FACULTY OF EDUCATION AND LANGUAGE

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TEACHING AND LEARNING OF SCIENCE


NAME : SURINA BINTI YUB

METRIK NO : 760528086124002

TELEPHONE NO : 019 9756684

E-MAIL : srnb180@gmail.com

TUTOR NAME : EN MARZUKI B. NGAH

LEARNING CENTRE : TERENGGANU LEARNING CENTRE

SEMESTER : MEI 2014


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Content Page

1.Misconception 3
2.Types Of Misconceptions 4
3. My Students Most Common Misconceptions in Astronomy 5
3.1 Misunderstanding about the Phases of the Moon Phenomenon 6
3.2 Misunderstanding about the Shape of the Earth 6-7
4. Solution 8
4.1 Concept mapping 8-9
5. Reflection 9-10
Refference
Appendixes








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1. Misconception
Misconceptions generally can be translated to as an inflexible notion or a conceptual
misunderstanding. These are cases in which something that some of pupils knows and
believes was in fact does not match or misfit what is known to be scientifically correct.
Most of the pupils who cling to misconceptions do not even know that their ideas are
false or incorrect and when they are told they are wrong, they often have a hard time giving
up their misconceptions. This is especially if they have had a misconception for a long time.
Imagine someone telling you that you are a girl instead of a boy when you are a boy for god
sake! You will never accept that idea. This is the case with the pupils who hold strongly to
their false concept. What is most bothersome about misconceptions is that pupils will
continue to construct knowledge on their current understandings. Possessing misconceptions
can have severe impacts on an individual's learning especially for the young learners.
It is hard to teach children new ideas until we know the existing ideas they hold and
their ideas are often appear to conflict with accepted scientific ideas and are described as
misconceptions or alternative frameworks of belief (Driver et al, 1994). There is actually
clear proof that child builds up frameworks of idea that clash with our accepted scientific
understanding. Just as what happen to scientists own understandings that have undergone
revolutions over historical time, childrens ideas will also change, over a much shorter time-
span. Beside all the concerns, there may be many grains of truth in these alternative ideas
and we need to pay careful attention to what children say about their ideas in science.



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2. Types of misconceptions
Misconceptions happen in almost all science classes. Not among the pupils only but also the
teachers. Misconception can be categorized as follows:
Preconceived notions are popular conceptions rooted in everyday experiences. For
example, many people believe that water flowing underground must flow in streams
because the water they see at the earth's surface flows in streams. Preconceived
notions spate pupils views of heat, energy, and gravity (Brown and Clement, 1991),
among others.
Nonscientific beliefs embrace views learned by pupils from sources other than
scientific education, such as religious or mythical teachings. For example, some
pupils have learned through religious instruction about an abbreviated history of the
earth and its life forms. The difference between this widely held belief and the
scientific evidence for a far more extended pre-history has led to considerable
disagreement in the teaching of science.
Conceptual misunderstandings arise when pupils are taught scientific information in a
way that does not provoke them to deal with paradoxes and conflicts resulting from
their own preconceived idea and non scientific beliefs. To deal with their uncertainty,
pupils build faulty models that usually are so weak that the pupils themselves are
insecure about the concepts.
Vernacular misconceptions arise from the use of words that mean one thing in
everyday life and another in a scientific context (e.g., "work"). A geology professor
noted that students have difficulty with the idea that glaciers retreat, because they
picture the glacier stopping, turning around, and moving in the opposite direction.
Substitution of the word "melt" for "retreat" helps reinforce the correct interpretation
that the front end of the glacier simply melts faster than the ice advances.
Factual misconceptions are falsities often learned at an early age and retained
unchallenged into adulthood. If you think about it, the idea that "lightning never
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strikes twice in the same place" is clearly nonsense, but that notion may be buried
somewhere in your belief system. (See the sidebar for another example.)

3. My Students Most Common Misconceptions in Astronomy
After years of teaching in primary school there are some examples of misconceptions that
usually occur among the pupils such as all metal are attracted to magnet, mass and weight are
the same thing, we can touch the rainbow, steam and water vapour are visible and etc.
However, the most common misconception occurs in Earth Science (astronomy).
Astronomy is by far a very interesting area for involving concepts related to everyday
phenomena. However, not all experienced can give a clear picture to the observer because the
concepts involved in natural phenomena are hard to understand and very difficult to be
explained scientifically (Parker & Heywood 1998; Sharp 1996; Summers & Mant 1995).
Customization and mix up of ideas from observations of everyday phenomena with concepts
learned in the classroom frequently produce misunderstanding or misconception concept.
Misconceptions about astronomy are reported to exist in different age groups of children
(Zurida and Mohd. Zaaba 2001: Dunlop 1999 Sharp 1996; Vosnidau 1991, Baxter 1989,
Nussbaum 1979; Mali & Howe 1979; Nussbaum & Novak 1976) and also the adults (Young,
2000; Franknoi 1998). In fact research shows about astronomy misconceptions exist among
pre-service teachers in teachers, new teachers or experienced teachers (Roslizah 2003; Parker
& Heywood 1998; Summers & Mant 1995; Barbra & Rubba 1992). According to Harlen
(1995) many science teachers taught their students their misconception concept or idea.
Teachers also reported not to have a strong understanding of the concepts which are not
particularly their major (Hashweh 1987).
A simple familiar example of primary students' misconception is in understanding the
relationship between the earth and the sun. When growing up, we are told by adults that the
"sun is rising and setting," giving us an image of a sun that moves about the earth. In school,
we are told by teachers (years after we have already formed our own mental model of how
things work) that the earth rotates. It is sudden attack to our long held belief and concept. We
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are then faced with the complex task of deleting and re arrange the mental image that makes
sense to us, based on our own observations, and replacing it with a model that is not as
intuitively acceptable. This task is not trivial, for pupils must undo a whole mental framework
of knowledge that they have used to understand the world. The example of the earth rotating
rather than the sun orbiting the earth is one of many that teachers refer to collectively as
misconceptions.
3.1 Misunderstanding about the Phases of the Moon Phenomenon
This phenomenon occurs because the moon reflects the light of the sun and the moon
around the earth. This leads to the observed shape of the earth, moon looks different
depending on the position of the moon between earth and sun (Verdet 1995). This
phenomenon is somehow hard to be understand by pupils. Baxter (1989) found that students
consider this phenomenon due to the moon is covered by clouds, shadows falling on the
planet or a moon shadow moon sun protection. However, the most popular notion is that this
phenomenon occurs because the sun is covered by the earth, by the earth's shadow falls on
the moon (Schoon 1992 and Baxter 1989). Actually this is the concept to explain the
phenomenon of a lunar eclipse.
There are pupils who consider an observer located at different positions on the surface
of the earth will be able to see a different month (Stahly et al 1999). This means that pupils in
Singapore observers believe even see the crescent; observers in Malaysia may see the new
moon at the same time! Dunlop (1999) found that students do not understand the change in
angle of the moon, the sun, and the earth that cause specific phases.
False concept of the phases of the moon is shockingly also among teachers. There are
many teachers who believe the phases of the moon because the sun is covered by earth or tilt
of the earth on its axis. There are teachers who expressed month receive a different amount of
light from the sun. This shows that teachers perceive the full moon phase due to months to
receive plenty of sunlight while the crescent phase due to months to receive little sunlight.
Studies show that many teachers do not know only half of the moon's surface that receives
sunlight at all times (Roslizah 2003; Parker & Heywood 1998; & Mant and Summers 1995).
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3.2 Misunderstanding about the Shape of the Earth
Global studies show a lot of students assume the earth is flat. Even in Mali and Howe
(1979) in Nepal, adults also believe the earth is flat. This notion may come out from the myth
that assumes the earth is a flat surface that is very wide and is supported by four large
elephants. The idea of a spherical earth and gravity concepts are difficult for pupils. Very
interesting example of this phenomenon is described in the study by Vosnidau and Brewer
(1990). The pupils in this study reported to have ideas about the square Earth, disc or
spherical but flat on top and bottom. There are also two pupils who thought that the flat earth
where there is land and also the earth are spherical in space. Some pupils believed that the
earth was spherical, but people stay on top of the flat surface of the earth.
According Vosnidau (1991), pupils mental models about astronomy can be classified
into three types, which are intuitive, scientific and synthetic. Intuitive model derived from
everyday experiences such as the insight of the earth shaped is square or disk. Scientific
model is the notion that meets the opinions of scientists at present while the synthetic model
is a combination of intuitive models and scientific models. Synthetic models developed for
pupils still retain all or part of their intuitive model and combine this with the earlier notion
of teaching. Examples of synthetic model are a spherical average, two earth, and flat surface
of the sphere.
Review Sharp (1996) showed that pupils expressed the Earth rotates on an axle to
drop at both poles of the earth. Initially errors were attributed to the term axle (axle) and axial
(axis) are difficult to distinguish by children. However, a detailed study later showed the
disciples implies that there is a protruding metal on both ends of the poles of the earth. Sharp
(1996) told that pupils may obtain an idea of the kind of iron globes axis. The pictures shown
in text books also show seems there is a protruding rod at both ends of the poles of the earth.
Most of the information in the textbook are confusing and making it difficult for
pupils to understand the concept properly. According to Forbes.com (2000) in an article
entitled The Great American Textbook Scandal, there are dozens of errors of fact and
interpretation in Astronomy text book titled Exploring the Universe. Some clear mistakes in
the book are the fact of the asteroid impact. The impact caused the earth thrown up some
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months while the impact of the remaining holes forming the Pacific Ocean. Actually this
theory is rejected in the past 30 years.

4. Solution
In order to help pupils transforming and rebuilding their existing concepts, teachers
should encourage their pupils conducting explorations into the phenomena of scientific
interest. Dunlop (1999) suggested that teachers should provide evidence that the basic
concept put forward by scientists to explain a natural phenomenon. It will encourage and
allows pupils linking the phenomena, new ideas and experiences with their existing concept.
Therefore teachers need to identify pupils misconceptions, plan strategies strategically to
address these misconceptions and build valuation techniques that take into account the extent
to which pupils are able to absorb the concept of science is taught (Trumper, 1991).
The teachers also need to transform themselves from the role of 'whistleblowers' to
researchers and facilitators. As teachers cum researchers, they needs to identify pupils' prior
knowledge and to facilitate the pupils, teachers should guide the pupils so that they can learn
something meaningful (Teacher Education Division 1995). Teachers are also not considered
to be an expert who tried to bury knowledge into the minds of pupils but the teacher's role to
stimulant curious pupils, challenge pupils concept, sources of information and their fellow
investigators. This means that pupilss are fully responsible for their learning activities. Zol
Azlan (2000) considers the changing role of teachers will give students the opportunity to
develop their potential and creativity in all aspects.

4.1 Concept mapping
In my case, I am encouraging my pupils to do the concept mapping. This is based on
research about how we learn (Arons, 1990; Minstrell, 1989). The key to success is ensuring
that pupils are building or rebuilding a correct framework for their new knowledge. One way
of establishing this framework is to have pupils create "concept maps," an approach
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pioneered by Novak and Gowin (1984). With this technique, students learn to visualize a
group of concepts and their interrelationships. Boxes containing nouns (and sometimes
adjectives) are connected to related terms with a series of lines; prepositions or verbs are
superimposed on the connecting lines to help clarify the relationship. While some studies
indicate that concept maps do not enhance meaningful learning in biology (Lehman et al.,
1985), others have obtained the opposite result (Okebukola and Jegede, 1988). Esiobu and
Soyibo (1995) reported that students constructing concept maps in cooperative groups show a
greater increase in conceptual learning than students working individually, thus the utility of
concept mapping may depend on the instructional setting.


5. Reflection
Concept maps are a very useful educational tool because they offer an excellent visual
tool for pupils that can help them better understand a new concept or idea. Due to various
learning styles it is imperative that I provide multiple ways for my pupils to learn. Using a
concept map so the pupils can see the connection between new ideas would provide an
essential tool for the visual learner. The use of a concept maps also helps pupils see a
relationship between what they already know and what they are about to learn.
Concept maps can be used in the classroom in a number of ways by both the teacher
and the pupils. As a teacher I have used them as an aid while instructing to help the pupils
understand a new or difficult concept. I have also used them to gauge how much the pupils
understand before moving on to a new concept. I have had the pupils use concept maps while
brainstorming individually, in groups and as a whole class. As ideas surface the pupils can
use the concept maps to decide if the new idea is a main topic or subtopic and how these
topics relate to each other. This is especially useful when my pupils are working on the task
given to them and also as their revision.
As I introduce my pupils to new science concepts, they will embark on a cognitive
process of constructing meaning and making sense by consciously or subconsciously
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integrating these new ideas with their existing knowledge. Concept maps will provide my
pupils a unique graphical view of how pupils organize, connect, and synthesize information.
As a result, concept mapping offers benefits to me and my pupils. Concept maps give my
pupils an opportunity to: (1) think about the connections between the science terms being
learned, (2) organize their thoughts and visualize the relationships between key concepts in a
systematic way, and (3) reflect on their understanding. In sum, concept maps allow my pupils
to think deeply about science by helping them to better understand and organize what they
learn, and to store and retrieve information more efficiently. Pupils also articulate and
challenge their thoughts about science when they discuss their maps with each other. Concept
mapping naturally integrates literacy and science by providing a starting point for writing
about science.
Concept maps are also valuable tools for me because they provide information about
my pupils understanding. I can directly examine how well my pupils understand science by
observing the sophistication of their concept map. When an expert creates a concept map, it is
typically an elaborate, highly integrated framework of related concepts (Chi 1988). Highly
sophisticated maps show highly integrated knowledge structures, which are important
because they facilitate cognitive activities such as problem solving. A closer look at the
propositions in a concept map also reveals pupils level of understanding. For example,
linkages drawn between two unrelated concepts expose pupils alternative or naive
conceptions in science. Likewise, the absence of a link between two closely related concepts
can reveal that my pupils has not yet developed a strong understanding of the relationship
between the concepts. When I used concept maps on repeated occasions, they can clearly
show how my pupils understanding improved over time. Providing my pupils with the same
concepts on more than one occasion can show how the quality of my pupils propositions
improves over the course of instruction. Accordingly, I can quickly see gaps in learning and
modify lesson plans based on the information from students concept maps.



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References
Baxter, J. 1989. ChildrenS Understanding Of Familiar Astronomical Events.
International Journal Of Science Education, 11 (5) 502 -513.
Dunlop, J. 1999. How Children Observe The Universe. Electronic Publications Of The
Astronomical Society Of Australia. 17 (2) 194. Internet : From:
http://www.atnf.csiro.au/pasa/17_2/
Dorough, D.K. & Rye, J.A. (1997) Mapping for understanding. Science Teacher, 64:1, 36-41.

Forbes.Com. 2000. The Great American Textbook Scandal. Internet.
From:http://www.Forbes.Com/Forbes/2000/1030/6612178a_Print.Html

Glynn, S. (1997) Drawing mental models. Science Teacher, 64:1, 30-32.

Howard, R.A. (1989) Knowledge maps. Management Science, 35:8, 903-922.

Mohd Zamani Bin Mamat. 2000. Kerangka Alternatif Terhadap Konsep Asas Sains
Berkaitan Bumi Dan Alam Semesta Pelajar-Pelajar Sekolah Rendah. Thesis B.Sc.
Skudai. Universiti Teknologi Malaysia.

Mohapatra, J.K. 1991. The Interaction Of Cultural Rituals And The Concepts Of Science
In Student Learning : A Case Study Of Solar Eclipse. International Journal Of Science
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Education. 13 (4). 431-438.\\



Appendixes

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Earth,Moon and Sun concept Map
Name :_________________________
Class:_______________________















______on it axis
______,
Or,______hours
The_____seems to
Rise in the........ and
--------in the west
______the sun
We have____
And night
Year,________
Or______ day
A____________
The___________
Orbits the
_____ days.
Once every
Which is why
Once every
which
Once every

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Name :_________________ Class:___________________

Concept Map words
Make a concept map to show what you know about the
Earth, the sun and the Moon.Try to include all these words
on your concept map.You can use the words more than once
if you need to.

Earth orbit moon

Sun day year

Rises sphere sets

Spins east 24 hours

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West 365 days axis

28 days nignt

Name :_____________ Class:__________________
Earth Q & Answer.
Question Card
How long does it take
the Moon to go around
the Earth ?
Where does the Earth
get its heat and light
from ?
What is the Earths
natural satellite called ?
How long does it take
the Earth to travel
around the Sun ?
Why do we have day
and night ?
What shape is the Earth
?
What is a day ? What is a satellite ? How long is a leap year
?
What is a leap year ? What is our planet
called ?
What is the Earths axis
?
How long does it take
for the Earth to spin
around onces ?
What is the name for
the path the Earth
follows around the Sun
?
Why does the Sun seem
to move across the sky
during the day ?

Answer Card
The time it takes for the
Earth to spin around the
Sun
There is always part of
the Earth facing away
from the Sun.
366 days
A sphere. The Moon. Earth.

28 days , or 1 lunar Something that goes The Sun
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month. around a planet
A year with an extra
day in it.
24 hours. 1 years or 365 days

Because the Earth is
spinning.
Its orbit. An imaginary line that it
spins around.

Name:_______________________ Class: ______________________
Moon , True Or False.
Some of these statements about the Moon are true , and some are false. Use ticks to show if each
one is true or false.Is the statement is false, change the wording to make it true.

True False
1The Moon orbits the Earth once every 24 days. _______ _______
2.The Moon is a natural satellite of the Earth ________ ________
3.The Moon has an athmosphere. ________ ________
4.The Moon shines because it reflect lights from the Earth. ________ ________
5.The shape of the Moon seems to change as it orbits the Sun. ________ ________
6. When we cannot see any of the lit part of the Moon,it is
called an old Moon. ________ _________
7.Full moon happens when the Moon is between the Earth
and the Sun. _________ _________
8.A solar eclipse happens when the Moon blocks out light
from the Sun. ________ _________
9.A lunar eclipse happens when the Moon blocks out light
From the Sun. _________ _________
10.A total eclipse is when the Sun is completely blocked out
by the Moon. _________ _________