Preservice teachers enrolled in a modified introductory chemistry course used an instructional rubric to improve and evaluate their understanding of students’
misconceptions in learning various chemistry concepts. A sample of 79 preservice teachers first explored the state science standards to identify chemistry misconceptions associated with the grade level they would like to teach. These preservice teachers then used a rubric to write a research paper about their chosen misconception and how to address it in the classroom.
Type Journal ArticlePub Date 11/1/2015Stock # jcst15_045_02_41Volume 045Issue 02