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Article
Discrepant Teaching Events: Using an Inquiry Stance to Address Students' Misconceptions
International Journal of Teaching and Learning in Higher Education
  • Judith Longfield, Georgia Southern University
Document Type
Article
Publication Date
1-1-2009
Abstract
Science instructors have long known that the use of discrepant events with unexpected outcomes is a powerful method of activating thinking. A discrepant teaching event is similar to a discrepant science event in that it vividly portrays what is often an abstract construct or concept and has an unexpected outcome. The unexpected outcome creates what Piaget (1971) refers to as disequilibrium, thereby uncovering students’ naïve conceptions and tacit beliefs about the concept being studied. This article defines what a discrepant teaching event is and compares and contrasts discrepant science events and discrepant teaching events. Examples of discrepant teaching events useful in mathematics and social studies are also provided. The article concludes with a discussion of the utilization of an “inquiry stance” to teaching as a way to address students’ misconceptions of discipline specific concepts.
Comments

All papers in IJTLHE are published under a Creative Commons Attribution-NoDerivs 3.0 Unported License. Article obtained from the International Journal of Teaching and Learning in Higher Education.

Citation Information
Judith Longfield. "Discrepant Teaching Events: Using an Inquiry Stance to Address Students' Misconceptions" International Journal of Teaching and Learning in Higher Education Vol. 21 Iss. 2 (2009) p. 266 - 271
Available at: http://works.bepress.com/judith_longfield/21/