One of my publications is:
Taber, K. S. (2017). The nature of student conceptions in science. In K. S.Taber & B. Akpan (Eds.), Science Education: An International Course Companion (pp. 119-131). Rotterdam: Sense Publishers.
Content:
- Introduction
- The significance of prior learning
- Learning is interpretive, incremental and iterative
- What can go wrong in teaching?
- Learners' ideas in science
- Learners' Conceptions
- Examples of students' conceptions
- Responding to student's conceptions
- Six dimensions of learners' conceptions in science
- Degree of inconsistency with scientific models
- Degree of explicitness of student knowledge
- Degree of multiplicity of student knowledge
- Degree of connectedness of student knowledge
- Degree of commitment to student knowledge
- Degree of commonality of student knowledge
- Conclusion: what's a teacher to do?
