Common Student Misconceptions Students do not arrive at biology class as blank slates but bring with them a host of prior learning and conceptions about life that inform their thinking. Not all of the preconceptions that students bring with them are accurate. Being aware of common misconceptions about particular content allows teachers to monitor and address fallacies appropriately in the classroom and to design learning experiences that help students identify their own misconceptions and metacognitively address them. The examples in the Compendium are not intended as an exhaustive list but encompass many of the more common misconceptions encountered by Alabama teachers. Teachers are encouraged to use the identified misconceptions to assess students’ thinking as new topics are introduced. “Teachers must use appropriate strategies to uncover misconceptions and design experiences that will help students willingly give up their misconceptions in favor of a scientific idea,” says Page Keeley, developer and author of the Uncovering Student Ideas in Science series. Some probing strategies are included in the teacher resources sections of the Compendium. Teachers who want to know more about addressing student misconceptions can find valuable resources at www.UncoveringStudentIdeas.org Teacher Tips Much of the Compendium is phrased in student-centered language, speaking directly to what students should be doing, saying, and thinking during biology class. The teacher tips provide educators insight into the learning progression, foreshadowing of future experiences for planning purposes, resources to help the teacher plan, and words of caution from veteran educators. Tips are included when teachers need additional information and are intended to support teachers’ efforts to build standards-based, student-centered experiences.
Sequence of Instruction
The Biology Compendium is organized around a proposed sequence of instruction. This sequence organizes learning experiences in a gradually widening spiral that begins with the building blocks of life and ends with students developing solutions to complex environmental problems. This spiraling sequence allows for critical topics to be revisited multiple times over the course of the year, adding additional layers to student understanding of these key concepts.
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A Field Guide to the Alabama Standards
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The Biology Compendium
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