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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010215295 | Q181 S74 2000 | Open Access Book | Book | Searching... |
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Summary
Summary
In this volume, the authors identify three intuitive rules and demonstrate how these rules can be used to interpret important misconceptions many students have about science and maths. By showing how learners react in similar ways to scientifically unrelated situations, the authors make a strong case for a theoretical framework that can explain these inconsistencies and predict students' responses to scientific and mathematical tasks. Provided are useful teaching strategies, grounded in this framework, that may be used to strengthen students' abilities to understand scientific and mathematics content.
Author Notes
Ruth Stavy is a professor of science education and Dina Tirosh is a professor of mathematics education, both in the Department of Science Education at Tel-Aviv University, Israel.
Reviews 1
Choice Review
Stavy and Tirosh delineate the relationships among intuitive rules and concepts in mathematics and science. They explain how simple concepts are easily misunderstood by students because of interference from intuitive rules that have proven true for the students in the past. The first three chapters discuss the basic intuitive rules that often confound student learning of mathematical and scientific concepts. The final two chapters outline the authors' theory about intuitive rules and how teachers of mathematics and science can proactively address the possibility of misconceptions before they can be fully developed by the students. This book is a must for science and mathematics methods instructors and could form a basis for a secondary science/math methods course to enhance future secondary teachers' understanding of how their students' misconceptions were developed. Those who teach college mathematics and science courses to nonmajors and elementary education majors should review the ideas in this book since their students may still be plagued by some of the basic misconceptions described. B. L. Bailey Texas A&M International University
