y. Dept. of Education. PUB DATE Sep 87 NOTE 1,158p.; For VolumeI and Volume II, see SE 048 925-926. PUB TYPE Collected Works Conference Proceedings (021) EDRS PRICE MF09/PC47 Plus Postage. DESCRIPTORS *Chemistry; Elementary School Mathematics; Elementary School Science; Elementary Secondary Education; Learning Strategies; Mathematics Education; *Mathematics Instruction; *Misconceptions; *Physics; Science Education; Science Instruction; *Secondary School Mathematics; *Secondary School Science; Teaching Methods IDENTIFIERS *Science Education Research ABSTRACT This document is the last of three volumes of the proceedings of an international seminar which focused on student misconceptions in science and mathematics as well as teaching strategies intended to deal with those misconceptions. An introduction to the volume explains the format of the conference and the organization of the sessions. It stresses the attention given to constructivism by the participants, as well as some of the proJlems associated with 3efining misconceptions and alternative frameworks. The remainder of the document contains 62 of the papers presented at the seminar, arranged in alphabetical order by senior author. These papers focused mainly on physics, mathematics, and chemistry. In addition, the document contains a list of the conference participants. (TW) *********************************************************************** * Reproductions suppliedby EDRS are the best that can be made * * from the original document. * *********************************************************************** Proceedings of The Second International Seminar MISCONCEPTIONS AND EDUCATIONAL STRATEGIES IN SCIENCE AND MATHEMATICS July 26 - 29, 1987 CORNELL UNIVERSITY, ITHACA, NY, USA Volume III "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY NO valS TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" U S DEPARTMENT OF EDUCATION Office of Educationai Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) s'sr;tsdocument has been reproduced as awed from the person or organization originating it r Minor changes have been made to improve reproduction Quality Points of view or opi honsstatedin this docu ment do rot hecessanly represent official OERI posdicri or policy (NI #4, Joseph D. Novak 4 AVAILABLE Professo of Science Education iLslDOPY and Biological Sciences Cornell University 9 PROCEEDINGS CONTENT BY VOLUME VOLUME I: Overview of the Seminar; Epistemology; Research Methodologies; Metacognitive Strategies; Use of Computers; Roster of Participants VOLUME II: Overview of the Seminar; Teacher Education; Teaching Strategies; Biology; Elementary Science; Roster of Participants VOLUME III: Overview of the Seminar; Physics; Mathematics; chemistry; Rosterof Participants * * * * * * * * * * * * * * * * * * * * Reproduction of papers in this seminar report does not preclude publication of the papersin other books or journals. Copyright permission to quote or reprint pages should be sought from the authors. Papers are as provided by the authors and are unedited. Some additional copies of the Proceedings are available from Professor J.D. Novak. Microfiche copies will be available through ERIC Document Reproduction Services, Computer Microfilm Corporation, 3900 Wheeler Avenue, Alexandria, VA22304-5110. J.D. Novak Department of Education Cornell University Ithaca, New York 14853U.S.A. Telephone: (607) 255-2267 September, 1987 4 5 ACKNOWLEDGMENTS This seminar was made possible by support from various individuals and organizations including the: New York State College of Agriculture and Life Sciences; the Department of Education; Division of Summer Session, Extramural Study and Related Programs; Physics Department; Division of Biological Sciences; Conference Services; Shell Companies Foundation; numerous professional associations that published the seminar announcement in their Journals and newsletters; and, the staff of the Department of Education, especially Sid Doan, Rosemary Hulslander, and Berni Oltz. Sue Pi'.iero, Demetra Dentes, and Nancy Wing served as Conference Coordinators. Planning of the seminar was aided by Jere Confrey, Pat Kerr, George Posner, and Deborah Trumbull. Second International Seminar needed cross-disciplinary dialogue. There was a general Misconceptions; and Educational Strategies in Science and Mathematics consensus that many of the issues and problems were common to July 26-29, 1987 both science and math education. In some areas of research, Introduction math education appears to more advanced than science Our first seminar, held in 1983, showed that there was education (e.g., concern for epistemology as it relates to strong international interest in the general topic of student instruction) and in other areas the reverse is true (e.g., misconceptions in science and mathematics (see Helm and the use of metacognitive tools to facilitate understanding). Novak, 1983). Advance announcements for our second seminar In the plenary session on physics and chemistry, similar were more widely circulated, but the fact that over three concerns were evidenced in communication between sciences. times as many papers (177) were presented and more than three There remains the problem of definition of times as many participants (367) enrolled from 26 countries misconceptions, alternative frameworks, or whatever we choose was clear indication of the great interest currently to call these commonly observed patterns in faculty evidenced in the field. The proceedings are being printed in understanding evidenced in students, teachers and textbook: three volumes to accommodate all papers submitted. A roster There were more papers presented in this second seminar on of participants is included in each volume. how to deal with misconceptions than in the first; however, The format for the deminar followed the pattern of our there was still heavy representation of papers dealing with first seminar: a wine and cheese informal reception on the kind, number and tenaeity of misconceptions and probably Sunday evening; morning and afternoon sessions for paper too few dealing with educational strategies to mollify or presentations and discussions; late afternoon plenary remove the deleterious effects of misconceptions or to limit sessions to discuss "Issues of the Day"; and unscheduled teacher or text initiation of misconceptions. evenings. There was the frustration for most participants of Hore emphasis was evidenced on the importance of choosing between seven or eight simultaneous sessions, but epistemology to improvement of science and math education. papers were grouped by topics in an attemt to preserve some In general, there uas strong endorsement of "constructivist" homogeneity of interests in each group. Papers are presented epistemology both for clarifying the nature of knowledge and in the Proceedings in broad general categories similar to the knowledge production and as an underpinning for lesson groupings used in the seminar program, and in alphabetical planning and pedagogical practices. Of course, there was order by senior author. debate on the value of constructivist ideas and even some Meetings of the Psychology and Mathematics Education questioning of constructivist epistemology in contrast to group were scheduled in Montreal, Canada just preceding our empirical/positivist views on the nature of knowledge and seminar and this facilitated participation by a number of knowing. A number of participants observed that we math educators who might otherwise not have attended. In promulgate constructivist thinking for students, but too both our first seminar arnt again in 1987, there was a strong often we conduct teacher education programs that seek to give feeling that researchers in science education and in math teachers fixed truths and methodologies, rather than education can benefit by greater interaction. Although recognize their need to reconceptualize subject matter and parallel sessions devoted to science or math education pedagogical strategies as they engage in the slow process of research limited some of this interaction, plenary sessions conceptual change. and informal meetings offered some opportunities for much r; 8 Although concern for teacher education was better helping students "learn how to learn."Almost every issue of represented by papers in this seminar than in our first, the journal of the Association for Supervision and Curriculum there remained a common perception that new ideas and Development (Educational Leadership) has articles on this methodologies to improve teacher education, and much more topic extolling the merits of efforts to help students field-based research in teacher education, are badly needed. acquire "thinking skills." Another word of caution: a As we launch this year at Cornell University a new science backlash is already developing in the American public that and mathematics teacher education program, with new faculty, schools are so busy with numerous activities to teach we were especially sensitive to the concerns expressed. They "thinking skills" that too little subject matter is being represent an important challenge to us as we move ahead in taught! My own view is that most of the "thinking skill" the design, evaluation and analysis
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