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Arvind Kumar
- Rate 122 GHS
- Response 1h
122 GHS/hr
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- Maths
- Physics
I'm btech graduated in electrical engineering from dumka engineering college and I looking for teaching job
- Maths
- Physics
Lesson location
About Arvind Kumar
Hi my name is Arvind Kumar and I I have simply done it a graduate in electrical Engineering College I’d love to hear more about your journey.”
“Tell me a little bit more about your background.”every interview, but make sure to tweak it to fit the company. “It’s an opportunity to show them right away that you get it,” Campos
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About the lesson
- Primary school
- Junior high school
- SHS 1
- +14
levels :
Primary school
Junior high school
SHS 1
SHS 2
SHS 3
BTS
University education
Adult Education
Facultate (Licență)
Master's degree
Higher national diploma
Doctor of philosophy
Other
GDL
Qualified Lawyer Transfer Scheme
MBA
Pre school
- English
All languages in which the lesson is available :
English
When teachers provide instruction on concepts in various subjects, they are teaching students who already have some pre-instructional knowledge about the topic. Student knowledge, however, can be erroneous, illogical or misinformed. These erroneous understandings are termed alternative conceptions or misconceptions (or intuitive theories). Alternative conceptions (misconceptions) are not unusual. In fact, they are a normal part of the learning process. We quite naturally form ideas from our everyday experience, but obviously not all the ideas we develop are correct with respect to the most current evidence and scholarship in a given discipline. Moreover, some concepts in different content areas are simply very difficult to grasp. They may be very abstract, counterintuitive or quite complex. Hence, our understanding of them is flawed. In this way, even adults, including teachers, can sometimes have misconceptions of material (Burgoon, Heddle, & Duran, 2010).
In addition, things we have already learned are sometimes unhelpful in learning new concepts/theories. This occurs when the new concept or theory is inconsistent with previously learned material. Accordingly, as noted, it is very typical for students (and adults) to have misconceptions in different domains (content knowledge areas). Indeed, researchers have found that there is a common set of alternative conceptions (misconceptions) that most students typically exhibit. There is one class of alternative theories (or misconceptions) that is very deeply entrenched. These are "ontological misconceptions," which relate to ontological beliefs (i.e., beliefs about the fundamental categories and properties of the world).
Alternative conceptions (misconceptions) can really impede learning for several reasons. First, students generally are unaware that the knowledge they have is wrong. Moreover, misconceptions can be very entrenched in student thinking. In addition, students interpret new experiences through these erroneous understandings, thereby interfering with being able to correctly grasp new information. Also, alternative conceptions (misconceptions) tend to be very resistant to instruction because learning entails replacing or radically reorganizing student knowledge. Hence, conceptual change has to occur for learning to happen. This puts teachers in the very challenging position of needing to bring about significant conceptual change in student knowledge. Generally, ordinary forms of instruction, such as lectures, labs, discovery learning, or simply reading texts, are not very successful at overcoming student misconceptions. For all these reasons, misconceptions can be hard nuts for teachers to crack. However, several instructional strategies have proven to be effective in achieving conceptual change and helping students leave their alternative conceptions behind and learn correct concepts or theories.
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Rates
Rate
- 122 GHS
Pack prices
- 5h: 610 GHS
- 10h: 1220 GHS
online
- GHS122/h
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