Responding to alternative conceptions in the classroom

One of my publications is:

Taber, K. S. (2003) Responding to alternative conceptions in the classroom, School Science Review, 84 (308) pp.99-108.

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Alternative conceptions often impede learning in science. This Royal Society of Chemistry project aimed to develop classroom materials to diagnose and challenge specific misconceptions

Abstract

Research shows that students come to science classes holding a wide range of alternative conceptions about curriculum topics, and that these ideas often interfere with classroom learning. The Royal Society of Chemistry established a Teacher Fellowship project entitled 'Challenging misconceptions in the classroom'. Classroom materials to diagnose and challenge specific alternative conceptions were developed. Key ideas from research into how learners construct knowledge when learning science were used to inform teachers about strategies to teach science more effectively. The main outcome of the project is a two-volume resource that has been distributed to schools.

Alternative conceptions and good practice
The Royal Society of Chemistry project
A free resource for schools
Alternative conceptions and frameworks
Student difficulties with conceptual learning
Knowledge structures
Being a learning doctor
Seeing science at the learner's resolution
Learning as knowledge construction
Developing scaffolding tools
Making the connection
When simplification becomes counter-productive
Evaluating the project

The published set of classroom materials
The structure of the 'Theoretical background' volume.
When asked to spot the differences between these two chemical systems, many students would suggest that both diagrams show mixtures, which would reveal a key area of misunderstanding