by: Todd Campbell, Christina Schwarz, and Mark Windschitl
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Analyzing data Asking questions CCC1: Patterns CCC2: Cause and Effect: Mechanism and Explanation CCC3: Scale, Proportion, and Quantity CCC4: Systems and System Models CCC5: Energy and Matter: Flows, Cycles, and Conservation CCC6: Structure and Function CCC7: Stability and Change Classifying Collecting data Communicating Crosscutting Concepts Disciplinary Core Ideas Disciplinary Core Ideas in Earth and Space Science Disciplinary Core Ideas in Engineering, Technology, and the Application of Science Disciplinary Core Ideas in Life Science Disciplinary Core Ideas in Physical Science ENCdl Experimenting Hypothesizing Interpreting data Measuring Modeling Observing Predicting Science and Engineering Practices Science as Inquiry Science Focus Science process skills Scientific habits of mind SEP1: Asking Questions and Defining Problems SEP2: Developing and Using Models SEP3: Planning and Carrying Out Investigations SEP4: Analyzing and Interpreting Data SEP5: Using Mathematics and Computational Thinking SEP6: Constructing Explanations and Designing Solutions SEP7: Engaging in Argument from Evidence SEP8: Obtaining, Evaluating, and Communicating Information Three Dimensions of the Framework and/or NGSS Using mathematics Using scientific equipment Using technology
Type Journal ArticlePub Date 3/1/2016Stock # ss16_039_07_19Volume 039Issue 07
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Misconceptions by students can come from all sorts of places and lines of reasoning. The author offers several strategies for getting students from their misconception to a correct understanding.
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