Teaching is an inexact science. Even experienced teachers have difficulty assessing the effectiveness of their lessons and students’ mastery of concept. Teachers must be particularly careful to avoid introducing or reinforcing student misconceptions. The following describes how the authors scrutinized and modified their own environmental education teaching practices using the alternative conceptions approach (Wandersee 1994).
Type Journal ArticlePub Date 9/1/2001Stock # ss01_023_01_41Volume 023Issue 01