Slate is a metamorphic rock of sedimentary origin (shale) and so is marble which was originally limestone. The most useful part I believe is the lists of misconceptions and a comprehensive index of keywords to help you find the common misconception for that topic/keyword. The trick is to introduce the scientific ideas clearly and get students to understand why the misconception is wrong. Just how do students perceive their world when their background to measure their experiences is limited? Provide tasks where the students have to demonstrate that they understand the scientific idea, and why the misconception is wrong.

The salt is recovered (or separated from the water) by boiling the water until it evaporates, leaving the salt behind. Michael Allen is clearly passionate about making the teaching of science fun, engaging and memorable.

In no ways is this a definitive list, some of this is directly from our science shows and some of this has been adapted from the references at the bottom of this post.

As more layers of sediment built up on top, the sediment around the ‘hard parts’ compacted and turned to rock.For example, the stainless steel used to make cutlery was invented (by combining certain metals to make a non-rusting or tarnishing metal) in Sheffield in 1913 by Henry Brearley while trying to solve the problem of erosion on the gun barrels used by the British army in WW1. Young children hold naive theories about the world around them, but how do these mediate science learning in primary school? We constantly introduce children to new words of which the meaning is either completely unfamiliar to them or is different to the everyday use of the term.

Rosalind Driver made a huge contribution to the field of understanding student misconceptions in science. The teachers rated almost one-third of the topics sampled from the primary curriculum as being of above average difficulty for the children, particularly abstract concepts like electricity and forces. Pupils do not come into school as an empty vessel, ready to be filled with science knowledge, rather they come with their own sets of ideas and concepts that they will have built to explain how the world around them works. Exchanging Valentines can be an awkward process, especially when you consider “Vinegar Valentines” and other snarky sentiments - whatever your tastes, enjoy the sweet and sour cards alike in this gallery!

The persistence of misconceptions in students' understanding of physics concepts can hinder learning and compromise scientific literacy.

The explanations, while sufficiently technical, are easy to read and diagrams and analogies are given that you could use in your teaching.The terms rock, stone, and pebble are often used in an intuitive, non-scientific way and this can lead to confusion. He suggests creative activities to help students to grasp the underlying scientific concepts and bring them alive in the classroom.