misconception 101
Misconceptions and Test-Questions of Earth Science in Senior High School Chun-Ping Weng College Entrance Examination Center Abstract Earth Science is a subject highly related to everyday life because people have to face a variety of natural phenomena constantly in their lives. People might want to know more about Earth Science because of the close relation between natural phenomena and life and the born curiosity and thirst for knowledge in mankind. However, it is likely to develop a wrong perception since many of people s initial concepts of these phenomena come from word of mouth or self-exploration. Students do not come to school with their heads empty. They have many of their own ideas before they acquire knowledge. These preconceptions, often misconceptions and very difficult to change, are usually different from the concepts of scientific experts. Though these misconceptions can be adjusted through formal education, students may need to experience a long process of repeated learning in order to replace those wrong concepts with the correct ones. Education not only adds new information to students' existing knowledge, but also helps students reestablish their knowledge by combining new and old information. Testing is a part of education and should play an important role in different stages of learning. The purpose of this research is to design functional test items, which are integrated directly or indirectly with common misconceptions, to help students clarify these misconceptions while they are trying to solve the test questions related to Earth Science. Keywords: Earth Science, Misconceptions, Test Questions, Senior High School Chun-Ping Weng, Staff Member, College Entrance Examination Center 102
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1995 1995 3 1 23-68 2000 8 1 1-33 1991 NSC80-0111-S-018-03-D 2011 2002 255 2-11 2004 49 1 15-40 1988 13 351-378 2007 2002 Philips, W. C. (1991). Earth science misconceptions. The Science Teacher, 58(2), 21-23. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-277. 140