Evidence for Learning: Putting evidence to work in STEM: misconceptions

Putting evidence to work in STEM: misconceptions

Drawing on the best available evidence to address misconceptions in maths and science teaching.
Author
Michael Rosenbrock
Michael Rosenbrock
Content Specialist – leadership and STEM

Pro-actively planning to address misconceptions is vital to ensuring that every student develops a strong understanding that they can build on over time. 

As part of E4L’s ​‘Putting evidence to work in STEM’ series, this article draws on the best available evidence to support curriculum leaders and teachers of maths and science to effectively plan to address student misconceptions. 

Blog •less than a minute •

Working with student misconceptions in STEM

Students bring their existing understandings about the world to every lesson. In science and mathematics, these self-constructed ideas do not always align with the concepts, models, language, and processes used within the disciplines. Commonly referred to as misconceptions, these can lead to systematic errors that can build over time and impact further learning.

Continue reading the article in ACER Teacher Magazine

Access E4L’s guidance for educators on STEM in schools, drawing on the Teaching & Learning Toolkit, Guidance Reports, and more.

Read other articles from the Putting evidence to work in STEM series.