Supporting resources - Week 3
To help you write hinge point questions, our resources this week identify some common misconceptions in maths and science. Most of them can be found on the National STEM Learning Centre website.
Sometimes registration is required to access specific files, this is free, quick and easy to do. If you are not based in the UK we recommend that you select Other on the first registration page as a UK postcode will be required for other types of registration.
Ideas for the Primary Science Curriculum [Registration required]
A brilliant resource for pedagogical advice, common misconceptions and scientific vocabulary for some key primary science topics:
- Identifying and naming common plants, animals
- Classification of plants and animals
- Evolution and inheritance
- Digestive system in humans
- Forces – that motion can be transferred using gears and pulleys
Exposing and Discussing Misconceptions: Forces [Registration required]
The objectives of this activity are to expose common misconceptions about the nature of forces and to introduce Newton’s Laws of Motion. Students are asked to place the headings, true, false, unsure at the top of their paper and place the accompanying cards into the appropriate column, giving reasons for placing it where they have. Several questions are posed for the teacher to consider throughout the activity. This could generate some good class discussion.
Misconceptions [Registration required]
For primary and secondary maths, these resources identify eight of the most commonly found misconceptions and provide activities to help address them.
Chemical Misconceptions [Registration required]
A full set of resources from RSC designed to assess students’ understanding in chemistry, with some suggested follow-up activities to address misconceptions.
A useful video from a secondary maths lesson. As you watch the video sequence you could consider the following questions:
- On a number of occasions the learners make statements that reveal mathematical misconceptions. How does the teacher respond to these, and how does this help in the learning process?
- How do you think you might create an environment in which learners can openly discuss their ideas?
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