Overcoming Academic Misconceptions about the Learning and Teaching of Physics (original) (raw)
There is ample evidence that students have many misconceptions in physics, which are difficult to correct using traditional teaching methods. Even with this evidence however, many academics still use traditional teaching approaches, and seem to dismiss the evidence-based research supporting the use of active learning approaches. The research question posed in the study reported was “Why do academics teaching physics resist moving toward active learning approaches?” A meta-interpretation method was used to analyse and synthesise multiple previous studies on student learning, student misconceptions and academic teaching. The results indicated that a major factor affecting academic resistance to moving toward active learning approaches is that academics themselves have misconceptions about how effective traditional approaches are in helping students learn. The implication from this is that the same strategies for overcoming student misconceptions in physics can be applied to overcome academic misconceptions also. The paper reports on the design of a professional development program at Swinburne University that has been initiated to respond to addressing these academic misconceptions.
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