Dear Rajendra:

First of all one of the main strategies would be to conduct a diagnostic assessment of the students previous conceptions.  That can be done in many ways, from using questionnaires, to just asking them in class, discussing a topic, engaging in socratig dialogue, etc.  I would also suggest you take a look at the Teaching for Understanding (TfU) framework, developed by Harvard University (Project Zero).  Some of the key authors are David Perkins, Tina Blythe, and Howard Gardner.  Look them up on Google.  TfU involves using generative topics related to everyday questions that are significant to the students and the teachers, and working around those topics, asking students to demonstrate understanding through "performances of understanding", which consist of applied projects in the lines of the main issues of the discipline (science, for example).  

Best regards,

Edgar

NGSS has a great set of tools well developed to uncover misconceptions in science.

http://www.nsta.org/publications/press/uncovering.aspx

See as I know these high school students: they believe in fantasies and not in the real things. Its alright we have to keep motivating these students and not scare them away.

Dear Rajendra sir,

Misconceptions creates that time when context is different of the students as well as teaching-learning process.I Think, Co-operative learning,group discussion,question-answering,Role playing,Mind maps,family therapy techniques,Clinical interview,self expression therapy,evidence based practices etc. might be helpful on it.Before using any strategy you should be understand students background, context.For students clear concepts engage them into activity.Let them handle the evidences.Not only in science but also in social science and languages have been created this problems.I am using this in my research work.

Best regards,

Nagina

Thank you nagina

Dear Rajendra, one thing that you need to ask your self is what are likely origins or sources of misconceptions? Once you have a clue the next thing would be to try and and bring to the fore the specifics misconceptions that learners have. These should be then treated as kind of hypotheses that should be put to test as appropriate.  concepts mapping/mind maps, brainstorming in groups, cooperative learning strategies can be very successfully used in this case. Advance organizers are also useful. Indeed, the whole idea is to provide learners with learning experiences that lead them to challenge and reject their    prior conceptions that are misconceptions. You have to make sure that learners are actively  engaged cognitively, physically and emotionally.

Thank you

fred Keraro

Thank you fred Keraro sir

Dear Rajendra;

One of the main strategies would be to make an internet search using “google academic”, use  the key words of “student misconceptions abou xxx issue”. Construct a checklist of misconceptions about the issue u want to teach. It will be better if you can find a professinal misconception diagnostic assessment tool focused to your special issue. So you can use this diagnostic test to ur students to find their probable misconceptions.  inte  to conduct a diagnostic assessment of the students previous conceptions.  Another alternative may be to ask them about the concepts, relations, causes and results while discussing a topic, engaging in socratig dialogue, argumentation method etc.  Another suggestion is to read about conceptual change approach.  Best regards,

I think a good method to test misconceptions held by a particular class is to develop good multiple choice questions on the topic and let the class answer them individually. The MCQ must test both  lower  and higher  order levels of thinking, using Bloom's Taxonomy or another instrument.  Developing good MC questions is a skill and so selecting relevant questions from a recognised test bank is also helpful. During the discussion of the test results, you then ask your students why other alternative answers to the MCQ are incorrect. Let the students themselves try to explain why the alternative answers cannot be correct.

Thank you Feyzi Osman Pekel 

Thank you Eunice Tressa Dlamini

Stepans Model

(Stepans, 1994) developed a model of conceptual change, which is one of the teaching models that emerged from the ideas of constructivist theory; It was used in education in the field of correcting alternative perceptions, and this model aims to create a learning environment that encourages students to confront their ideas and alternative concepts for themselves and their colleagues, to address them, to participate with colleagues and work together to change them, by discussing and listening to each other, and testing their interpretations and predictions about the concept. And reaching the correct concepts, and expanding their uses and applications in life.

Steps:

The Stepans model consists of the following steps:

1. Commit to Outcome

This step aims to make students aware of their thinking and beliefs about concepts, and the importance of this step is that they become aware of their own ideas, and be able to draw conclusions and interpretations before conducting any activity related to the concept, by responding to a question or problem posed by the teacher and representing a challenge to them, and motivating them to Thinking, and the teacher should give time and opportunity to each student while providing a safe environment for students to freely express their beliefs and alternative perceptions of the concept.

2. Expose Beliefs

It is based on students showing their beliefs in small groups and listening to the opinions of other students, and thinking about solving the problem or question posed, and the teacher should allow them to share ideas and beliefs without restrictions or make judgments, and provide them with the materials necessary to record their thoughts, and when students try to answer questions of the ideas they have; Alternative concepts will appear to them, so the teacher must take care of this step to diagnose their alternative ideas, and anticipate the justifications they can resort to in defense of their alternative ideas.

3. Confront Beliefs

This stage is one of the important stages of the model and this step provides opportunities for students to test their ideas through activity and experimentation and under the guidance of the teacher, and the teacher must provide the various materials and sources necessary for the activity or experiment.

4. Accommodate the Concept

Students work to solve the contradictions between their ideas before and after the activities, through observation and conclusion they reached, and with the help of the teacher they reach the correct scientific concept, adopt and represent the new concept, and reformulate ideas to modify alternative concepts.

The researcher believes that the teacher should provide time for the students to reformulate the findings of the groups, compare their results with other groups, and reflect on and evaluate the results, which is important to modify the alternative perceptions they have.

5. Extend the Concept

Pupils expand the concept by applying it in different life situations, providing additional activities to confirm the acquisition of meaning, and making connections between the concept and other concepts and different life situations, and the teacher should encourage students to make these connections while providing examples to help. It enhances students' learning, increases comprehension and clarity about concepts, as well as gives the student self-confidence and gives him more motivation to learn more.

6. Go Beyond the Concept

It means expanding and learning more about the concept, and encouraging the students to ask questions and inquiries about the topic, or additional problems related to the concept, and the teacher should direct the students to different sources of knowledge to help them expand their learning of the concept; Each student may prepare a Portfolio that includes the following information: