Enhancing Preservice Teachers' Understanding of Students' Misconceptions in Learning Chemistry

by: Basil Mugaga Naah

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.

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Type Journal ArticlePub Date 11/1/2015Stock # jcst15_045_02_41Volume 045Issue 02

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