User:Bvilleggiante/sandbox

Looks good, Brittney, I can't access those links unless I'm logged in to Butte College and so, could you include MLa format (Author's name, article title, date, etc...)? That way, all of us can see it. Tell readers how you'll use the articles as well, okay?

Part of the instructions for this week asked you to copy and paste the part of the article you want to work on and include a log of your work. You can still catch up by doing this by Sunday 3/11/2018, okay? Thanks, Heather. Springerhe (talk) 18:56, 7 March 2018 (UTC)

I went with a different article and decided to go with Scientific Misconceptions. I see after reading over the article I think I may add to the student misconceptions or add a new misconception within student and do preconceived. I decided to add to the types section of this article and add examples of Common misconceptions.

MLA Format- Scientific Method, Measurements and the Arthur J. Baroody Mathematics. Ed. Barry Max Brandenberger, Jr.. Vol. 4. New York: Macmillan Reference USA, 2002. p4-7. Copyright: COPYRIGHT 2002 Macmillan Reference USA, COPYRIGHT 2006 Gale

Research, Multinational Nicholas A. Christakis, Robert J. Levine and Ruth MacKlin Encyclopedia of Bioethics. Ed. Stephen G. Post. Vol. 4. 3rd ed. New York: Macmillan Reference USA, 2004.p2347-2357. Copyright: COPYRIGHT 2004 Macmillan Reference USA, COPYRIGHT 2006 Gale, COPYRIGHT 2007 Gale, Cengage Learning

Misconceptions in the science classroom Science Scope, September 2010

Full Text: COPYRIGHT 2010 National Science Teachers Association. http://www.nsta.org/ Source Citation DiSpezio, Michael. "Misconceptions in the science classroom." Science Scope, Sept. 2010, p. 16. Biography in Context, http://link.galegroup.com/apps/doc/A235194565/BIC1?u=orov49112&xid=8ef49dc0. Accessed 11 Mar. 2018.

I plan on adding examples of common Scientific Misconceptions within the Types Heading. Types Misconceptions (a.k.a. alternative conceptions, alternative frameworks, etc.) are a key issue from constructivism in science education, a major theoretical perspective informing science teaching.[1] In general, scientific misconceptions have their foundations in a few "intuitive knowledge domains, including folkmechanics (object boundaries and movements), folkbiology (biological species' configurations and relationships), and folkpsychology (interactive agents and goal-directed behavior)",[2] that enable humans to interact effectively with the world in which they evolved. That these folksciences do not map accurately onto modern scientific theory is not unexpected. A second major source of scientific misconceptions are instruction-induced or didaskalogenic misconceptions.

There has been extensive research into students' informal ideas about science topics, and studies have suggested reported misconceptions vary considerably in terms of properties such as coherence, stability, context-dependence, range of application etc.[3] Misconceptions can be broken down into five basic categories,(Alkhalifa, 2006) 1) preconceived notions; 2) nonscientific beliefs; 3) conceptual misunderstandings; 4) vernacular misconceptions; and 5) factual misconceptions (e.g., Committee on Undergraduate Science Education, 1997).

While most student misconceptions go unrecognized, there has been an informal effort to identify errors and misconceptions present in textbooks. The Bad Science web page, maintained by Alistair Fraser, is a good resource. Another important resource is the Students' and Teachers' Conceptions and Science Education (STCSE) website maintained by Reinders Duit. Another useful resource related to chemistry has been compiled by Vanessa Barker.