User:Dredre1123/sandbox

Comments from Heather
10/4- Hi Andrea. Please fill in the work log below. Copy and paste from the page you're updating and make some notes about what you'll improve. You should also have a heading for sources. Make sense?

10/16- The textbook ch. 5 looks promising. What specifically have you found in it to add to the Wikipedia page Scientific Misconceptions? The note at the top of the page says that the citation style is inconsistent. For instance, footnote 5 doesn't list the title and author of the source. Can you go to the website and find those things and consider adding them. Are there any other citations that are incomplete that you can improve? Respond by Sunday 10/21 for credit.

Andrea's Work Log
September 23rd 2018 - decided on ServSafe

September 30th 2018 - spent time researching ServSafe and checked out a few websites (1.5 hours)

October 14th 2018 - spent more time researching ServSafe and decided to change article due to lack of information regarding ServSafe. Decided on Scientific Misconceptions (4 hours)

October 21st 2018 - updated references, explained the 5 different types of misconceptions (1.5 hours)

Types[edit]
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. 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)",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. 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).

I am going to go into more detail about the 5 basic categories and discuss common misconceptions

''Preconceived notions are thinking about a concept in only one way. Specially heat, gravity, and energy. Once a person knows how something works it is difficult to imagine it working a different way.''

''Nonscientific beliefs are beliefs learned outside of scientific evidence. For example, one’s beliefs about the history of world based on the bible.''

''Conceptual misunderstandings are ideas about what one thinks they understand based off of their personal experiences or what they may have heard. One does not fully grasp the concept and understand it.''

Vernacular misconceptions happen when one word has two completely different meanings, specially in regard to science and everyday life.

Factual misconceptions are ideas or beliefs that are learned at a young age but are actually incorrect.

While most student misconceptions go unrecognized, there has been an informal effort to identify errors and misconceptions present in textbooks. The Bad Scienceweb 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.