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    Misconceptions as a trigger for enhancing student learning in higher education

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    Author
    Verkade, H; Mulhern, TD; Lodge, J; Elliott, K; Cropper, S; Rubinstein, B; Horton, A; Elliott, C; Espinosa, A; Dooley, L; ...
    Date
    2017
    Publisher
    The University of Melbourne
    University of Melbourne Author/s
    Verkade, Heather; Mulhern, Terrence; Elliott, Kristine; Cropper, Simon; Rubinstein, Benjamin; Horton, Alexander; Elliott, Cameron; Dooley, Laura; Frankland, Sarah; Mulder, Raoul; ...
    Affiliation
    Melbourne School of Psychological Sciences
    Biochemistry and Molecular Biology
    Metadata
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    Document Type
    Book
    Citations
    Verkade, H., Mulhern, T. D., Lodge, J., Elliott, K., Cropper, S., Rubinstein, B., Horton, A., Elliott, C., Espinosa, A., Dooley, L., Frankland, S., Mulder, R. & Livett, M. (2017). Misconceptions as a trigger for enhancing student learning in higher education. (1), The University of Melbourne.
    Access Status
    Open Access
    URI
    http://hdl.handle.net/11343/197958
    Abstract
    This handbook presents practical information for university educators looking to confront and correct misconceptions held by their students. It first introduces misconceptions and explains why they are a problem, and then defines misconceptions outlining what they are, where they come from, the different kinds of misconceptions students hold, and how they relate to the concepts of prior-knowledge, confidence, and self-regulation. The handbook examines the approaches and tools that have been used to identify misconceptions and considers the stages and conditions required for conceptual change. Finally, a number of established strategies commonly used to correct misconceptions are described. This includes seven case studies across different STEM fields in which misconceptions have been successfully detected and corrected. Although the misconceptions presented here are from STEM subjects, the strategies described may also be useful in other fields.

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