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.