Understanding misconceptions can support implementation of NGSS

Knowing about science is not enough; knowing how our students think impacts our teaching effectiveness and help us to achieve the NGSS vision.

Below is the link to an article in Science News on the study by Harvard-Smithsonian Center for Astrophysics on middle school physical science teachers’ knowledge of student misconceptions.


As part of an unusual study, Philip Sadler, the Frances W. Wright Senior Lecturer in the Department of Astronomy, and colleagues tested 181 middle school physical science teachers and nearly 10,000 of their students, and showed that while most of the teachers were well-versed in their subject, those better able to predict their students’ wrong answers on standardized tests helped students learn the most.