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Table of Contents
Chapter 1 Misconceptions in science education: An overview
Part I: Misconceptions identified during teaching and learning of primary science and strategies used to address the identified misconceptions
Chapter 2 Utilizing concept cartoons to diagnose and remediate misconceptions related to photosynthesis among primary school students
Chapter 3 Facilitating primary school students' understanding of water cycle through guided inquiry-based learning
Chapter 4 A study on addressing students' misconceptions about condensation using the Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE) strategy
Chapter 5 Inquiry-discovery teaching approach as a means to remediate primary students' misconceptions about the phases of the moon
Part II: Misconceptions about Chemistry concepts and strategies to address the identified misconceptions
Chapter 6 Misconceptions in electrochemistry: How do pedagogical agents help?
Chapter 7 The effectiveness of Computer-Assisted Instruction (CAI) in promoting pre-university students' understanding of chemical bonding and remediating their misconceptions
Chapter 8 Green chemistry-based Dual-Situated Learning Model: An approach that reduces students' misconceptions on acids and bases
Chapter 9 The effectiveness of Physical Education Technology (PhET) interactive simulations in enhancing matriculation students' understanding of chemical equilibrium and remediating their misconceptions
Part III: Misconceptions about Physics concepts and strategies to address the identified misconceptions
Chapter 10 The integration of fund of knowledge in the hybridization cognitive strategy to enhance secondary students' understanding of physics optical concepts and remediating their misconceptions
Chapter 11 Fostering understanding and reducing misconceptions about image formation by a plane mirror using constructivist-based hands-on activities
Chapter 12 Addressing secondary school students' misconceptions about simple current circuits using the learning cycle approach
Chapter 13 The use of the Process Oriented Guided-Inquiry Learning (POGIL) approach to address Form One students' misconceptions about weight and mass
Part IV: Misconceptions relevant to Biology concepts and strategies to address the identified misconceptions
Chapter 14 Improving understanding and reducing matriculation students' misconceptions in immunity using the flipped classroom
Chapter 15 Improving understanding and reducing secondary school students' misconceptions on cell division using animation-based instruction
Chapter 16 Comparison between realistic and non-realistic simulations in reducing secondary school students' misconceptions on mitosis and meiosis processes
Chapter 17 Climate change activities: A possible means to promote understanding and reduce misconceptions about acid rain, global warming, greenhouse effect and ozone layer depletion among secondary school students.
Part I: Misconceptions identified during teaching and learning of primary science and strategies used to address the identified misconceptions
Chapter 2 Utilizing concept cartoons to diagnose and remediate misconceptions related to photosynthesis among primary school students
Chapter 3 Facilitating primary school students' understanding of water cycle through guided inquiry-based learning
Chapter 4 A study on addressing students' misconceptions about condensation using the Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE) strategy
Chapter 5 Inquiry-discovery teaching approach as a means to remediate primary students' misconceptions about the phases of the moon
Part II: Misconceptions about Chemistry concepts and strategies to address the identified misconceptions
Chapter 6 Misconceptions in electrochemistry: How do pedagogical agents help?
Chapter 7 The effectiveness of Computer-Assisted Instruction (CAI) in promoting pre-university students' understanding of chemical bonding and remediating their misconceptions
Chapter 8 Green chemistry-based Dual-Situated Learning Model: An approach that reduces students' misconceptions on acids and bases
Chapter 9 The effectiveness of Physical Education Technology (PhET) interactive simulations in enhancing matriculation students' understanding of chemical equilibrium and remediating their misconceptions
Part III: Misconceptions about Physics concepts and strategies to address the identified misconceptions
Chapter 10 The integration of fund of knowledge in the hybridization cognitive strategy to enhance secondary students' understanding of physics optical concepts and remediating their misconceptions
Chapter 11 Fostering understanding and reducing misconceptions about image formation by a plane mirror using constructivist-based hands-on activities
Chapter 12 Addressing secondary school students' misconceptions about simple current circuits using the learning cycle approach
Chapter 13 The use of the Process Oriented Guided-Inquiry Learning (POGIL) approach to address Form One students' misconceptions about weight and mass
Part IV: Misconceptions relevant to Biology concepts and strategies to address the identified misconceptions
Chapter 14 Improving understanding and reducing matriculation students' misconceptions in immunity using the flipped classroom
Chapter 15 Improving understanding and reducing secondary school students' misconceptions on cell division using animation-based instruction
Chapter 16 Comparison between realistic and non-realistic simulations in reducing secondary school students' misconceptions on mitosis and meiosis processes
Chapter 17 Climate change activities: A possible means to promote understanding and reduce misconceptions about acid rain, global warming, greenhouse effect and ozone layer depletion among secondary school students.