Giving Thought to Students’ Alternative Conceptions in Stereochemistry: One Teacher’s Basis for Pedagogical Content Knowledge Improvement

Abstract

This paper is a reflection on the author’s own classroom experience. It focuses on the importance of paying attention to students’ alternative conceptions and using these conceptions as the basis to improve the teacher’s pedagogical content knowledge. Students’ alternative conceptions are expressed as “incorrect” responses to questions asked. Instead of ending at discarding the “incorrect” responses, the author, in collaboration with the students, have taken time to analyze the responses so as to unveil the hidden meaning or cognitive implications therein. This reflective practice has proved useful in uncovering students’ alternative conceptions and other content learning difficulties. Conversely, the same practice has helped the author to have another look at the content he teaches as well as the methods he employs and polish up both of these and blend them so as to come up with an integrated and contextualized ‘subject matter for teaching’ or pedagogical content knowledge.