In this course, we will learn how to expose misconceptions. This term stands for ideas that are not supported by scientific evidence or are alternative to it. In order to promote the process of conceptual change, i.e., to help students move toward more scientifically sound conceptions, several research-based instruments (e.g., two-step questionnaires with multiple-choice items) have been developed to help identify student misconceptions and assess the impact of various instructional interventions on student learning. In this short course, we will introduce some of these research-based instruments so that participants can learn how to use them to identify and potentially eliminate the most common misconceptions among STEM students.
Add information about the skills and knowledge students need to take this course.
Associate Professor in General Chemistry at the Department of Chemical Sciences of the University of Naples Federico II. Experience in polymer chemistry and cristallography. Involved in STEM-CPD@EUni project as co-leader of O5, responsible of the development of the Summer Schools.
Assistant Professor in Industrial Chemistry at the Department of Chemical Sciences of the University of Naples Federico II. Experience in catalysis, kinetics and reactor modeling. Involved in STEM-CPD@EUni project as leader of O5, responsible of the development of the Summer Schools.
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