DEVELOPMENT AND TESTING OF THE DTSICM MODEL: A DESIGN THINKING STRATEGY TO IDENTIFY AND CLEAR MISCONCEPTIONS IN SCIENCE
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Failure to use the appropriate methods to identify and clear misconceptions remains a major hurdle in students’ understanding of scientific concepts and the transformation of the lay public into informed citizens with the appropriate scientific knowledge, skills and attitudes required to face current and future challenges such as climate change, emergence of new epidemics, food shortages, and energy crisis. This has been expounded by the lack of a proper umbrella strategy that provides a structured, formalized, and adaptable pathway which allow teachers to select and use the most appropriate context-driven methods to identify and clear misconceptions. This study therefore showcases the development of a new context-driven adjustable model, termed the ‘Design Thinking Strategy to Identify and Clear Misconceptions’ (DTSICM), which is based on the 5-staged Stanford model of ‘design thinking’. The model, centered around evidence-based decision making, provides teachers with an adjustable pathway that allow selection of methods that are context-appropriate and fit the needs of students. Underpinned by mixed methodology, the study showcased the efficiency of the DTSICM model by revealing a net reduction in the percentage prevalence of misconceptions held by the sampled students on the scientific concept of photosynthesis.
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