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Description
Students hold misconceptions when they confidently believe certain information, but that information differs from the commonly accepted scientific consensus. 1 Misconceptions accumulate over time due to a combination of incorrect perceptions of everyday experiences, over-simplifications and over-generalizations found in textbooks and the media, and incorrect or incomplete diagrams and analogies.2-7 Clausen described misconceptions held by teachers, and how they affected student learning. 8 After observing several teachers teaching about weather and climate change, he concluded that personal beliefs and values impacted what parts of science they emphasized in the classroom, resulting in students learning the content differently and inconsistently. This study is important because the participants will be teaching shortly; it is imperative for these teachers to fully understand the content that they are educating their students on. If they have weather misconceptions, it could be damaging to their future students' understanding of this foundational content that they will need throughout their lives.
Publication Date
4-17-2024
Disciplines
Higher Education | Scholarship of Teaching and Learning
Recommended Citation
Litton, Ivy; Gonzalez-Espada, Wilson; O'Keefe, Jen; and Kibria, Md. Golam, "Meteorology Misconceptions Held by Students in an Earth Science Course for K-5 Teachers" (2024). 2024 Celebration of Student Scholarship - Poster Presentations. 52.
https://scholarworks.moreheadstate.edu/celebration_posters_2024/52