Misconceptions In Teaching

740 Words 3 Pages
It is up to the teacher who is teaching stoichiometry to the students to minimise the amount of misconceptions by using specific teaching strategies and methods that work in way that don’t open any doors for confusion or false ideas. This can be difficult for teachers as in many cases, teachers when they are getting their degree in teaching or carrying out the masters in education are often taught the content area, but not how to teach the content in such a way that makes it easier on both them and the students. A teacher no matter what topic they are teaching should promote student learning and understanding to the best of their ability.Teachers must know how to present the material they are going to teach in an easy to learn, creative and …show more content…
Teachers should question students about the new information immediately after completing each small part. As well as this, teachers should recall and review all of the previous parts and then add new information to it so students know where it links and can revise over it all together. This will take a lot of time to get through but ultimately it will have to be the best approach so students aren’t lost in what they are doing or are forming any misconceptions along the way as they will be revising prior knowledge each time new information.
After studying all of the problems and misconceptions that students have with stoichiometry, I now know to take these on board and work with them to create various teaching methods to teach stoichiometry to students in a simpler, more interactive way. I think because stoichiometry is such a mathematical based topic it would be more difficult to go at it with an inquiry based approach. I would teach it using an algorithmic method instead. I would show the students that stoichiometric problems must be solved in doing step by step calculations or else it can get very
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State how much of the chemical you’re using is there and how much of the product.
In some questions, the number of moles of the chemicals are given asking it easier for students or making it one less step for them to do. But if it’s not given students must change the amount of the substances into moles.
Find the ratio of the substances using the number of moles of them. For example : Na + Cl ----> NaCl the ratio here is 1:1, it all depends on the coefficients in front of the chemicals.
Using the ratio calculated, change the number of moles of the unknown of the products to find out how much of it will be produced.

Having gone through each step with the students, I would carry out a number of examples showing them in place and then give the students various different types of questions to do. With stoichiometric calculations, practise is key to do well in them so I would ensure that they each carry out an ample amount of

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