1. Strategies for Changing Misconceptions
W.E. Harris Teaching Workshop
Concepts and Misconceptions in Chemistry
May 24–25, 2012

2. Strategies for Changing Misconceptions
What do we know?
There is a fair amount of literature discussing identifying and cataloguing misconceptions in chemistry. We were not aware of much literature discussing changing misconceptions in chemistry.
No student is a blank slate. Their prior knowledge affects how they interact with new material.
We need to build on or modify prior knowledge. It’s not effective to just say “Wrong! Start over! Think this way instead!”
We need to know what the prior knowledge is in order to build on it.
In small classes, the instructor can ask individual students (either in class discussion, group work or as part of assignments).
In larger classes, the instructor can poll students (show of hands, clickers, etc.)

3. Strategies for Changing Misconceptions
What should students know?
It’s okay to not know things. “I don’t know” is an acceptable answer.
Everyone has misconceptions. They’re not alone.
How can we help?
Have students discuss/compare ideas themselves.
Ask open-ended questions to elicit student explanations (and prior misconceptions). Ask “why”. Do it about both correct and incorrect explanations so that students don’t decide that “why” = “try again”.
Use the student explanation(s) to solve a problem and compare with the actual result. If the explanation and result are incompatible, adjust the explanation.
Where possible, solicit multiple explanations and compare each to the actual result (e.g. collect student Lewis structures on the board)
Where possible, connect to concrete things in their lives.
Model your own thought process as you problem solve (including rejection of wrong answers).
Get students to think about their thought process (metacognition) 3