Every student comes to the classroom with a set of experiences that influence their thinking and how they understand the world. While some of these ideas might align with scientifically accepted thinking, many students may hold at least some alternative conceptions about scientific ideas. These alternative conceptions can be the result of preconceptions, intuitive theories, misinformation, or simply a limited exposure to, and opportunities to think deeply about, a phenomenon. The casual use of ‘scientific language’ in everyday speech can mean that some words develop different meanings over time, which can also contribute to the development of students’ alternative conceptions.
Alternative conceptions can limit new learning in a classroom if they remain unidentified, so the first step in any science teaching sequence should enable their identification.
One of the main components of the Launch phase, the Elicit routine, provides the first opportunity to do this. This provides teachers with an opportunity to plan an experience and discussion questions that encourage students to identify their current ideas and to examine them for accuracy. Knowing the alternative conceptions to expect allows for better planning and deep-connected learning experiences.
This is not the only time teachers should be paying attention to students' understanding of particular concepts. The Integrate routine during each Inquire phase provides opportunities for students to make their learning visible and for teachers to encourage students to question their understanding as they integrate their new knowledge.
Once identified, consider if the alternative conception could be used to prime new thinking by creating a bridge of examples for the new concept. Alternatively, present students with experiences during the next Inquire phase that challenge their current perceptions. This can be a useful opportunity to discuss how scientific ideas may change when new evidence is presented.
The ability to question ideas, challenge perceptions, and reach consensus is an important part of developing a deep connected understanding of science.
In the following video, teachers discuss why it’s important to anticipate potential alternative conceptions (referred to as misconceptions), and how they address them in the classroom.