Overcoming Students' Misconceptions in Science Strategies and Perspe
This book discusses the importance of identifying and addressing misconceptions for the successful teaching and learning of science across all levels of science education from elementary school to high school. It suggests teaching approaches based on rese
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ercoming Students' Misconceptions in Science Strategies and Perspectives from Malaysia
Overcoming Students’ Misconceptions in Science
Mageswary Karpudewan Ahmad Nurulazam Md. Zain A.L. Chandrasegaran Editors
Overcoming Students’ Misconceptions in Science Strategies and Perspectives from Malaysia
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Editors Mageswary Karpudewan School of Educational Studies Universiti Sains Malaysia Penang Malaysia
A.L. Chandrasegaran Science and Mathematics Education Centre (SMEC) Curtin University Perth, WA Australia
Ahmad Nurulazam Md. Zain School of Educational Studies Universiti Sains Malaysia Penang Malaysia
ISBN 978-981-10-3435-0 DOI 10.1007/978-981-10-3437-4
ISBN 978-981-10-3437-4
(eBook)
Library of Congress Control Number: 2016960775 © Springer Nature Singapore Pte Ltd. 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #22-06/08 Gateway East, Singapore 189721, Singapore
Foreword
How many of our teachers are aware that children are not attending to lessons with a blank slate of mind? What is most captivating is that teachers deliver the lessons as though children in the classroom do not have any prior knowledge about the concepts being taught. In a teacher-dominated classroom, students intuitively listen to the teacher’s explanations about the concepts without actually participating in the learning. It is in fact a common routine for students in schools to passively receive information delivered by the teacher in a classroom without questioning as though the facts imparted by the teachers are the ultimate truth. This happens because in the Malaysian context, teachers are strictly required to follow the curriculum specifications prepared by the Ministry of Education.
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