Making Sure "Pre" Isn't "Mis": Exploring Student Disciplinary Conceptions
Abstract
The focus of this panel session will be how teacher-scholars intentionally plan for student preconceptions about different academic disciplines. Student preconceptions are important because they influence how students approach, understand, or misunderstand new knowledge and ideas. Learning will occur when student preconceptions are dealt with, by first systematically identifying and understanding the common preconceptions, and then developing techniques to help students recognize and get past them, particularly if the preconceptions are misconceptions. Nancy Chick (English) will report on her SoTL work that articulates and helps students confront the misconceptions and novice practices in literary studies. Tracy White (Biology) will report on a SoTL project which probes student preconceptions regarding the ways in which biologists evaluate evidence and addresses the problem of oversimplification of the goals and processes of science. Cary Komoto (Geography) will report on a SoTL project about understanding common student misconceptions about scientific processes in physical geography.
Location
Room 2905 A/B
Recommended Citation
Komoto, Cary, "Making Sure "Pre" Isn't "Mis": Exploring Student Disciplinary Conceptions " (2007). SoTL Commons Conference. 51.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/51
Making Sure "Pre" Isn't "Mis": Exploring Student Disciplinary Conceptions
Room 2905 A/B
The focus of this panel session will be how teacher-scholars intentionally plan for student preconceptions about different academic disciplines. Student preconceptions are important because they influence how students approach, understand, or misunderstand new knowledge and ideas. Learning will occur when student preconceptions are dealt with, by first systematically identifying and understanding the common preconceptions, and then developing techniques to help students recognize and get past them, particularly if the preconceptions are misconceptions. Nancy Chick (English) will report on her SoTL work that articulates and helps students confront the misconceptions and novice practices in literary studies. Tracy White (Biology) will report on a SoTL project which probes student preconceptions regarding the ways in which biologists evaluate evidence and addresses the problem of oversimplification of the goals and processes of science. Cary Komoto (Geography) will report on a SoTL project about understanding common student misconceptions about scientific processes in physical geography.
