Often times I stop listening when I believe I already "know" the answer. This happens even now when I'm learning new information in my college courses. Why? Just like the article says, it is because I understand my reasoning; I do not want to take the time to learn something new that I supposedly already "know". I agree with the suggestion that teachers should choose appropriate textbooks to prove misconception or break them down. Finding an appropriate textbook will be difficult, I've been reading them for the past ten years and still cannot determine if it is well written or not. However, from experience I know concise and moderate definitions, formulas, and examples do not overwhelm students; therefore, they will actually approach the text and read it. Teachers should want a textbook that that seems worthy of reading, if it is too extensive it will only intimidate the reader. Lastly, I agree with labs because they are "hands on". Someone once told me you have to activate all senses while learning, a lab definitely requires activation. Hopefully, by choosing an appropriate text as well as using labs, misconceptions can be proved!
Interesting insight into your self - enlightening. I wonder if there is a textbook worth using - they have strengths but we never as "what is the goal of a textbook"? What do you mean "misconceptions can be proved"? Altered? Supported? Confirmed? How do you plan on addressing them in your classroom? How will you determine what they are?
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