Misconceptions as a trigger for enhancing student learning in higher education

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Verkade, H; Mulhern, TD; Lodge, J; Elliott, K; Cropper, S; Rubinstein, B; Horton, A; Elliott, C; Espinosa, A; Dooley, L; ...Date
2017Publisher
The University of MelbourneUniversity 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 SciencesBiochemistry and Molecular Biology
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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 AccessAbstract
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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