Maci Dyer

February 20,2014
Science
Misconceptions or Alternative Conceptions
Misconceptions can be referred to as a preconceived notion or a
conceptual misunderstanding. These are cases in which something a
person knows and believes does not match what is known to be
scientifically correct (Sheehan, 2005). Misconceptions are normally
caused by not fully understanding what is being taught. As human
beings, we fill in what we dont with assumptions from our experiences
that seem to make sense. This is how misconceptions are created.
Understanding how misconceptions are formed it can make it easier for
classroom teachers to help their students uncover their own
misconceptions.
I myself had a misconception about the phases of the moon until
my senior year in college when a Professor Almorode, brought it to my
attention. I thought it was because of the shadows of the moon instead
of it being caused by the refection of the sun off of the Earth. I had
assumed what I didnt know; I could tell you the moon phases, I just
didnt know why so I filled in the blanks with what I thought made
sense.
On my first day of practicum the students did a review on the
four phases of the moon they had to learn: full moon, 1st quarter moon,

new moon, and 3rd Quarter moon. I thought to myself this is a perfect
time to see what misconceptions they have even though they just
learned the material. So during the teachers planning period I talked
to her about having interviews the following week. She recommended
three students that could probably get it right. She continued to tell me
that the students dont retain a lot of information, but they have
learned all of the material I wanted to ask about what causes the moon
phases to occur.
The phases of the moon are caused by the reflection of light from
the sun off of the Earth and based on the location of the moons
revolution around Earth is what we see. We only see half of the moon,
because half of the moon is always towards us and the other is facing
outer space; we will never see unless taking a trip to that side of the
moon through NASA. It is important to know that the sun and the moon
are not on the same plane, but they do cross paths causing an eclipse.
Many get this concept confused with the moon phases, which can
cause a misconception if not clear.
The following week in my practicum class, I was able to conduct
my misconception interviews with Ciara. Ciara is eight years old with
four siblings. She has two brothers and two sisters; one of her brothers
and one of her sisters are half siblings from where her mother
remarried. For fun Ciara likes to watch TV and play school with the

books they have at home. The first thing I ask Ciara was, Do you
think you could help me with my homework?
Yes! Ciara replied. She was excited that she could help do
college homework. I then explained that I would ask her questions, but
I couldnt give her any answers until the very end after I asked all the
questions for my homework. I first started out my interview by asking
Ciara if she could show me the phases of the moon on the scrap paper
that I provided her with. She continued by drawling the four moon
phases. When I asked her to explain her drawling she said, There is
the full moon, which is shaded in all the way. The third quarter moon is
half shaded in, and then there is the second quarter, which the other
half is shaded. Then there is a half quarter that has no shading. I was
shocked that Ciara didnt know the phases with how much review the
class had reviewed, also the whole time she was looking at me for
affirmation. I continued to tell her that part of my homework was that I
couldnt say anything until the end. Then I asked her to draw a picture
of the sun, Earth, and the moon. Ciara started with the sun then she
drew the Earth, which was bigger than the sun.
I asked Ciara, Is the Earth Bigger than the Sun?
Ciara replied, Yes.
I replied, Why is that?
Because the Sun is so small in the sky. As she continued to
draw the moon I noticed that it was larger than the sun and the Earth.

I asked, Is the moon bigger than the Earth?

She replied, No, its just bigger than the sun.
I responded, Why is the moon bigger than the sun?
It looks so big.
Can you explain what causes the moon phases?
Ciara replied, I dont know.
I followed up by asking, Can you show me how the moon, sun,
and Earth orbits? Ciara then moved the Earth in the center as she
showed the moon going around the Earth, and the sun going around
both of them.
Ciara thinks that the moon and the sun are smaller than the
Earth. She thinks that the moon and the sun revolves around the Earth
based on her understanding of how the universe works. Also her
thinking about the moon phases are inaccurate and undefined.
According to Piaget, seeking and answer to the perennial
philosophical question How do we come to know what we know?,
concluded that knowledge can-not be transmitted intact from one
person to another, people must construct their own knowledge and
their own understanding. Each child constructs his or her own meaning
by combining prior information with new information such that the new
knowledge provides personal meaning to the child(Martin 2012).
Children have to experience for themselves occurrences that contradict

their currently held beliefs. In order to have conceptual change to

occur children must become dissatisfied with their existing conception.
Ciaras thinking is based on her perception of the earth around
her. She is bounded by what she sees. According to Piaget Ciara is in
the Preoperational stage based on her inability to reverse her thinking.
This explains Ciaras egocentric way of thinking.
Based on Ciaras understanding I would go back to the
beginning and start out by making a model to show her how the Sun is
the center piece in our universe; where Earth is the third planet away
and the moon orbits around the Earth. Then I would address the moon
phases. When showing a visual clear up what the shading on the moon
means that its a shadow. I know in the third grade State standards
they only need four different phases. I would show students all of
them, because they see the moon phases every night, so it could
cause more misconception by telling them there are only four. I would
then want each student on their own to draw their understanding of
the concept. Then the students will create a diagram and then discuss
their understanding of the moon phases using their diagrams.
According to a constructivist, each learner must construct meaning for
himself or herself. No two people internalize the same experience in
the same way, it follows information imparted by the teacher is not
necessarily learned. Each child is constructing information and then to
help the child attach new experiences in ways that are both

meaningful and convincing to him or her. A teacher is to enable

children to find and make their own connections that result in valid
internalized meanings unique to each child.(Martin 2012).
As a teacher it is important to realize misconceptions and to
plan lessons that thoroughly explain the concept, so there is less room
for our students to assume, making misconceptions. Also when we
model something make sure the students understand what exactly you
are teaching. Make it a meaningful experience for them by causing
cognitive disequilibrium, so they learn the proper concept that you are
trying to teach them. Knowing about misconceptions is a major part of
trying to prevent them as a teacher.

Works Cited
Martin, D. (2012). Constructivism in elementary science education.
(6th ed.). Belmont, CA: Wadsworth.
Sheehan, C. (2005). Science Misconceptions.New York Science Teacher
RSS Content File. Retrieved March 27, 2014, from
http://newyorkscienceteacher.com/sci/pages/miscon/index.php