Misconseptions die hard reflection

When then article first talked about combating misconceptions of what objects float and what objects don't, I immediately thought of having those students experiment with those theories. After the students experimented we could have a discussion about our results. I think that this is a very good way of convincing students that what they initially thought wasn't always necessarily right. I would also use this experience to discuss with students that science is as much about getting things wrong as it is getting things right. I would tell them that scientists are wrong all the time, and that is actually a good thing because they learn from those failed experiments (with research and more experimentation). I would also emphasize that to think like a scientist you need to be willing to question everything (even things that you think you know are true). I believe this method is closest to the lab set up that was mentioned in this reading, but my proposal deals more with dealing with misconceptions that students have instead of preventing them. I also believe that materials and presentation can be very important in preventing misconceptions, but I elaborated more on combating prexisting misconceptions because that's what caught my attention in the article.

Solar system

1. I believe this has to deal with the way the sun reflects light off of the moon in the location the moon is in compared to the sun.

2. The position of the sun and the tilt of the Earth creates the seasons.

3. The moon comes between the sun and the Earth on a certain day due to the rotations of these planetary bodies.

Diffendoofer Day Questions

1. Thinking means that a person can take the knowledge they have and apply it to the real world.

2. One way to get students to think is to ask them thought provoking open ended questions.

3. Yes, I had a dual credit writing class in high school where the professor made us explain in depth why we were writing what we were writing.