Introduction

In all cases presented in this theme, the teacher sets a pre-lesson task to probe students’ ideas about science (IabS) prior to the lesson. The teachers differ, however, in how they process students’ preconceptions and make use of them subsequently in the lesson. Hence, two guiding questions for reviewing the cases are:

(1) How do the teachers make use of students’ preconceptions in class?
(2) What are the pros and cons of each of the strategies?

Wherever appropriate, you can also make reference to the framework Five Dimensions of Effective Practices in Teaching IabS to identify other features of exemplary practices.