TLC #033: How To Address Learners' Learning Misconceptions and Inaccurate Beliefs
In this edition of the Learning Chronicle newsletter, we explore the step-by-step guide of how to address learners’ learning misconceptions and inaccurate beliefs leveraging learners’ prior knowledge.
Hi,
Here is your weekly dose of “The Learning Chronicle Newsletter," curated content that leverages the learning sciences, data, and evidence-based research to help K–12 educators, instructional designers, learning designers, course creators, training specialists, and learners enable, support, and optimize how learning happens while preparing learners for the future of work and solving real-world problems.
Welcome to all new subscribers! I am Omotayo Olorunfemi, a learning and development specialist. Check out the archive for previous editions using the first link above. Welcome!!! Once again.
One Learning Quote
Don’t let the enormity of the unknown frighten you. Start with what you do know”. -Steve Blank
One Article
This is the fifth part of an ongoing series on prior knowledge.
Click on the links below to read the first, second, third, and fourth parts.
How To Unlock the Power of Prior Knowledge and Ignite Effective Teaching and Learning
How To Assess Learners' Prior Knowledge
How To Activate Learners' Prior Knowledge
How To Connect New Learning Concepts to Learners' Prior Knowledge
Addressing Learners' Learning Misconceptions and Inaccurate Beliefs
Addressing learners' misconceptions and inaccurate beliefs based on their prior knowledge is essential for promoting accurate understanding and preventing misconceptions from hindering the learning process.
Misconceptions can hinder learning and must be addressed.
This learning template provides examples of effective strategies to identify and address misconceptions in order to foster meaningful learning experiences.
Step 1: Identify Misconceptions
Begin by identifying common misconceptions that learners may hold related to the topic. To do this, you can use formative assessments, discussions, or concept mapping to uncover these misconceptions.
Examples of methods that can be used to identify misconceptions include:
Learning Concept Inventories: Administer concept inventories or quizzes that specifically target common misconceptions related to the topic.
Below is an outline of how to create a concept inventory:
Identify the Learning Objectives
Design the Concept Inventory
Administer the Concept Inventory
Analyze the Responses
Evaluate Student Performance
Provide Feedback and Remediation
Reflect on Teaching Strategies
Misconception Mapping: Ask learners to create concept maps or diagrams that represent their understanding of the topic. Analyze the maps to identify recurring misconceptions.
Step 2: Provide Correct Information
Present learners with correct information and explanations that address the identified misconceptions.
Examples of strategies to provide correct information include:
Direct Instruction: Deliver explicit instruction, providing clear explanations and accurate information to correct misconceptions. You can use visual aids, diagrams, or multimedia resources to enhance their understanding.
Real-World Examples: Share real-world examples or case studies that illustrate the correct application of concepts and challenge the misconceptions learners may hold.
Step 3: Engage in Socratic Questioning
Use Socratic questioning techniques to guide learners' thinking and challenge their misconceptions.
Socratic questioning promotes critical thinking, deepens conceptual understanding, and fosters active student engagement in the learning process.
Step 4: Provide Opportunities for Conceptual Change
Engage learners in activities or experiences that facilitate conceptual change and challenge their misconceptions.
Examples of strategies to promote conceptual change include:
Hands-On Experiments: Conduct hands-on experiments or demonstrations that contradict the misconceptions and allow learners to witness firsthand the correct outcomes.
Peer Discussions: Encourage peer-to-peer discussions and debates that involve contrasting perspectives and challenge the misconceptions held by learners. This fosters critical thinking and reflection.
Step 5: Offer Multiple Representations
Present information using multiple representations to support learners in understanding and internalizing the correct concepts.
Examples of multiple representations include:
Visual Representations: Use diagrams, charts, or visual aids to illustrate the correct relationships between concepts and counteract misconceptions.
Analogies and Metaphors: Employ analogies and metaphors to provide alternative perspectives that help learners grasp the correct concepts.
Step 6: Provide Ongoing Feedback
Offer timely and constructive feedback that specifically addresses learners' misconceptions.
Examples of providing ongoing feedback include:
Individual Feedback: Provide individual feedback to learners, highlighting the specific misconceptions they need to address and guiding them toward accurate understanding.
Group Feedback: Offer general feedback to the class or small groups, addressing common misconceptions and providing guidance on how to correct them.
Conclusion
Addressing learners' misconceptions and inaccurate beliefs based on their prior knowledge is essential for promoting accurate understanding. By identifying misconceptions, providing correct information, engaging in Socratic questioning, facilitating conceptual change, offering multiple representations, and providing ongoing feedback, educators can help learners correct their misconceptions and foster accurate and meaningful learning experiences. By addressing misconceptions, learners can build a solid foundation for acquiring new knowledge and developing a deeper understanding of the topic at hand.
One Video
This three-minute-plus video below, created by McGraw Hill on YouTube, aptly sums up how to address learning misconceptions in learners’.
Teaching Strategies: Misconceptions
One Learning Question
If I do nothing, what will happen?
If I act right now, what will happen?
What We Are Reading
McGraw Hill on Learning in the Face of Misconceptions: What the Science Tells Us
Sahil Bloom on Investor or Borrower: A Mental Model for Life
A.J. Juliani on Everything Doesn't "Need to Change” in Education
That’s it for this week.
What would you want me to write about? Tell me in the comment
Ensure that you keep learning and subscribe to this newsletter by clicking the button below: