What students often fail to understand is that each time an exponent increases by 1, the value doubles. Students are taught that 2 3 = 2 x 2 x 2, and so when they encounter the situation of 2 0, it is natural to believe that it is equivalent to the number 2 multiplied by itself 0 times, which should give a result of 0. This misconception stems from their initial understanding of what exponents are. The correct result is actually 1, in other words 2 0 = 1. For example, many students believe that 2 0 = 0. One of the common misconceptions by students when they first encounter the concept of a 0 exponent is to think that a number to the power of 0 is equal to 0. 6 Comments Teaching the meaning of negative exponents Information Visualization on Augby DANIELLE PETERS. (1988) Children’s conception of gas International Journal of Science Education 10 (5) 553 – 560 The greenwood dictionary of education: KWL chartGreenwood. It also allows for the teacher to check-in and ensure students understand if their original ‘know’ included a misconception.Ĭollins, J. This will help clear up any misconceptions students may have had surrounding matter. The last part of the model is Modify, where students will look back at their KWL chart and compare their original beliefs to what they’ve learned. Students will reflect and evaluate experiments, inquiring into the why and how by documenting their learning through Book Creator app on the iPads. The Evaluate portion occurs after students have tested their predictions. Students will generate their own ideas by predicting results through hands-on experiments and the use of NetLogo to simulate the molecules inside a bicycle tire. Khan’s T-GEM model (2007) follows three steps: Generate, Evaluate, and Modify. Students will share their chart with a partner to compare and contrast. They will also write down any ‘wonders’ that they want to learn about matter. Lesson can be found here: Īssess prior knowledge: Students will begin by using a Know, Wonder, Learn (KWL) model developed by Ogle (1986), where students will write down what they already know about matter – gas before the science unit begins (Collins, 2011). IPad Book Creator App – to document KWL (Know, Wonder, Learn) about Gas knowledgeĬomputer – to access NetLogo (Students will use NetLogo to simulate and visualize the molecules inside a bicycle tire as it is being pumped up with air). Using a T-GEM Model and NetLogo, students will work through a variety of experiments to construct a solid understanding of the states of matter, specifically gas. She explains that instruction is important for children to acquire knowledge about gas properties. Stavy (1988) suggests this invisibility prevents children from forming a concept of gas spontaneously. Gas can be a difficult concept for children since those commonly experienced, like air, are invisible. Misconception: Gases are not matter because most are invisible
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