When Students Don't Know They Don't Know
Science and Children
v20 n7 p6-9 Apr 1983
To discover how misconceptions occur and how teachers deal with them when they occur, fifth-grade students (N=229) and teachers (N=14) were observed during units on light and photosynthesis. Results suggest that curriculum developers consider childrens' misunderstandings of phenomena and design materials explicitly contrasting these misconceptions.