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Current research in Science Education emphasizes the importance of knowing students' previous ideas, conceptions (including misconceptions), representations and, at the same time, identifies a considerable number and variety of them concerning natural processes and scientific concepts that describe and explain them. It also reports...
Current research in Science Education emphasizes the importance of knowing students' previous ideas, conceptions (including misconceptions), representations and, at the same time, identifies a considerable number and variety of them concerning natural processes and scientific concepts that describe and explain them. It also reports the complexity of transforming such ideas or conceptions. Knowing students' previous ideas is an important issue for the development of teaching programs and books, as well as for developing teaching strategies and for identifying students? conceptual progress. This knowledge is also important for researchers who, analyzing students' representations about natural phenomena and scientific concepts, propose forms of interpreting and changing them. For these reasons, it becomes imperative to display here what is missing or unfinished in this matter and to notice what research would do about it. The main objectives of this group are: (1) Put at the reach of science teachers of different educational levels, students' previous ideas in biology, physics and chemistry in the form of a database. (2) Put forward the diversity of the previous ideas shown by students, teachers and textbooks, as well as the themes that have been analyzed or not in the research literature within each scientific discipline. (3) Offer an analysis of previous ideas that would allow teachers to identify possible conceptual and representational problems, within each of the different themes approached in teaching natural sciences. (4) Show some successful teaching strategies that look for cognitive change, based on the knowledge of students' previous ideas.