Uncovering Student Misconceptions in Science (BUNDLE)

Uncovering Student Misconceptions in Science (BUNDLE)
Uncovering Student Misconceptions in Science (BUNDLE)
Uncovering Student Misconceptions in Science (BUNDLE)
Uncovering Student Misconceptions in Science (BUNDLE)
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22 MB|12 pages
Product Description
Uncovering Student Misconceptions in Science Bundle is a combined file of anticipation guides and student reflections resources. They are useful as pre-assessments of student understanding (and misconceptions) to help you plan effective instruction and help students to anticipate the objectives of the unit.

They are based on research on student misconceptions in science done by the American Association for the Advancement of Science, and on my own experience of nearly three decades teaching science. Each of the resources in this file is also available separately in my store. Click on any link below to see the individual resources included in this bundle:

Heredity Unit Pre-Assessment/Anticipation Guide
Cell Unit Pre-Assessment/Anticipation Guide
Matter Unit Pre-Assessment/Anticipation Guide
Energy Unit Pre-Assessment/Anticipation Guide

Each of the guides includes these components:

1. A student anticipation guide. The anticipation guide is used before you start teaching the unit. The anticipation guide is a set of true/false questions. Students mark their choice based on what they already know (or think they know) about the topic. They also mark a box to indicate if they’re really sure about their answer or unsure about their answer. On the back of each anticipation guide there is a place where students can explain any uncertainty they have. You will be able to use their anticipation guide to determine if they have existing misconceptions about the topic. In turn, that will help you plan better instruction on the topic. The student will, by completing the anticipation guide, activate prior knowledge on the topic and also get a sense for the kinds of things they will learn during the unit.

2. A key. The key will give you more information about the potential misconceptions that students may have, based on the AAAS research and my own experience with common misconceptions students have.

3. A student reflection. At the end of the unit, but prior to the final exam, you would distribute the student reflections. Students compare their answers on the anticipation guide to the understanding they have as a result of instruction. This reflection opportunity also will help them consider any confusion or misunderstanding they still have. It also will help you to address any lingering misconceptions prior to administrating your final unit test.

Please take a minute to look at the preview for this bundle or to click on the links above and look at a more thorough individual preview for each of the four guides/reflections that are in this bundle.

Are you concerned about fair assessment of your students with learning disabilities? If so, you might be interested in my thorough guide to Differentiating Written Tests for Secondary Students with Learning Disabilities.

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12 pages
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