Misconceptions as a trigger for enhancing student learning in higher education
AuthorVerkade, H; Mulhern, TD; Lodge, J; Elliott, K; Cropper, S; Rubinstein, B; Horton, A; Elliott, C; Espinosa, A; Dooley, L; ...
PublisherThe University of Melbourne
University of Melbourne Author/sMulder, Raoul; Frankland, Sarah; Mulhern, Terry; Elliott, Kristine; Verkade, Heather; Cropper, Simon; Livett, Michelle; Rubinstein, Benjamin; Dooley, Laura; Lodge, Jason; ...
AffiliationMelbourne School of Psychological Sciences
Biochemistry and Molecular Biology
MetadataShow full item record
CitationVerkade, H; Mulhern, TD; Lodge, J; Elliott, K; Cropper, S; Rubinstein, B; Horton, A; Elliott, C; Espinosa, A; Dooley, L; Frankland, S; Mulder, R; Livett, M, Misconceptions as a trigger for enhancing student learning in higher education, 2017, 1
Access StatusOpen Access
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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