Misconceptions in Learning

About this module:

In this module we consider the origins of misconceptions and the different types of common misconceptions that we are faced with as teachers. The sessions will focus on the importance of planning to avoid misconceptions but also ways to identify them as they emerge.

Pedagogical approaches to addressing existing misconceptions will explored over the course of the module with suggestions for applying these approaches in different contexts.

You’ll be invited to apply and refine your own practise in your own context both between and beyond the sessions with practical examples and suggestions for you to try out.

Session One: Misconceptions – where do they come from? will explore:

• The origins of misconceptions in pupil learning.
• How misconceptions are different from errors.
• Different types of misconceptions.
• Planning to avoid and diagnose misconceptions.

Session Two: Minimising misconceptions will explore:

• Cognitive conflict and the role of the teacher/adult.
• The importance of dialogue.
• Refutational teaching strategies for overcoming misconceptions.

• The role of memory and schemata development in the formation of misconceptions.
• The characteristics of different types of misconceptions and how to categorise common misconceptions.
• Strategies for planning to identify preconceptions and misconceptions.
• How to investigate misconceptions during a lesson.
• How to overcome misconceptions and the role of cognitive conflict, dialogue and retrieval practice.