Science.gov

Sample records for address student misconceptions

  1. Improving student learning by addressing misconceptions

    NASA Astrophysics Data System (ADS)

    Engelmann, Carol A.; Huntoon, Jacqueline E.

    2011-12-01

    Students—and often those who teach them—come to class with preconceptions and misconceptions that hinder their learning. For instance, many K-12 students and teachers believe groundwater exists in the ground in actual rivers or lakes, but in fact, groundwater is found in permeable rock layers called aquifers. Such misconceptions need to be addressed before students can learn scientific concepts correctly. While other science disciplines have been addressing preconceptions and misconceptions for many years, the geoscience community has only recently begun to concentrate on the impact these have on students' learning. Valuable research is being done that illuminates how geologic thinking evolves from the "novice" to "expert" level. The expert is defined as an individual with deep understanding of Earth science concepts. As research progresses, geoscientists are realizing that correcting preconceptions and misconceptions can move teachers and students closer to the "expert" level [Libarkin, 2005].

  2. Addressing Students' Misconceptions about Gases, Mass, and Composition

    ERIC Educational Resources Information Center

    Mayer, Kristin

    2011-01-01

    Much research has been published that describes the misconceptions students have about gases; however, not much research has been published that suggests how to change these misconceptions. The action research presented in this article examined how using laboratories to contradict students' preconceived ideas would affect their learning. High…

  3. Addressing Misconceptions

    ERIC Educational Resources Information Center

    Dial, Katrina; Riddley, Diana; Williams, Kiesha; Sampson, Victor

    2009-01-01

    The law of conservation of mass can be counterintuitive for most students because they often think the mass of a substance is related to its physical state. As a result, students may hold a number of alternative conceptions related to this concept, including, for example, the believe that gas has no mass, that solids have greater mass than fluids,…

  4. Breaking Down Barriers: Addressing student misconceptions in the K-12 classroom

    NASA Astrophysics Data System (ADS)

    Eisenhamer, B.; McCallister, J. D.; Knisely, L.

    2004-05-01

    A typical astronomy question an educator may ask their students is "What is a black hole?" Many times, students' responses sound more like an episode of Star Trek than an understanding about the universe and how it works: responses such as "Black holes are worm holes in space" or "A black hole is a huge vacuum in space, sucking everything in". These are all common astronomy misconceptions about black holes. A misconception is defined as a preconceived notion of how the world, or in the case of astronomy - the universe, works. Misconceptions may originate for a variety of reasons, from miscommunication, to oversimplification, to misrepresentation via the media or pop culture. Students who latch on to an astronomy misconception may have difficulty learning new information that is built upon the existing misconception. Additionally, educators who are not able to identify and address misconceptions can create learning barriers that may resonate throughout a students' life. This poster will introduce some of the extensive research that has gone into determining typical student misconceptions about astronomy, ways to identify them, and how students develop them. The poster will also explain why teachers need to be aware of ideas and concepts students may harbor as well as how misconceptions can be remedied.

  5. Identifying and Addressing Student Difficulties and Misconceptions: Examples from Physics and from Materials Science and Engineering

    ERIC Educational Resources Information Center

    Rosenblatt, Rebecca

    2012-01-01

    Here I present my work identifying and addressing student difficulties with several materials science and physics topics. In the first part of this thesis, I present my work identifying student difficulties and misconceptions about the directional relationships between net force, velocity, and acceleration in one dimension. This is accomplished…

  6. "Holes" in Student Understanding: Addressing Prevalent Misconceptions regarding Atmospheric Environmental Chemistry

    ERIC Educational Resources Information Center

    Kerr, Sara C.; Walz, Kenneth A.

    2007-01-01

    There is a misconception among undergraduate students that global warming is caused by holes in the ozone layer. In this study, we evaluated the presence of this and other misconceptions surrounding atmospheric chemistry that are responsible for the entanglement of the greenhouse effect and the ozone hole in students' conceptual frameworks. We…

  7. Predicting Student Misconceptions in Science

    ERIC Educational Resources Information Center

    Fouché, Jaunine

    2015-01-01

    Two challenges science teachers face are identifying misconceptions students have about how the world operates and getting past those misconceptions. Students' prior conceptions often conflict with the content educators are trying to teach. The gateway to revealing and changing such misconceptions, Fouché says, is predictive questioning. As they…

  8. Addressing Student Misconceptions Concerning Electron Flow in Aqueous Solutions with Instruction Including Computer Animations and Conceptual Change Strategies.

    ERIC Educational Resources Information Center

    Sanger, Michael J.; Greenbowe, Thomas J.

    2000-01-01

    Investigates the effects of both computer animations of microscopic chemical processes occurring in a galvanic cell and conceptual-change instruction based on chemical demonstrations on students' conceptions of current flow in electrolyte solutions. Finds that conceptual change instruction was effective at dispelling student misconceptions but…

  9. Addressing the Misconceptions of Middle School Students About Becoming a Scientist or Engineer

    NASA Technical Reports Server (NTRS)

    Newsom, H. E.; Sorge, C.; Hagerty, J. J.

    2000-01-01

    Assessment of our educational outreach program shows that students and their parents are excited about space science, but stereotypes about science and scientists drastically effect student attitudes about science and pursuing a technical career.

  10. Student Misconceptions in Introductory Biology.

    ERIC Educational Resources Information Center

    Fisher, Kathleen M.; Lipson, Joseph I.

    Defining a "misconception" as an error of translation (transformation, correspondence, interpolation, interpretation) between two different kinds of information which causes students to have incorrect expectations, a Taxonomy of Errors has been developed to examine student misconceptions in an introductory biology course for science majors. Two…

  11. Misconceptions about Sound among Engineering Students

    ERIC Educational Resources Information Center

    Pejuan, Arcadi; Bohigas, Xavier; Jaen, Xavier; Periago, Cristina

    2012-01-01

    Our first objective was to detect misconceptions about the microscopic nature of sound among senior university students enrolled in different engineering programmes (from chemistry to telecommunications). We sought to determine how these misconceptions are expressed (qualitative aspect) and, only very secondarily, to gain a general idea of the…

  12. Using Just in Time Teaching in a Global Climate Change Course to Address Misconceptions

    NASA Astrophysics Data System (ADS)

    Schuenemann, K. C.

    2013-12-01

    Just in Time Teaching (JiTT) is employed in an introductory Global Climate Change college course with the intention of addressing common misconceptions and climate myths. Students enter the course with a variety of prior knowledge and opinions on global warming, and JiTT can be used as a constructivist pedagogical approach to make use of this prior knowledge. Students are asked to watch a short video or do a reading, sometimes screen capture videos created by the professor as review of material from the previous class, a video available on the web from NASA or NOAA, for example, or a reading from an online article or their textbook. After the video or reading, students answer a question carefully designed to pry at a common misconception, or simply are asked for the 'muddiest point' that remains on the concept. This assignment is done the night before class using a web program. The program aggregates the answers in an organized way so the professor can use the answers to design the day's lesson to address common misconceptions or concerns students displayed in their answers, as well as quickly assign participation credit to students who completed the assignment. On the other hand, if students display that they have already mastered the material, the professor can confidently move on to the next concept. The JiTT pedagogical method personalizes each lecture period to the students in that particular class for maximum efficiency while catching and fixing misconceptions in a timely manner. This technique requires students to spend time with the material outside of class, acts as review of important concepts, and increases engagement in class due to the personalization of the course. Evaluation results from use of this technique will be presented. Examples of successful JiTT videos, questions, student answers, and techniques for addressing misconceptions during lecture will also be presented with the intention that instructors can easily apply this technique to their

  13. Students' Misconceptions about Random Variables

    ERIC Educational Resources Information Center

    Kachapova, Farida; Kachapov, Ilias

    2012-01-01

    This article describes some misconceptions about random variables and related counter-examples, and makes suggestions about teaching initial topics on random variables in general form instead of doing it separately for discrete and continuous cases. The focus is on post-calculus probability courses. (Contains 2 figures.)

  14. Students' misconceptions about perceived physiological responses.

    PubMed

    Michael, J A

    1998-06-01

    Students' misconceptions about scientific phenomena can arise from at least two possible sources, the students' personal experience with those phenomena and things learned in the classroom. Misconceptions have been studied in a variety of science disciplines, but little attention has been given to the faulty models that students have for physiological processes. In this study 393 undergraduates in three different research universities were asked to predict the changes in heart rate and strength of cardiac contraction and breathing frequency and depth of breathing (physiological parameters that can be directly and personally perceived) under conditions that result in predicted that heart rate would increase but that the strength of contraction would decrease or stay unchanged. Approximately one-half of the students predicted that breathing frequency would increase but depth of breathing would decrease (also erroneous). Explanations for these erroneous predictions were elicited, and the reasons offered revealed significant misconceptions about cardiac and respiratory mechanics. The persistence of such misconceptions was demonstrated in a small group of first-year medical students. A general approach to detecting and remediating misconceptions is discussed. PMID:9841571

  15. Undergraduate students' misconceptions about respiratory physiology.

    PubMed

    Michael, J A; Richardson, D; Rovick, A; Modell, H; Bruce, D; Horwitz, B; Hudson, M; Silverthorn, D; Whitescarver, S; Williams, S

    1999-12-01

    Approximately 700 undergraduates studying physiology at community colleges, a liberal arts college, and universities were surveyed to determine the prevalence of our misconceptions about respiratory phenomena. A misconception about the changes in breathing frequency and tidal volume (physiological variables whose changes can be directly sensed) that result in increased minute ventilation was found to be present in this population with comparable prevalence (approximately 60%) to that seen in a previous study. Three other misconceptions involving phenomena that cannot be experienced directly and therefore were most likely learned in some educational setting were found to be of varying prevalence. Nearly 90% of the students exhibited a misconception about the relationship between arterial oxygen partial pressure and hemoglobin saturation. Sixty-six percent of the students believed that increasing alveolar oxygen partial pressure leads to a decrease in alveolar carbon dioxide partial pressure. Nearly 33% of the population misunderstood the relationship between metabolism and ventilation. The possible origins of these respiratory misconceptions are discussed and suggestions for how to prevent and/or remediate them are proposed.

  16. Applying Scientific Principles to Resolve Student Misconceptions

    ERIC Educational Resources Information Center

    Yin, Yue

    2012-01-01

    Misconceptions about sinking and floating phenomena are some of the most challenging to overcome (Yin 2005), possibly because explaining sinking and floating requires students to understand challenging topics such as density, force, and motion. Two scientific principles are typically used in U.S. science curricula to explain sinking and floating:…

  17. Elementary Teachers' Understanding of Students' Science Misconceptions: Implications for Practice and Teacher Education

    ERIC Educational Resources Information Center

    Gomez-Zwiep, Susan

    2008-01-01

    This study sought to determine what elementary teachers know about student science misconceptions and how teachers address student misconceptions in instruction. The sample included 30 teachers from California with at least 1-year of experience teaching grades 3, 4, and 5. A semistructured interview was used. The interview transcripts were…

  18. Exploring lecturers' views of first-year health science students' misconceptions in biomedical domains.

    PubMed

    Badenhorst, Elmi; Mamede, Sílvia; Hartman, Nadia; Schmidt, Henk G

    2015-05-01

    Research has indicated that misconceptions hamper the process of knowledge construction. Misconceptions are defined as persistent ideas not supported by current scientific views. Few studies have explored how misconceptions develop when first year health students conceptually move between anatomy and physiology to construct coherent knowledge about the human body. This explorative study analysed lecturers' perceptions of first-year health science students' misconceptions in anatomy and physiology to gain a deeper understanding of how and why misconceptions could potentially arise, by attempting to link sources of misconceptions with four schools of thought, namely theories on concept formation, complexity, constructivism and conceptual change. This was a qualitative study where ten lecturers involved in teaching anatomy and physiology in the health science curricula at the University of Cape Town were interviewed to explore perceptions of students' misconceptions. Analytical induction was used to uncover categories within the interview data by using a coding system. A deeper analysis was done to identify emerging themes that begins to explore a theoretical understanding of why and how misconceptions arise. Nine sources of misconceptions were identified, including misconceptions related to language, perception, three dimensional thinking, causal reasoning, curricula design, learning styles and moving between macro and micro levels. The sources of misconceptions were then grouped together to assist educators with finding educational interventions to overcome potential misconceptions. This explorative study is an attempt in theory building to understand what is at the core of biomedical misconceptions. Misconceptions identified in this study hold implications for educators as not all students have the required building blocks and cognitive skills to successfully navigate their way through biomedical courses. Theoretical insight into the sources of misconceptions can

  19. Exploring lecturers' views of first-year health science students' misconceptions in biomedical domains.

    PubMed

    Badenhorst, Elmi; Mamede, Sílvia; Hartman, Nadia; Schmidt, Henk G

    2015-05-01

    Research has indicated that misconceptions hamper the process of knowledge construction. Misconceptions are defined as persistent ideas not supported by current scientific views. Few studies have explored how misconceptions develop when first year health students conceptually move between anatomy and physiology to construct coherent knowledge about the human body. This explorative study analysed lecturers' perceptions of first-year health science students' misconceptions in anatomy and physiology to gain a deeper understanding of how and why misconceptions could potentially arise, by attempting to link sources of misconceptions with four schools of thought, namely theories on concept formation, complexity, constructivism and conceptual change. This was a qualitative study where ten lecturers involved in teaching anatomy and physiology in the health science curricula at the University of Cape Town were interviewed to explore perceptions of students' misconceptions. Analytical induction was used to uncover categories within the interview data by using a coding system. A deeper analysis was done to identify emerging themes that begins to explore a theoretical understanding of why and how misconceptions arise. Nine sources of misconceptions were identified, including misconceptions related to language, perception, three dimensional thinking, causal reasoning, curricula design, learning styles and moving between macro and micro levels. The sources of misconceptions were then grouped together to assist educators with finding educational interventions to overcome potential misconceptions. This explorative study is an attempt in theory building to understand what is at the core of biomedical misconceptions. Misconceptions identified in this study hold implications for educators as not all students have the required building blocks and cognitive skills to successfully navigate their way through biomedical courses. Theoretical insight into the sources of misconceptions can

  20. Student Misconceptions about Plant Transport--A Sri Lankan Example

    ERIC Educational Resources Information Center

    Vitharana, P. R. K. A.

    2015-01-01

    Students bring with them their own misconceptions to the science classes and it becomes a barrier in developing new concepts. Therefore, identifying misconceptions is an essential component in teaching science. The objective of this study was to identify 10th grade students' misconceptions on plant transport with the use of two-tier diagnostic…

  1. Common Student Misconceptions in Electrochemistry: Galvanic, Electrolytic, and Concentration Cells.

    ERIC Educational Resources Information Center

    Sanger, Michael J.; Greenbowe, Thomas J.

    1997-01-01

    Investigates student (N=16) misconceptions concerning electrochemistry related to galvanic, electrolytic, and concentration cells. Findings indicate that most students demonstrating misconceptions were still able to calculate cell potentials correctly. Discusses common misconceptions and possible sources of these. Contains 33 references.…

  2. Omani Twelfth Grade Students' Most Common Misconceptions in Chemistry

    ERIC Educational Resources Information Center

    Al-Balushi, Sulaiman M.; Ambusaidi, Abdullah K.; Al-Shuaili, Ali H.; Taylor, Neil

    2012-01-01

    The current study, undertaken in the Sultanate of Oman, explored twelfth grade students' common misconceptions in seven chemistry conceptual areas. The sample included 786 twelfth grade students in Oman while the instrument was a two-tier test called Chemistry Misconceptions Diagnostic Test (CMDT), consisting of 25 items with 12 items…

  3. Misconceptions of Students and Teachers in Chemical Equilibrium.

    ERIC Educational Resources Information Center

    Banerjee, Anil C.

    1991-01-01

    Written test was developed and administered to diagnose misconceptions in different areas of chemical equilibrium among 162 undergraduate chemistry students and 69 teachers of chemistry. Responses reveal widespread misconceptions among students and teachers in areas related to the prediction of equilibrium conditions, rate and equilibrium,…

  4. Identifying Novice Student Programming Misconceptions and Errors from Summative Assessments

    ERIC Educational Resources Information Center

    Veerasamy, Ashok Kumar; D'Souza, Daryl; Laakso, Mikko-Jussi

    2016-01-01

    This article presents a study aimed at examining the novice student answers in an introductory programming final e-exam to identify misconceptions and types of errors. Our study used the Delphi concept inventory to identify student misconceptions and skill, rule, and knowledge-based errors approach to identify the types of errors made by novices…

  5. Secondary School Students' Misconceptions about Simple Electric Circuits

    ERIC Educational Resources Information Center

    Küçüközer, Hüseyin; Kocakülah, Sabri

    2007-01-01

    The aim of this study is to reveal secondary school students' misconceptions about simple electric circuits and to define whether specific misconceptions peculiar to Turkish students exist within those identified. Data were obtained with a conceptual understanding test for simple electric circuits and semi-structured interviews. Conceptual…

  6. Diagnosing Portuguese Students' Misconceptions about the Mineral Concept

    ERIC Educational Resources Information Center

    Monteiro, Antonio; Nobrega, Clevio; Abrantes, Isabel; Gomes, Celeste

    2012-01-01

    Educational researchers and teachers are well aware that misconceptions--erroneous ideas that differ from the scientifically accepted ones--are very common amongst students. Daily experiences, creative and perceptive thinking and science textbooks give rise to students' misconceptions which lead them to draw erroneous conclusions that become…

  7. Cognitive Processes and Students' Misconceptions in Science.

    ERIC Educational Resources Information Center

    Smith, Deborah C.

    Several categories of misconceptions which appear to be emerging across studies are discussed. They include: mis-perceptions; stunted conceptions; mis-translations; confused conceptions; lost conceptions; and true misconceptions. True misconceptions are metaphors and analogies which represent truly complete systems of explanation but are…

  8. Mathematics, thermodynamics, and modeling to address ten common misconceptions about protein structure, folding, and stability.

    PubMed

    Robic, Srebrenka

    2010-01-01

    To fully understand the roles proteins play in cellular processes, students need to grasp complex ideas about protein structure, folding, and stability. Our current understanding of these topics is based on mathematical models and experimental data. However, protein structure, folding, and stability are often introduced as descriptive, qualitative phenomena in undergraduate classes. In the process of learning about these topics, students often form incorrect ideas. For example, by learning about protein folding in the context of protein synthesis, students may come to an incorrect conclusion that once synthesized on the ribosome, a protein spends its entire cellular life time in its fully folded native confirmation. This is clearly not true; proteins are dynamic structures that undergo both local fluctuations and global unfolding events. To prevent and address such misconceptions, basic concepts of protein science can be introduced in the context of simple mathematical models and hands-on explorations of publicly available data sets. Ten common misconceptions about proteins are presented, along with suggestions for using equations, models, sequence, structure, and thermodynamic data to help students gain a deeper understanding of basic concepts relating to protein structure, folding, and stability.

  9. Students' Misconceptions about Heat Transfer Mechanisms and Elementary Kinetic Theory

    ERIC Educational Resources Information Center

    Pathare, S. R.; Pradhan, H. C.

    2010-01-01

    Heat and thermodynamics is a conceptually rich area of undergraduate physics. In the Indian context in particular there has been little work done in this area from the point of view of misconceptions. This prompted us to undertake a study in this area. We present a study of students' misconceptions about heat transfer mechanisms, i.e. conduction,…

  10. Common Student Misconceptions in Exercise Physiology and Biochemistry

    ERIC Educational Resources Information Center

    Morton, James P.; Doran, Dominic A.; MacLaren, Don P. M.

    2008-01-01

    The present study represents a preliminary investigation designed to identify common misconceptions in students' understanding of physiological and biochemical topics within the academic domain of sport and exercise sciences. A specifically designed misconception inventory (consisting of 10 multiple-choice questions) was administered to a cohort…

  11. Enhancing Preservice Teachers' Understanding of Students' Misconceptions in Learning Chemistry

    ERIC Educational Resources Information Center

    Naah, Basil Mugaga

    2015-01-01

    Preservice teachers enrolled in a modified introductory chemistry course used an instructional rubric to improve and evaluate their understanding of students' misconceptions in learning various chemistry concepts. A sample of 79 preservice teachers first explored the state science standards to identify chemistry misconceptions associated with the…

  12. Students' Misconceptions in Psychology: How You Ask Matters...Sometimes

    ERIC Educational Resources Information Center

    Taylor, Annette Kujawski; Kowalski, Patricia

    2012-01-01

    Misconceptions about psychology are prevalent among introductory students. Just how prevalent and what can be done to change these misconceptions depends on valid methods of assessment. The most common method of assessment, the true/false questionnaire, is problematic. The present study compared true/false with forced choice formats to determine…

  13. Misconceptions about "Misconceptions": Preservice Secondary Science Teachers' Views on the Value and Role of Student Ideas

    ERIC Educational Resources Information Center

    Larkin, Douglas

    2012-01-01

    There remains a lack of agreement in the field of science education as to whether student "misconceptions" ought to be considered obstacles or resources, and this has implications for the ways in which prospective teachers think about the value of their students' ideas. This empirical study examines how 14 preservice secondary science teachers in…

  14. Diagnosing Portuguese Students' Misconceptions about the Mineral Concept

    NASA Astrophysics Data System (ADS)

    Monteiro, António; Nóbrega, Clévio; Abrantes, Isabel; Gomes, Celeste

    2012-11-01

    Educational researchers and teachers are well aware that misconceptions-erroneous ideas that differ from the scientifically accepted ones-are very common amongst students. Daily experiences, creative and perceptive thinking and science textbooks give rise to students' misconceptions which lead them to draw erroneous conclusions that become strongly attached to their views and somehow affect subsequent learning. The main scope of this study was to understand what students consider a mineral to be and why. Therefore, the goals were (1) to identify eleventh-grade students' misconceptions about the mineral concept; (2) to understand which variables (gender, parents' education level and attitude towards science) influenced students' conceptions; and (3) to create teaching tools for the prevention of misconceptions. In order to achieve these goals, a diagnostic instrument (DI), constituted of a two-tier diagnostic test and a Science Attitude Questionnaire, was developed to be used with a sample of 89 twelfth-grade students from five schools located in central Portugal. As far as we know, this is the first DI developed for the analysis of misconceptions about the mineral concept. Data analysis allows us to conclude that students had serious difficulties in understanding the mineral concept, having easily formed misconceptions. The variables gender and parents' education level influence certain students' conceptions. This study provides a valuable basis for reflection on teaching and learning strategies, especially on this particular theme.

  15. Students' Misconceptions in Electrochemistry: Current Flow in Electrolyte Solutions and the Salt Bridge.

    ERIC Educational Resources Information Center

    Sanger, Michael J.; Greenbowe, Thomas J.

    1997-01-01

    Examines students' misconceptions and proposed mechanisms related to current flow in electrolyte solutions and the salt bridge. Confirms reported misconceptions and identifies several new ones. Discusses probable sources of misconceptions and some methods for preventing them. Contains 27 references. (JRH)

  16. Students' misconceptions about heat transfer mechanisms and elementary kinetic theory

    NASA Astrophysics Data System (ADS)

    Pathare, S. R.; Pradhan, H. C.

    2010-11-01

    Heat and thermodynamics is a conceptually rich area of undergraduate physics. In the Indian context in particular there has been little work done in this area from the point of view of misconceptions. This prompted us to undertake a study in this area. We present a study of students' misconceptions about heat transfer mechanisms, i.e. conduction, convection and radiation, and about elementary kinetic theory.

  17. Interpreting Students' Writings: Misconception or Misrepresentation?

    ERIC Educational Resources Information Center

    Seah, Lay Hoon

    2013-01-01

    This article demonstrates one particular difficulty of interpreting students' use of language in science classrooms: determining whether a student's writing indicates a misconception or a misrepresentation. Students' written assignments from a case study are used to illustrate instances where multiple interpretations are possible.…

  18. Students' Misconceptions about Medium-Scale Integrated Circuits

    ERIC Educational Resources Information Center

    Herman, G. L.; Loui, M. C.; Zilles, C.

    2011-01-01

    To improve instruction in computer engineering and computer science, instructors must better understand how their students learn. Unfortunately, little is known about how students learn the fundamental concepts in computing. To investigate student conceptions and misconceptions about digital logic concepts, the authors conducted a qualitative…

  19. Addressing climate and energy misconceptions - teaching tools offered by the Climate Literacy and Energy Awareness Network (CLEAN)

    NASA Astrophysics Data System (ADS)

    Gold, A. U.; Ledley, T. S.; Kirk, K. B.; Grogan, M.; McCaffrey, M. S.; Buhr, S. M.; Manduca, C. A.; Fox, S.; Niepold, F.; Howell, C.; Lynds, S. E.

    2011-12-01

    Despite a prevalence of peer-reviewed scientific research and high-level reports by intergovernmental agencies (e.g., IPCC) that document changes in our climate and consequences for human societies, the public discourse regards these topics as controversial and sensitive. The chasm between scientific-based understanding of climate systems and public understanding can most easily be addressed via high quality, science-based education on these topics. Well-trained and confident educators are required to provide this education. However, climate science and energy awareness are complex topics that are rapidly evolving and have a great potential for controversy. Furthermore, the interdisciplinary nature of climate science further increases the difficulty for teachers to stay abreast of the science and the policy. Research has shown that students and educators alike hold misconceptions about the climate system in general and the causes and effects of climate change in particular. The NSF-funded CLEAN Pathway (http://cleanet.org) as part of the National Science Digital Library (http://www.nsdl.org) strives to address these needs and help educators address misconceptions by providing high quality learning resources and professional development opportunities to support educators of grade levels 6 through 16. The materials focus on teaching climate science and energy use. The scope and framework of the CLEAN Pathway is defined by the Essential Principles of Climate Science (CCSP, 2009) and the Energy Literacy Principles recently developed by the Department of Energy. Following this literacy-based approach, CLEAN helps with developing mental models to address misconceptions around climate science and energy awareness through a number of different avenues. These are: 1) Professional development opportunities for educators - interactive webinars for secondary teachers and virtual workshops for college faculty, 2) A collection of scientifically and pedagogically reviewed, high

  20. Diagnostic Assessment of Student Misconceptions about the Particulate Nature of Matter from Ontological Perspective

    ERIC Educational Resources Information Center

    Özalp, Dilek; Kahveci, Ajda

    2015-01-01

    Student conceptions related with matter and the particulate nature of matter (PNM), are vital for advanced understanding in chemistry, and have been a research area of significant attention. Lacking in the literature are studies addressing chemical misconceptions from an ontological point of view. The purpose of the current study was to develop a…

  1. Investigating Undergraduate Science Students' Conceptions and Misconceptions of Ocean Acidification.

    PubMed

    Danielson, Kathryn I; Tanner, Kimberly D

    2015-01-01

    Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification.

  2. Investigating Undergraduate Science Students' Conceptions and Misconceptions of Ocean Acidification.

    PubMed

    Danielson, Kathryn I; Tanner, Kimberly D

    2015-01-01

    Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification. PMID:26163563

  3. Secondary & College Biology Students' Misconceptions About Diffusion & Osmosis.

    ERIC Educational Resources Information Center

    Odom, Arthur Louis

    1995-01-01

    Tests on diffusion and osmosis given to (n=116) secondary biology students, (n=123) nonbiology majors, and (n=117) biology majors found that, even after instruction, students continue to have misconceptions about these ideas. Appendix includes diffusion and osmosis test. (MKR)

  4. Students' Misconceptions Interfere with Learning: Case Studies of Fifth-Grade Students. Research Series No. 128.

    ERIC Educational Resources Information Center

    Eaton, Janet F.; And Others

    This study examines the relationship between student misconceptions and learning by focusing on six fifth-grade students as they attempt to make sense of classroom instruction on light and seeing. Pretests, posttests, and classroom observation narratives served as student data. Pretests indicate that students held the misconception that sight is…

  5. Immunization controversy: understanding and addressing public misconceptions and concerns.

    PubMed

    Blackford, J K

    2001-02-01

    School nurses often meet with parents who are reluctant to immunize their children. This reluctance is based on widely publicized stories about vaccine safety. Illnesses that are preventable by vaccines have become almost nonexistent, and consequently, vaccine safety concerns have increased in prominence. Often a negative report about the risk of a particular vaccine is released by the media and on the Internet before scientific evidence has been obtained. To adequately respond to parental concerns, school nurses should be aware of the historical impact of vaccine safety issues and the vaccine-related fears that are prevalent at the present time. Nurses also need to be provided with scientifically accurate information so that risk-benefit concerns regarding vaccine safety can be effectively communicated to parents. In this way, school nurses can play an important role in ensuring that the student population and the community are protected from vaccine-preventable diseases.

  6. One Output Function: A Misconception of Students Studying Digital Systems--A Case Study

    ERIC Educational Resources Information Center

    Trotskovsky, E.; Sabag, N.

    2015-01-01

    Background: Learning processes are usually characterized by students' misunderstandings and misconceptions. Engineering educators intend to help their students overcome their misconceptions and achieve correct understanding of the concept. This paper describes a misconception in digital systems held by many students who believe that combinational…

  7. How Confident Are Students in Their Misconceptions about Hypothesis Tests?

    ERIC Educational Resources Information Center

    Sotos, Ana Elisa Castro; Vanhoof, Stijn; Van den Noortgate, Wim; Onghena, Patrick

    2009-01-01

    Both researchers and teachers of statistics have made considerable efforts during the last decades to re-conceptualize statistics courses in accordance with the general reform movement in mathematics education. However, students still hold misconceptions about statistical inference even after following a reformed course. The study presented in…

  8. Faring with Facets: Building and Using Databases of Student Misconceptions

    ERIC Educational Resources Information Center

    Madhyastha, Tara; Tanimoto, Steven

    2009-01-01

    A number of educational researchers have developed pedagogical approaches that involve the teacher in discovering and helping to correct misconceptions that students bring to their study of their subject matter. During the last decade, several computer systems have been developed to support teaching and learning using this kind of approach. A…

  9. Grade-12 Students' Misconceptions Relating to Fundamental Characteristics of Atoms and Molecules.

    ERIC Educational Resources Information Center

    Griffiths, Alan K.; Preston, Kirk R.

    1992-01-01

    Identifies misconceptions related to the fundamental characteristics of atoms and molecules held by twelfth-grade students. Data were obtained by administration of semistructured interviews to a stratified, random sample of 30 students. Fifty-two misconceptions were observed and reported. Some of the misconceptions identified parallel the…

  10. Students' misconceptions and errors in transformation geometry

    NASA Astrophysics Data System (ADS)

    Ada, Tuba; Kurtuluş, Aytaç

    2010-10-01

    This study analyses the students' performances in two-dimensional transformation geometry and explores the mistakes made by the students taking the analytic geometry course given by researchers. An examination was given to students of Education Faculties who have taken the analytic geometry course at Eskisehir Osmangazi University in Turkey. The subject of this study included 126 third-year students in the Department of Mathematics Education. Data were collected from a seven questions exam. This exam consisted of three procedural questions, two conceptual questions and two procedural-conceptual questions. In data analysis, a descriptor code key was used. When the students' overall performances were considered for all seven questions, the results showed that they did not understand how to apply rotation transformation. The mostly observed mistakes showed that the students seemed to know the algebraic meaning of translation and also rotation but they did not seem to understand the geometric meaning of them.

  11. Nursing Students With Physical Disabilities: Dispelling Myths and Correcting Misconceptions.

    PubMed

    Neal-Boylan, Leslie; Smith, Donna

    2016-01-01

    The purpose of this article is to describe barriers and facilitators faced by nursing students with disabilities (SWDs) to dispel myths and correct misconceptions, promote the utilization of the campus disability office, and make the case that current technical standards may be obsolete. While there is no "one size fits all" approach, there are resources and methods that are available to nurse educators that should be used to end discrimination against SWDs. PMID:26218008

  12. Singapore Students' Misconceptions of Climate Change

    ERIC Educational Resources Information Center

    Chang, Chew-Hung; Pascua, Liberty

    2016-01-01

    Climate change is an important theme in the investigation of human-environment interactions in geographic education. This study explored the nature of students' understanding of concepts and processes related to climate change. Through semi-structured interviews, data was collected from 27 Secondary 3 (Grade 9) students from Singapore. The data…

  13. Students' Understandings and Misconceptions of Algebraic Inequalities

    ERIC Educational Resources Information Center

    Rowntree, Rebecca V.

    2009-01-01

    The National Council of Teachers of Mathematics [NCTM] requires students in grades nine through 12 to be able to explain inequalities using mathematical relational symbols and be able to understand the meaning of inequalities and their solutions (NCTM, 2000). Studies have shown that not only middle and high school students have difficulties with…

  14. Students' Misconceptions about Perceived Physiological Responses.

    ERIC Educational Resources Information Center

    Michael, Joel A.

    1998-01-01

    Explores faulty models that students have for physiological processes. Undergraduate students (N=393) in three different research universities predicted the changes in heart rate, strength of cardiac contraction, breathing frequency, and depth of breathing under conditions that result in increased cardiac output. Contains 23 references. (DDR)

  15. Exploring Lecturers' Views of First-Year Health Science Students' Misconceptions in Biomedical Domains

    ERIC Educational Resources Information Center

    Badenhorst, Elmi; Mamede, Sílvia; Hartman, Nadia; Schmidt, Henk G.

    2015-01-01

    Research has indicated that misconceptions hamper the process of knowledge construction. Misconceptions are defined as persistent ideas not supported by current scientific views. Few studies have explored how misconceptions develop when first year health students conceptually move between anatomy and physiology to construct coherent knowledge…

  16. College Students' Misconceptions about Evolutionary Trees

    ERIC Educational Resources Information Center

    Meir, Eli; Perry, Judy; Herron, Jon C.; Kingsolver, Joel

    2007-01-01

    Evolution is at the center of the biological sciences and is therefore a required topic for virtually every college biology student. Over the past year, the authors have been building a new simulation software package called EvoBeaker to teach college-level evolutionary biology through simulated experiments. They have built both micro and…

  17. Student Misconceptions and the Conservation of Energy

    ERIC Educational Resources Information Center

    Froehle, Peter; Miller, Charles H.

    2012-01-01

    An interesting, quick, and inexpensive lab that we do with our students is to tape one end of a string just less than halfway around the back side of a uniform solid cylinder m[subscript 1] and attach the other end of the string to a mass m[subscript 2] that is below a pulley (Fig. 1). Data can be collected using either an Ultra Pulley (Fig. 2) or…

  18. Secondary School Students' Misconceptions about Photosynthesis and Plant Respiration: Preliminary Results

    ERIC Educational Resources Information Center

    Svandova, Katerina

    2014-01-01

    The study investigated the common misconceptions of lower secondary school students regarding the concepts of photosynthesis and plant respiration. These are abstract concepts which are difficult to comprehend for adults let alone for lower secondary school students. Research of the students misconceptions are conducted worldwide. The researches…

  19. Students' Misconceptions in Interpreting Center and Variability of Data Represented via Histograms and Stem-and-Leaf Plots

    ERIC Educational Resources Information Center

    Cooper, Linda L.; Shore, Felice S.

    2008-01-01

    This paper identifies and discusses misconceptions that students have in making judgments of center and variability when data are presented graphically. An assessment addressing interpreting center and variability in histograms and stem-and-leaf plots was administered to, and follow-up interviews were conducted with, undergraduates enrolled in…

  20. Student Misconceptions during Two Invasion Game Units in Physical Education: A Qualitative Investigation of Student Thought Processing.

    ERIC Educational Resources Information Center

    Hare, Molly K.; Graber, Kim C.

    2000-01-01

    Described misconceptions of elementary students participating in physical education, testing ways of recording and classifying types of misconceptions. Data from observations, videotapes, interviews, and document analysis indicated that misconceptions fell into categories representing motor skill execution and confusion over terminology, strategy,…

  1. Two-Dimensional, Implicit Confidence Tests as a Tool for Recognizing Student Misconceptions

    ERIC Educational Resources Information Center

    Klymkowsky, Michael W.; Taylor, Linda B.; Spindler, Shana R.; Garvin-Doxas, R. Kathy

    2006-01-01

    The misconceptions that students bring with them, or that arise during instruction, are a critical barrier to learning. Implicit-confidence tests, a simple modification of the multiple-choice test, can be used as a strategy for recognizing student misconceptions. An important issue, however, is whether such tests are gender-neutral. We analyzed…

  2. An Analysis of Students' Misconceptions Concerning Photosynthesis and Respiration in Plants.

    ERIC Educational Resources Information Center

    Capa, Yesim; Yildirim, Ali; Ozden, M. Yasar

    The aims of this study were to diagnose students' misconceptions concerning photosynthesis and respiration in plants, and to investigate reasons behind these misconceptions. The subjects were 45 ninth grade high school students and 11 high school teachers. Data were collected by interview technique. All of the interviews were audiotaped and…

  3. Thai High-School Students' Misconceptions about and Models of Light Refraction through a Planar Surface

    ERIC Educational Resources Information Center

    Kaewkhong, Kreetha; Mazzolini, Alex; Emarat, Narumon; Arayathanitkul, Kwan

    2010-01-01

    This article investigates the optics misconceptions of 220 year 11 Thai high-school students. These misconceptions became apparent when the students attempted to explain how an object submerged in a water tank is "seen" by an observer looking into the tank from above and at an angle. The two diagnostic questions used in the study probe the…

  4. Identifying Students' Misconceptions about Nuclear Chemistry: A Study of Turkish High School Students

    ERIC Educational Resources Information Center

    Nakiboglu, Canan; Tekin, Berna Bulbul

    2006-01-01

    This study represents the first attempt to elucidate and detail the types of misconceptions high school students hold relating to basic concepts and topics of nuclear chemistry. A diagnostic multiple-choice test was administered to 157 tenth-grade students (15-16 years old) and the data were analyzed. The results show that high school students…

  5. How Aware Are Teachers of Students' Misconceptions in Astronomy? A Qualitative Analysis in Belgium

    ERIC Educational Resources Information Center

    Cox, M.; Steegen, A.; De Cock, M.

    2016-01-01

    Where previous studies have shown the existence of misconceptions in astronomy, this research focuses on the level of awareness that teachers have of these misconceptions and the possible strategies they use to change the students' mental models. Through focus group interviews with secondary school teachers and semi-structured interviews with…

  6. Black Boxes in Analytical Chemistry: University Students' Misconceptions of Instrumental Analysis

    ERIC Educational Resources Information Center

    Carbo, Antonio Domenech; Adelantado, Jose Vicente Gimeno; Reig, Francisco Bosch

    2010-01-01

    Misconceptions of chemistry and chemical engineering university students concerning instrumental analysis have been established from coordinated tests, tutorial interviews and laboratory lessons. Misconceptions can be divided into: (1) formal, involving specific concepts and formulations within the general frame of chemistry; (2)…

  7. A Study on Student Teachers' Misconceptions and Scientifically Acceptable Conceptions about Mass and Gravity

    ERIC Educational Resources Information Center

    Gonen, Selahattin

    2008-01-01

    The aims of this study were considered under three headings. The first was to elicit misconception that science and physics student teachers (pre-service teachers) had about the terms, "inertial mass", "gravitational mass", "gravity", "gravitational force" and "weight". The second was to understand how prior learning affected their misconceptions,…

  8. Enhancing Mathematics Teachers' Knowledge of Students' Thinking from Assessing and Analyzing Misconceptions in Homework

    ERIC Educational Resources Information Center

    An, Shuhua; Wu, Zhonghe

    2012-01-01

    This study focuses on teacher learning of student thinking through grading homework, assessing and analyzing misconceptions. The data were collected from 10 teachers at fifth-eighth grade levels in the USA. The results show that assessing and analyzing misconceptions from grading homework is an important approach to acquiring knowledge of…

  9. Highly Prevalent but Not Always Persistent: Undergraduate and Graduate Student's Misconceptions about Psychology

    ERIC Educational Resources Information Center

    Hughes, Sean; Lyddy, Fiona; Kaplan, Robin; Nichols, Austin Lee; Miller, Haylie; Saad, Carmel Gabriel; Dukes, Kristin; Lynch, Amy-Jo

    2015-01-01

    Although past research has documented the prevalence of misconceptions in introductory psychology classes, few studies have assessed how readily upper-level undergraduate and graduate students endorse erroneous beliefs about the discipline. In Study 1, we administered a 30-item misconception test to an international sample of 670 undergraduate,…

  10. An Investigation of Grade 12 Students' Misconceptions Relating to Fundamental Characteristics of Molecules and Atoms.

    ERIC Educational Resources Information Center

    Griffiths, Alan Keith; Preston, Kirk R.

    An understanding of the concepts of atoms and molecules is fundamental to the learning of chemistry. Any misconceptions and alternative conceptions related to these concepts which students harbor will impede much further learning. This paper identifies misconceptions related to the fundamental characteristics of atoms and molecules which Grade 12…

  11. Students' Misconceptions of Statistical Inference: A Review of the Empirical Evidence from Research on Statistics Education

    ERIC Educational Resources Information Center

    Sotos, Ana Elisa Castro; Vanhoof, Stijn; Van den Noortgate, Wim; Onghena, Patrick

    2007-01-01

    A solid understanding of "inferential statistics" is of major importance for designing and interpreting empirical results in any scientific discipline. However, students are prone to many misconceptions regarding this topic. This article structurally summarizes and describes these misconceptions by presenting a systematic review of publications…

  12. Myths and Misconceptions in Popular Psychology: Comparing Psychology Students and the General Public

    ERIC Educational Resources Information Center

    Furnham, Adrian; Hughes, David J.

    2014-01-01

    This study examined the prevalence of psychological myths and misconceptions among psychology students and within the general population. In total, 829 participants completed a 249-item questionnaire designed to measure a broad range of psychological myths. Results revealed that psychological myths and misconceptions are numerous and widely held.…

  13. Student Misconceptions in Chemical Equilibrium as Related to Cognitive Level and Achievement.

    ERIC Educational Resources Information Center

    Wheeler, Alan E.; Kass, Heidi

    Reported is an investigation to determine the nature and extent of student misconceptions in chemical equilibrium and to ascertain the degree to which certain misconceptions are related to chemistry achievement and to performance on specific tasks involving cognitive transformations characteristic of the concrete and formal operational stages of…

  14. Observations on Student Misconceptions--A Case Study of the Build-Heap Algorithm

    ERIC Educational Resources Information Center

    Seppala, Otto; Malmi, Lauri; Korhonen, Ari

    2006-01-01

    Data structures and algorithms are core issues in computer programming. However, learning them is challenging for most students and many of them have various types of misconceptions on how algorithms work. In this study, we discuss the problem of identifying misconceptions on the principles of how algorithms work. Our context is algorithm…

  15. Misconceptions of High School Students Related to the Conceptions of Absolutism and Constitutionalism in History Courses

    ERIC Educational Resources Information Center

    Bal, Mehmet Suat

    2011-01-01

    The goal of this study is to analyze the 10th grade high school students' misconceptions related to the sense of ruling in the Ottoman State during the absolutist and constitutional periods and to investigate the causes of these misconceptions. The data were collected through eight open-ended questions related to the concepts of absolutism and…

  16. The use of drawing method for diagnosing students' misconception about plant structure in relation to photosynthesis

    NASA Astrophysics Data System (ADS)

    Nurbaety, Desty; Rustaman, Nuryani Y.; Sanjaya, Yayan

    2016-02-01

    A descriptive study of diagnosing students' misconception about plant structure in relation to photosynthesis among middle school students using drawing method was conducted to identify and analyze the causes of students' misconception concerning this important concept. A number of eighth grade students (n=32) were participated in this research. Purposive sampling was applied as the sampling technique of this study. Data was gathered from thirty two students' drawings, interview, and questionnaire. These drawings were analyzed and categorized based on five levels of drawings criteria by Köse. The result showed that the students intensify on Level 4 in which students' drawings mostly demonstrate partial understanding and various misconceptions found in the concept of plant structure in relation to photosynthesis. From the drawings, it has been detected that there were 25% students identified with misconception on plant structure and it was followed by 40,63% drawings with misconception for photosynthesis concept. These findings were supported by interview result which shows that the students mostly held misconception on determining time when photosynthesis occur, location of photosynthesis occurred, as well as structure and function of plant that related with photosynthesis concept. Besides other interesting facts showed that the students cannot grasp the idea of the root system, shoot system, and photosynthesis as interrelated concept in science. The main causes of students' misconception come from students themselves and their interaction with environment. Drawing method and interview has been applied to explore students' misconception in this topic well and it provides valuable information that can be used as a mirror of students' representational world.

  17. Using a Force Plate to Correct Student Misconceptions

    NASA Astrophysics Data System (ADS)

    Wyrembeck, Edward P.

    2005-09-01

    Each year during the unit on collisions I ask my physics students this conceptual question: If you want to close a door but you have too much inertia at the moment to get up and do it yourself, should you throw a ball that rebounds well, like a basketball, or a ball that rebounds poorly, like a ball of modeling dough, at the door? I also impose the condition that the two balls must have the same momenta when they strike the door. I give my students some time to discuss the problem in small groups and then make a prediction. I find that most students predict incorrectly that the dough ball will be more effective at closing the door because it is solid throughout and denser than the hollow, air-filled basketball. The students do not focus on the better-rebounding basketball and the greater change in velocity that it experiences than the modeling dough ball when they strike a solid object like a door. To correct this misconception I use a Vernier2 force plate to measure the impulse of a size 3 basketball and a ball of modeling dough of equal mass (0.3213 ± 0.0002 kg) dropped from the same height of 0.200 ± 0.002 m, to ensure equal velocities, onto the force plate. While I realize that a collision between a ball and a force plate is not exactly the same as a collision between a ball and a door, a more complex system, I believe it offers some very useful insights into the problem. I also include in this paper an extension on validating the impulse-momentum theorem.

  18. The Effective Use of an Interactive Software Program to Reduce Students' Misconceptions about Batteries

    ERIC Educational Resources Information Center

    Yang, E.-M.; Greenbowe, T. J.; Andre, T.

    2004-01-01

    The misconceptions of students regarding electricity and electrochemistry in the context of operation of a common flashlight are discussed. An Interactive Software Program (ISP) is used for better conceptual understanding of the operation of commercial batteries in a circuit.

  19. Student Acquisition of Biological Evolution-Related Misconceptions: The Role of Public High School Introductory Biology Teachers

    ERIC Educational Resources Information Center

    Yates, Tony Brett

    2011-01-01

    In order to eliminate student misconceptions concerning biological evolution, it is important to identify their sources. The purposes of this study were to: (a) identify biological evolution-related misconceptions held by Oklahoma public high school Biology I teachers; (b) identify biological evolution-related misconceptions held by Oklahoma…

  20. Some Student Misconceptions in Chemistry: A Literature Review of Chemical Bonding

    ERIC Educational Resources Information Center

    Ozmen, Haluk

    2004-01-01

    Students' misconceptions before or after formal instruction have become a major concern among researchers in science education because they influence how students learn new scientific knowledge, play an essential role in subsequent learning and become a hindrance in acquiring the correct body of knowledge. In this paper some students'…

  1. Development and Application of an Instrument to Identify Students Misconceptions: Diffusion and Osmosis

    ERIC Educational Resources Information Center

    Misischia, Cynthia M.

    2010-01-01

    A large number of undergraduate students have naive understandings about the processes of Diffusion and Osmosis. Some students overcome these misconceptions, but others do not. The study involved nineteen undergraduate movement science students at a Midwest University. Participants' were asked to complete a short answer (fill-in the blank) test,…

  2. Student Misconceptions in Writing Balanced Equations for Dissolving Ionic Compounds in Water

    ERIC Educational Resources Information Center

    Naah, Basil M.; Sanger, Michael J.

    2012-01-01

    The goal of this study was to identify student misconceptions and difficulties in writing symbolic-level balanced equations for dissolving ionic compounds in water. A sample of 105 college students were asked to provide balanced equations for dissolving four ionic compounds in water. Another 37 college students participated in semi-structured…

  3. Emergence, Learning Difficulties, and Misconceptions in Chemistry Undergraduate Students' Conceptualizations of Acid Strength

    NASA Astrophysics Data System (ADS)

    Tümay, Halil

    2016-03-01

    Philosophical debates about chemistry have clarified that the issue of emergence plays a critical role in the epistemology and ontology of chemistry. In this article, it is argued that the issue of emergence has also significant implications for understanding learning difficulties and finding ways of addressing them in chemistry. Particularly, it is argued that many misconceptions in chemistry may derive from students' failure to consider emergence in a systemic manner by taking into account all relevant factors in conjunction. Based on this argument, undergraduate students' conceptions of acids, and acid strength (an emergent chemical property) were investigated and it was examined whether or not they conceptualized acid strength as an emergent chemical property. The participants were 41 third- and fourth-year undergraduate students. A concept test and semi-structured interviews were used to probe students' conceptualizations and reasoning about acid strength. Findings of the study revealed that the majority of the undergraduate students did not conceptualize acid strength as an emergent property that arises from interactions among multiple factors. They generally focused on a single factor to predict and explain acid strength, and their faulty responses stemmed from their failure to recognize and consider all factors that affect acid strength. Based on these findings and insights from philosophy of chemistry, promoting system thinking and epistemologically sound argumentative discourses among students is suggested for meaningful chemical education.

  4. Diagnosing Secondary Students' Misconceptions of Photosynthesis and Respiration in Plants Using a Two-Tier Multiple Choice Instrument.

    ERIC Educational Resources Information Center

    Haslam, Filocha; Treagust, David F.

    1987-01-01

    Describes a multiple-choice instrument that reliably and validly diagnoses secondary students' understanding of photosynthesis and respiration in plants. Highlights the consistency of students' misconceptions across secondary levels and indicates a high percentage of students have misconceptions regarding plant physiology. (CW)

  5. The Geoscience Concept Test: A New Assessment Tool Based on Student Misconceptions

    NASA Astrophysics Data System (ADS)

    Libarkin, J.; Anderson, S. W.; Boone, W. J.; Beilfuss, M.; Dahl, J.

    2002-12-01

    We developed and began pilot testing of an earth science assessment tool called the geoscience concept test (GCT). The GCT uses student misconceptions as distractors in a 30 item multiple-choice instrument. Student misconceptions were first assessed through the analysis of nearly 300 questionnaires administered in introductory geology courses at three institutions. Results from the questionnaires guided the development of an interview protocol that was used by four interviewers at four different institutions. Over 100 in-depth student interviews lasting from 0.5 to 1 hour probed topics related to the Earth's interior, geologic time, and the formation of Earth surface features such as mountains and volcanoes to better define misconceptions. Thematic content analysis of the interviews identified a number of widely held misconceptions, which were then incorporated into the GCT as multiple-choice distractors (wrong answers). For content validity, the initial GCT was reviewed by seven experts (3 geoscientists and 4 science educators) and revised before pilot testing. Approximately 100 introductory and non-science major college students from four institutions were assessed with the GCT pilot in the spring of 2002. Rasch model analysis of this data showed that students found the pilot test difficult, and the level of difficulty was consistent between the four institutions. Analysis of individual items showed that students had fewer misconceptions regarding the locations of earthquakes, and many misconceptions regarding the locations of volcanoes on the Earth's surface, suggesting a disconnect in their understanding of the role of plate tectonics in these phenomena. Analysis of the misfit statistic for each item showed that none of the questions misfit, although we dropped one question and modified the wording of another for clarity in the next round of piloting. A second round of piloting scheduled for the fall of 2002 includes nearly 3000 students from 34 institutions in

  6. The Mistakes and the Misconceptions of the Eighth Grade Students on the Subject of Angles

    ERIC Educational Resources Information Center

    Biber, Çagri; Tuna, Abdulkadir; Korkmaz, Samet

    2013-01-01

    The purpose of this study was to determine the learning levels, mistakes, and misconceptions of the 8th grade students on the subject of "angles in geometry" as well as the possible reasons for these situations. Research sample consisted of 30 students attending the 8th grade of a middle school located in the central district of a…

  7. A Study on Sixth Grade Students' Misconceptions and Errors in Spatial Measurement: Length, Area, and Volume

    ERIC Educational Resources Information Center

    Tan Sisman, Gulcin; Aksu, Meral

    2016-01-01

    The purpose of the present study was to portray students' misconceptions and errors while solving conceptually and procedurally oriented tasks involving length, area, and volume measurement. The data were collected from 445 sixth grade students attending public primary schools in Ankara, Türkiye via a test composed of 16 constructed-response…

  8. Diagnosing Students' Misconceptions in Number Sense via a Web-Based Two-Tier Test

    ERIC Educational Resources Information Center

    Lin, Yung-Chi; Yang, Der-Ching; Li, Mao-Neng

    2016-01-01

    A web-based two-tier test (WTTT-NS) which combined the advantages of traditional written tests and interviews in assessing number sense was developed and applied to assess students' answers and reasons for the questions. In addition, students' major misconceptions can be detected. A total of 1,248 sixth graders in Taiwan were selected to…

  9. Misconceptions about Traumatic Brain Injury among Students Preparing to Be Special Education Professionals

    ERIC Educational Resources Information Center

    Hux, Karen; Bush, Erin; Evans, Kelli; Simanek, Gina

    2013-01-01

    The researchers performed a survey study to determine the effectiveness of collegiate programmes in dispelling common misconceptions about traumatic brain injury (TBI) while preparing undergraduate and graduate students for special education (SpEd) careers. Respondents included 136 undergraduate and 147 graduate SpEd students in their final…

  10. A Review and Comparison of Diagnostic Instruments to Identify Students' Misconceptions in Science

    ERIC Educational Resources Information Center

    Gurel, Derya Kaltakci; Eryilmaz, Ali; McDermott, Lillian Christie

    2015-01-01

    Different diagnostic tools have been developed and used by researchers to identify students' conceptions. The present study aimed to provide an overview of the common diagnostic instruments in science to assess students' misconceptions. Also the study provides a brief comparison of these common diagnostic instruments with their strengths and…

  11. BIOMIND Portal for Developing 21st Century Skills and Overcoming Students' Misconception in Biology Subject

    ERIC Educational Resources Information Center

    Vebrianto, Rian; Rery, Radjawaly Usman; Osman, Kamisah

    2016-01-01

    This research was conducted to investigate the effectiveness of BIOMIND portal in enhancing students' 21st century skills and overcoming their misconceptions in Biology subject. 118 Indonesian high school students were involved in this quasi-experimental study. The experimental group underwent learning experiences using BIOMIND portal whereas the…

  12. Determination of Secondary School Students' Cognitive Structure, and Misconception in Ecological Concepts through Word Association Test

    ERIC Educational Resources Information Center

    Yücel, Elif Özata; Özkan, Mulis

    2015-01-01

    In this study, we determined cognitive structures and misconceptions about basic ecological concepts by using "word association" tests on secondary school students, age between 12-14 years. Eighty-nine students participated in this study. Before WAT was generated, basic ecological concepts that take place in the secondary science…

  13. University and Secondary School Students' Misconceptions about the Concept of "Aromaticity" in Organic Chemistry

    ERIC Educational Resources Information Center

    Topal, Giray; Oral, Behcet; Ozden. Mustafa

    2007-01-01

    Aromaticity concept is given incorrect or incomplete to the student in secondary education and knowledge based on this basic concept has been caused to another misconception in future. How are the achievement levels relating to the comprehension of various characteristics of aromatic compounds for the first and third grade students attending…

  14. The Persistence of Misconceptions about the Human Blood Circulatory System among Students in Different Grade Levels

    ERIC Educational Resources Information Center

    Ozgur, Sami

    2013-01-01

    In this paper, it is aimed to investigate the persistence of misconceptions in the topic of the human blood circulatory system among students in different grade levels. For this reason, after discussions with biology educators, two tests consisting of open-ended questions were developed by the researcher and administered to students in four…

  15. One output function: a misconception of students studying digital systems - a case study

    NASA Astrophysics Data System (ADS)

    Trotskovsky, E.; Sabag, N.

    2015-05-01

    Background:Learning processes are usually characterized by students' misunderstandings and misconceptions. Engineering educators intend to help their students overcome their misconceptions and achieve correct understanding of the concept. This paper describes a misconception in digital systems held by many students who believe that combinational logic circuits should have only one output. Purpose:The current study aims to investigate the roots of the misconception about one-output function and the pedagogical methods that can help students overcome the misconception. Sample:Three hundred and eighty-one students in the Departments of Electrical and Electronics and Mechanical Engineering at an academic engineering college, who learned the same topics of a digital combinational system, participated in the research. Design and method:In the initial research stage, students were taught according to traditional method - first to design a one-output combinational logic system, and then to implement a system with a number of output functions. In the main stage, an experimental group was taught using a new method whereby they were shown how to implement a system with several output functions, prior to learning about one-output systems. A control group was taught using the traditional method. In the replication stage (the third stage), an experimental group was taught using the new method. A mixed research methodology was used to examine the results of the new learning method. Results:Quantitative research showed that the new teaching approach resulted in a statistically significant decrease in student errors, and qualitative research revealed students' erroneous thinking patterns. Conclusions:It can be assumed that the traditional teaching method generates an incorrect mental model of the one-output function among students. The new pedagogical approach prevented the creation of an erroneous mental model and helped students develop the correct conceptual understanding.

  16. An Investigation into the Prevalence of Ecological Misconceptions in Upper Secondary Students and Implications for Pre-Service Teacher Education

    ERIC Educational Resources Information Center

    Butler, J.; Mooney Simmie, G.; O'Grady, A.

    2015-01-01

    Students' and teachers' misconceptions are an international concern among researchers in science education; they influence how students learn and teachers' teach knowledge and are a hindrance in the acquisition of accurate knowledge. This paper reports on a literature synthesis of existing research about ecological misconceptions. One means of…

  17. Misconceptions and Conceptual Changes Concerning Continental Drift and Plate Tectonics among Portuguese Students Aged 16-17.

    ERIC Educational Resources Information Center

    Marques, Luis; Thompson, David

    1997-01-01

    This study investigates student misconceptions in the areas of continent, ocean, permanence of ocean basins, continental drift, Earth's magnetic field, and plates and plate motions. A teaching-learning model was designed based on a constructivist approach. Results show that students held a substantial number of misconceptions. (Author/DKM)

  18. Growing Pebbles and Conceptual Prisms - Understanding the Source of Student Misconceptions about Rock Formation.

    ERIC Educational Resources Information Center

    Kusnick, Judi

    2002-01-01

    Analyzes narrative essays--stories of rock formation--written by pre-service elementary school teachers. Reports startling misconceptions among preservice teachers on pebbles that grow, human involvement in rock formation, and sedimentary rocks forming as puddles as dry up, even though these students had completed a college level course on Earth…

  19. Exploring Seventh-Grade Students' and Pre-Service Science Teachers' Misconceptions in Astronomical Concepts

    ERIC Educational Resources Information Center

    Korur, Fikret

    2015-01-01

    Pre-service science teachers' conceptual understanding of astronomical concepts and their misconceptions in these concepts is crucial to study since they will teach these subjects in middle schools after becoming teachers. This study aimed to explore both seventh-grade students' and the science teachers' understanding of astronomical concepts and…

  20. Misconceptions of Students Related with the Turkish Lesson: The Grammar Example

    ERIC Educational Resources Information Center

    Batur, Zekerya

    2013-01-01

    Grammar concepts are among the fundamental concepts of Turkish teaching. Improper teaching of them may cause the rise of certain problems in the teaching of high-level lingual concepts. What is intended herein is to identify if 6th Grade students do encounter misconceptions while learning grammar concepts. Data of the study have been obtained via…

  1. An Investigation of Fifth and Eighth Grade Korean Students' Misconceptions of Photosynthesis.

    ERIC Educational Resources Information Center

    Cho, Jung-il

    Many researchers believe that prior knowledge is the single most important variable influencing learning. Learning in the classroom is determined or affected positively or negatively, to some degree, by the knowledge people bring to the classroom. This study was designed to: (1) assess fifth- and eighth-grade Korean students' misconceptions of…

  2. Analysis of Errors and Misconceptions in the Learning of Calculus by Undergraduate Students

    ERIC Educational Resources Information Center

    Muzangwa, Jonatan; Chifamba, Peter

    2012-01-01

    This paper is going to analyse errors and misconceptions in an undergraduate course in Calculus. The study will be based on a group of 10 BEd. Mathematics students at Great Zimbabwe University. Data is gathered through use of two exercises on Calculus 1&2.The analysis of the results from the tests showed that a majority of the errors were due…

  3. Using Learning Analytics to Identify Medical Student Misconceptions in an Online Virtual Patient Environment

    ERIC Educational Resources Information Center

    Poitras, Eric G.; Naismith, Laura M.; Doleck, Tenzin; Lajoie, Susanne P.

    2016-01-01

    This study aimed to identify misconceptions in medical student knowledge by mining user interactions in the MedU online learning environment. Data from 13000 attempts at a single virtual patient case were extracted from the MedU MySQL database. A subgroup discovery method was applied to identify patterns in learner-generated annotations and…

  4. The Investigation of 6th Grade Student Misconceptions Originated from Didactic about the "Digestive System" Subject

    ERIC Educational Resources Information Center

    Ozgur, Sami; Pelitoglu, Fatma Cildir

    2008-01-01

    In this study, the misconceptions emerged as a result of instruction were examined from the viewpoint of the Didactic Transposition Theory. To this end, two randomly selected sample groups (n = 33 and n = 31) from the students of two nearby schools in downtown Balikesir were included in the study. It was observed that different knowledge…

  5. Development of the Bonding Representations Inventory to Identify Student Misconceptions about Covalent and Ionic Bonding Representations

    ERIC Educational Resources Information Center

    Luxford, Cynthia J.; Bretz, Stacey Lowery

    2014-01-01

    Teachers use multiple representations to communicate the concepts of bonding, including Lewis structures, formulas, space-filling models, and 3D manipulatives. As students learn to interpret these multiple representations, they may develop misconceptions that can create problems in further learning of chemistry. Interviews were conducted with 28…

  6. The Effect of Group Work on Misconceptions of 9th Grade Students about Newton's Laws

    ERIC Educational Resources Information Center

    Ergin, Serap

    2016-01-01

    In this study, the effect of group work and traditional method on 9th grade students' misconceptions about Newton Laws was investigated. The study was conducted in three classes in an Anatolian Vocational High School in Ankara/Turkey in the second term of the 2014-2015 academic year. Two of these classes were chosen as the experimental group and…

  7. The Effects of Computer-Assisted Material on Students' Cognitive Levels, Misconceptions and Attitudes Towards Science

    ERIC Educational Resources Information Center

    Cepni, Salih; Tas, Erol; Kose, Sacit

    2006-01-01

    The purpose of this study was to investigate the effects of a Computer-Assisted Instruction Material (CAIM) related to "photosynthesis" topic on student cognitive development, misconceptions and attitudes. The study conducted in 2002-2003 academic year and was carried out in two different classes taught by the same teacher, in which there were…

  8. Factors Mediating the Effect of Gender on Ninth-Grade Turkish Students' Misconceptions Concerning Electric Circuits

    ERIC Educational Resources Information Center

    Sencar, Selen; Eryilmaz, Ali

    2004-01-01

    This study was designed to identify and analyze possible factors that mediate the effect of gender on ninth-grade Turkish students' misconceptions concerning electric circuits. A Simple Electric Circuit Concept Test (SECCT), including items with both practical and theoretical contexts, and an Interest-Experience Questionnaire about Electricity…

  9. Development and Use of Diagnostic Tests to Evaluate Students' Misconceptions in Science.

    ERIC Educational Resources Information Center

    Treagust, David F.

    1988-01-01

    Describes 10 steps for developing a diagnostic test of students' misconceptions and the use of two tests in chemistry (covalent bonding and structure) and in biology (photosynthesis and respiration in plants). Discusses the results and some implications for teaching science. (YP)

  10. Overcoming Students' Misconceptions Concerning Thermal Physics with the Aid of Hints and Peer Interaction during a Lecture Course

    ERIC Educational Resources Information Center

    Leinonen, Risto; Asikainen, Mervi A.; Hirvonen, Pekka E.

    2013-01-01

    As has been shown by previous research, students may possess various misconceptions in the area of thermal physics. In order to help them overcome misconceptions observed prior to instruction, we implemented a one-hour lecture-based intervention in their introductory thermal physics course. The intervention was held after the conventional lectures…

  11. Some Misconceptions in Meiosis Shown by Students Responding to an Advanced Level Practical Examination Question in Biology.

    ERIC Educational Resources Information Center

    Brown, C. R.

    1990-01-01

    Discussed are problems revealed in student responses to a practical task which formed part of an advanced level examination. The frequencies with which some misconceptions about cell reproduction and genetics occurred are presented. The nature of these misconceptions is analyzed and their implications discussed. (CW)

  12. Effects of Conceptual Assignments and Conceptual Change Discussions on Students' Misconceptions and Achievement Regarding Force and Motion.

    ERIC Educational Resources Information Center

    Eryilmaz, Ali

    2002-01-01

    Investigates the effects of conceptual assignments and conceptual change discussions on high school students' achievement and misconceptions about force and motion. Analyzes pretest and posttest data from the Force Misconception and Force Achievement Tests (FMFAT). Discusses the effects on the conceptual change discussion on reducing…

  13. Factors mediating the effect of gender on ninth-grade Turkish students' misconceptions concerning electric circuits

    NASA Astrophysics Data System (ADS)

    Sencar, Selen; Eryilmaz, Ali

    2004-08-01

    This study was designed to identify and analyze possible factors that mediate the effect of gender on ninth-grade Turkish students' misconceptions concerning electric circuits. A Simple Electric Circuit Concept Test (SECCT), including items with both practical and theoretical contexts, and an Interest-Experience Questionnaire about Electricity (IEQ) were administered to 1,678 ninth-grade students (764 male, 914 female) after the completion of a unit on electricity to assess students' misconceptions and interests-experiences about electricity. Results of the concept test indicated that general performances of the students were relatively low and that many students had misconceptions in interpreting electric circuits. When the data were analyzed using MANOVA and follow-up ANOVAs, a gender difference for males was observed on the dependent variable of total scores on the 10 practical items; however, there was no significant gender difference on the dependent variable of total scores on the six theoretical items. Moreover, when the same data were analyzed using MANCOVA and follow-up ANCOVAs, controlling students' age and interest-experience related to electricity, the observed gender difference was mediated on the total scores on the practical items.

  14. An Astronomical Misconceptions Survey

    ERIC Educational Resources Information Center

    LoPresto, Michael C.; Murrell, Steven R.

    2011-01-01

    Misconceptions that students bring with them to the introductory science classroom plague every area of science and are especially prevalent in astronomy. One way to identify and possibly dispel some of these misconceptions is through the use of a misconceptions survey. The following is a report on the development, implementation, and some early…

  15. Essay Contest Reveals Misconceptions of High School Students in Genetics Content

    PubMed Central

    Mills Shaw, Kenna R.; Van Horne, Katie; Zhang, Hubert; Boughman, Joann

    2008-01-01

    National educational organizations have called upon scientists to become involved in K–12 education reform. From sporadic interaction with students to more sustained partnerships with teachers, the engagement of scientists takes many forms. In this case, scientists from the American Society of Human Genetics (ASHG), the Genetics Society of America (GSA), and the National Society of Genetic Counselors (NSGC) have partnered to organize an essay contest for high school students as part of the activities surrounding National DNA Day. We describe a systematic analysis of 500 of 2443 total essays submitted in response to this contest over 2 years. Our analysis reveals the nature of student misconceptions in genetics, the possible sources of these misconceptions, and potential ways to galvanize genetics education. PMID:18245328

  16. Essay contest reveals misconceptions of high school students in genetics content.

    PubMed

    Mills Shaw, Kenna R; Van Horne, Katie; Zhang, Hubert; Boughman, Joann

    2008-03-01

    National educational organizations have called upon scientists to become involved in K-12 education reform. From sporadic interaction with students to more sustained partnerships with teachers, the engagement of scientists takes many forms. In this case, scientists from the American Society of Human Genetics (ASHG), the Genetics Society of America (GSA), and the National Society of Genetic Counselors (NSGC) have partnered to organize an essay contest for high school students as part of the activities surrounding National DNA Day. We describe a systematic analysis of 500 of 2443 total essays submitted in response to this contest over 2 years. Our analysis reveals the nature of student misconceptions in genetics, the possible sources of these misconceptions, and potential ways to galvanize genetics education.

  17. Overcoming students' misconceptions concerning thermal physics with the aid of hints and peer interaction during a lecture course

    NASA Astrophysics Data System (ADS)

    Leinonen, Risto; Asikainen, Mervi A.; Hirvonen, Pekka E.

    2013-12-01

    As has been shown by previous research, students may possess various misconceptions in the area of thermal physics. In order to help them overcome misconceptions observed prior to instruction, we implemented a one-hour lecture-based intervention in their introductory thermal physics course. The intervention was held after the conventional lectures and homework sessions, and it consisted of three phases: individual working, hinting, and peer discussion. To probe students’ conceptual understanding before, during, and after the intervention, use was made of a diagnostic test related to the multiphased process of an ideal gas [D. E. Meltzer, Am. J. Phys. 72, 1432 (2004)AJPIAS0002-950510.1119/1.1789161]. The students’ conceptions were monitored by analyzing the explanations they provided and by recording the peer discussions of five voluntary pairs. The intervention helped students to realize the flaws in their explanations and increased the proportion of their scientific explanations, the increase being statistically significant in five tasks out of seven. When the same themes were addressed in a post-test, it was shown that the level of accurate explanations remained almost constant after the intervention, and hence it could be deduced that the impact had not been short-lived. In comparison with earlier studies conducted with the same material, our intervention produced a better learning outcome, the difference being 15-20 percentage points. In addition, the number of misconceptions on the part of the students was smaller in our study, although with individual exceptions. Hence, we conclude that the intervention was successful and that similar interventions could also be designed and implemented in other areas of physics.

  18. Diagnosing students' misconceptions in algebra: results from an experimental pilot study.

    PubMed

    Russell, Michael; O'Dwyer, Laura M; Miranda, Helena

    2009-05-01

    Computer-based diagnostic assessment systems hold potential to help teachers identify sources of poor performance and to connect teachers and students to learning activities designed to help advance students' conceptual understandings. The present article presents findings from a study that examined how students' performance in algebra and their overcoming of common algebraic misconceptions were affected by the use of a diagnostic assessment system that focused on important algebra concepts. This study used a four-group randomized cluster trial design in which teachers were assigned randomly to one of four groups: a "business as usual" control group, a partial intervention group that was provided with access to diagnostic tests results, a partial intervention group that was provided with access to the learning activities, and a full intervention group that was given access to the test results and learning activities. Data were collected from 905 students (6th-12th grade) nested within 44 teachers. We used hierarchical linear modeling techniques to compare the effects of full, partial, and no (control) intervention on students' algebraic ability and misconceptions. The analyses indicate that full intervention had a net positive effect on ability and misconception measures.

  19. Investigating Undergraduate Science Students' Conceptions and Misconceptions of Ocean Acidification

    ERIC Educational Resources Information Center

    Danielson, Kathryn I.; Tanner, Kimberly D.

    2015-01-01

    Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What…

  20. Addressing astronomy misconceptions and achieving national science standards utilizing aspects of multiple intelligences theory in the classroom and the planetarium

    NASA Astrophysics Data System (ADS)

    Sarrazine, Angela Renee

    The purpose of this study was to incorporate multiple intelligences techniques in both a classroom and planetarium setting to create a significant increase in student learning about the moon and lunar phases. Utilizing a free-response questionnaire and a 25 item multiple choice pre-test/post-test design, this study identified middle school students' misconceptions and measured increases in student learning about the moon and lunar phases. The study spanned two semesters and contained six treatment groups which consisted of both single and multiple interventions. One group only attended the planetarium program. Two groups attended one of two classes a week prior to the planetarium program, and two groups attended one of two classes a week after the planetarium program. The most rigorous treatment group attended a class both a week before and after the planetarium program. Utilizing Rasch analysis techniques and parametric statistical tests, all six groups exhibited statistically significant gains in knowledge at the 0.05 level. There were no significant differences between students who attended only a planetarium program versus a single classroom program. Also, subjects who attended either a pre-planetarium class or a post- planetarium class did not show a statistically significant gain over the planetarium only situation. Equivalent effects on student learning were exhibited by the pre-planetarium class groups and post-planetarium class groups. Therefore, it was determined that the placement of the second intervention does not have a significant impact on student learning. However, a decrease in learning was observed with the addition of a third intervention. Further instruction and testing appeared to hinder student learning. This is perhaps an effect of subject fatigue.

  1. Clarifying Misconceptions in College Astronomy Classes using Concept Maps

    NASA Astrophysics Data System (ADS)

    Burks, G. S.; Alvarez, M.

    2000-12-01

    It is a challenge for the instructor of an undergraduate astronomy course to address student misconceptions. How do we know what the students are learning and how they are putting it together? Standard testing procedures, both multiple choice and open ended, are of limited effectiveness in telling us where the students are missing the point. We find that concept maps are effective at showing what the student thinks and understands. To help students better understand the universe concept maps were used to negotiate misconceptions and faulty linkages among and between concepts under study with undergraduates enrolled in astronomy. During a semester course in astronomy, students were taught and then they constructed their concept maps on the computer using a software program, Inspiration 5.0, and then sent them electronically for review and feedback. The astronomy professor reviewed these maps and posted feedback concerning any misconceptions, faulty linkages, or further explanations that need elaboration. These maps were then sent back to each student for revision. End of the semester findings indicated that these maps served to better clarify student misconceptions. Students can be asked to make a concept map as part of an exam. This proves to a very effective way to assess student misconceptions, and gives the instructor information that can be used to improve student understanding by showing common student misconceptions. These misconceptions can be addressed specifically in a later class period. Improved communication between the student and teacher result in more understanding of topics, rather than just memorization.

  2. Advanced Undergraduate and Early Graduate Physics Students' Misconception about Solar Wind Flow: Evidence of Students' Difficulties in Distinguishing Paradigms

    ERIC Educational Resources Information Center

    Gross, Nicholas A.; Lopez, Ramon E.

    2009-01-01

    Anecdotal evidence has suggested that advanced undergraduate students confuse the spiral structure of the interplanetary magnetic field with the flow of the solar wind. Though it is a small study, this paper documents this misconception and begins to investigate the underlying issues behind it. We present evidence that the traditional presentation…

  3. Invisible Misconceptions: Student Understanding of Ultraviolet and Infrared Radiation

    ERIC Educational Resources Information Center

    Libarkin, Julie C.; Asghar, Anila; Crockett, C.; Sadler, Philip

    2011-01-01

    The importance of nonvisible wavelengths for the study of astronomy suggests that student understanding of nonvisible light is an important consideration in astronomy classrooms. Questionnaires, interviews, and panel discussions were used to investigate 6-12 student and teacher conceptions of ultraviolet (UV) and infrared (IR). Alternative…

  4. Absolute Value Inequalities: High School Students' Solutions and Misconceptions

    ERIC Educational Resources Information Center

    Almog, Nava; Ilany, Bat-Sheva

    2012-01-01

    Inequalities are one of the foundational subjects in high school math curricula, but there is a lack of academic research into how students learn certain types of inequalities. This article fills part of the research gap by presenting the findings of a study that examined high school students' methods of approaching absolute value inequalities,…

  5. College Students' Misconceptions of Environmental Issues Related to Global Warming.

    ERIC Educational Resources Information Center

    Groves, Fred H.; Pugh, Ava F.

    Students are currently exposed to world environmental problems--including global warming and the greenhouse effect--in science classes at various points during their K-12 and college experience. However, the amount and depth of explosure to these issues can be quite variable. Students are also exposed to sources of misinformation leading to…

  6. High school students' misconceptions in electricity and magnetism and some experiments that can help students to reduce them

    NASA Astrophysics Data System (ADS)

    Koudelkova, Vera; Dvorak, Leos

    2016-05-01

    The Czech Conceptual test from the area of Electricity and Magnetism was prepared at Department of Physics Education, Faculty of Mathematics and Physics, Charles University in Prague. The first part of the paper presents three problematic topics which were identified using this test -- charge distribution on an insulators, Coulomb's law and electromagnetic induction. However, to identify misconceptions is not enough. Therefore, the main part of the paper presents some experiments which can help students to overcome their misconceptions and to better understand not only the topics mentioned above. Most of these experiments can be done with very simple tools and materials.

  7. Bringing Climate Change into the Life Science Classroom: Essentials, Impacts on Life, and Addressing Misconceptions

    ERIC Educational Resources Information Center

    Hawkins, Amy J.; Stark, Louisa A.

    2016-01-01

    Climate change is at the forefront of our cultural conversation about science, influencing everything from presidential debates to Leonardo DiCaprio's 2016 Oscar acceptance speech. The topic is becoming increasingly socially and scientifically relevant but is no closer to being resolved. Most high school students take a life science course but…

  8. Mathematics, Thermodynamics, and Modeling to Address Ten Common Misconceptions about Protein Structure, Folding, and Stability

    ERIC Educational Resources Information Center

    Robic, Srebrenka

    2010-01-01

    To fully understand the roles proteins play in cellular processes, students need to grasp complex ideas about protein structure, folding, and stability. Our current understanding of these topics is based on mathematical models and experimental data. However, protein structure, folding, and stability are often introduced as descriptive, qualitative…

  9. The Efficacy of Screencasts to Address the Diverse Academic Needs of Students in a Large Lecture Course

    ERIC Educational Resources Information Center

    Pinder-Grover, Tershia; Green, Katie R.; Millunchick, Joanna Mirecki

    2011-01-01

    In large lecture courses, it can be challenging for instructors to address student misconceptions, supplement background knowledge, and identify ways to motivate the various interests of all students during the allotted class time. Instructors can harness instructional technology such as screencasts, recordings that capture audio narration along…

  10. Atheist Students on Campus: From Misconceptions to Inclusion

    ERIC Educational Resources Information Center

    Goodman, Kathleen M.; Mueller, John A.

    2009-01-01

    People who follow trends in higher education are aware of a renewed emphasis on religious plurality and spirituality on college campuses. But all the articles, conferences, and campus activities surrounding religion and spirituality rarely, if at all, acknowledge one group: students who are atheists. If colleges are to be truly inclusive, they…

  11. Misconceptions indeed

    NASA Astrophysics Data System (ADS)

    Schumayer, D.; Scott, T. F.

    2016-11-01

    In a recent article Fotou and Abrahams (2016 Phys. Educ. 51 044003) described a study which investigated how students approach novel situations and whether their reasoning can be understood as theory-like misconceptions or phenomenological primitives. Two exemplary questions polling students’ concepts of gravity were presented in their article. Although we find the authors’ motivation and approach interesting we also raise concerns about one of these problems.

  12. Development and application of an instrument to identify students misconceptions: Diffusion and osmosis

    NASA Astrophysics Data System (ADS)

    Misischia, Cynthia M.

    A large number of undergraduate students have naive understandings about the processes of Diffusion and Osmosis. Some students overcome these misconceptions, but others do not. The study involved nineteen undergraduate movement science students at a Midwest University. Participants' were asked to complete a short answer (fill-in the blank) test, and if possible participate in a follow-up interview. The researcher constructed short answer test that consisted of a three-tier structure that required students to generate answers, diminishing the influence found in two-tiered instruments such as 'recognition' of correct answers and test taking skills More importantly, each level built upon knowledge demonstrated in the previous tier; this allowed the researcher to determine where the breakdown occurred. Part one of the test consisted of 9 questions that prompted students to provide short answer definitions. Part two of the exam consisted of 7 questions that contained two parts. The first question required a true or false answer and the second required a brief explanation. The final part of the test consisted of 12 questions related to three scenarios. After each question students were also asked to record how confident they were with their answers on a three point scale. This helped to determine whether students had 'confidence' in their answers, or if they were just guessing. A total of three students agreed to participate in audio-recorded interviews. Descriptive and correlational data was used in the analysis of this study. This data included: (1) test; (2) interview; (3); Point biserial correlation coefficients; (4) Cronbach's alpha correlation coefficients; (5) Kendall's Tau-b correlation coefficients; (5) and error pattern analysis Evidence from this study demonstrates that students do have misconceptions, about the processes of diffusion and osmosis.

  13. Addressing Student Debt in the Classroom

    ERIC Educational Resources Information Center

    Perkins, David; Johnston, Tim; Lytle, Rick

    2016-01-01

    Student debt is a national concern. The authors address debt in the classroom to enhance students' understanding of the consequences of debt and the need for caution when financing their education. However, student feedback indicates this understanding has a delayed effect on borrowing behavior and underscores the importance of making difficult…

  14. Using conceptual maps to assess students' climate change understanding and misconceptions

    NASA Astrophysics Data System (ADS)

    Gautier, C.

    2011-12-01

    The complex and interdisciplinary nature of climate change science poses special challenges for educators in helping students understand the climate system, and how it is evolving under natural and anthropogenic forcing. Students and citizens alike have existing mental models that may limit their perception and processing of the multiple relationships between processes (e.g., feedback) that arise in global change science, and prevent adoption of complex scientific concepts. Their prior knowledge base serves as the scaffold for all future learning and grasping its range and limitations serves as an important basis upon which to anchor instruction. Different instructional strategies can be adopted to help students understand the inherently interdisciplinary topic of global climate change, its interwoven human and natural causes, and the connections it has with society through a complex range of political, social, technological and economic factors. One assessment method for students' understanding of global climate change with its many uncertainties, whether associated with the workings of the climate system or with respect to social, cultural and economic processes that mediate human responses to changes within the system, is through the use of conceptual maps. When well designed, they offer a representation of students' mental model prior and post instruction. We will present two conceptual mapping activities used in the classroom to assess students' knowledge and understanding about global climate change and uncover misconceptions. For the first one, concept maps will be used to demonstrate evidence of learning and conceptual change, while for the second we will show how conceptual maps can provide information about gaps in knowledge and misconceptions students have about the topic.

  15. The Effect of Conceptual Change Approach to Eliminate 9th Grade High School Students' Misconceptions about Air Pressure

    ERIC Educational Resources Information Center

    Akbas, Yavuz; Gencturk, Ebru

    2011-01-01

    The aim of this study was to determine the effectiveness of teaching based on conceptual change overcome misconceptions of 9th grade high school students about the subject of air pressure. The sampling of the study was formed with two classes of 9th grade students from a general high school in the city-center of Trabzon. A quasi-experimental…

  16. Evaluating Secondary Students' Misconceptions of Photosynthesis and Respiration in Plants Using a Two-Tier Diagnostic Instrument.

    ERIC Educational Resources Information Center

    Treagust, David F.; Haslam, Filocha

    Based on the premise that multiple choice tests can be used as diagnostic tools for teachers in identifying and remedying student misconceptions, this study focused on the development of an instrument for diagnosing secondary students' understanding of photosynthesis and respiration. Information is presented on: (1) procedures of development of…

  17. Misconceptions and biases in German students' perception of multiple energy sources: implications for science education

    NASA Astrophysics Data System (ADS)

    Lee, Roh Pin

    2016-04-01

    Misconceptions and biases in energy perception could influence people's support for developments integral to the success of restructuring a nation's energy system. Science education, in equipping young adults with the cognitive skills and knowledge necessary to navigate in the confusing energy environment, could play a key role in paving the way for informed decision-making. This study examined German students' knowledge of the contribution of diverse energy sources to their nation's energy mix as well as their affective energy responses so as to identify implications for science education. Specifically, the study investigated whether and to what extent students hold mistaken beliefs about the role of multiple energy sources in their nation's energy mix, and assessed how misconceptions could act as self-generated reference points to underpin support/resistance of proposed developments. An in-depth analysis of spontaneous affective associations with five key energy sources also enabled the identification of underlying concerns driving people's energy responses and facilitated an examination of how affective perception, in acting as a heuristic, could lead to biases in energy judgment and decision-making. Finally, subgroup analysis differentiated by education and gender supported insights into a 'two culture' effect on energy perception and the challenge it poses to science education.

  18. The AP Chemistry Course Audit: A Fertile Ground for Identifying and Addressing Misconceptions about the Course and Process

    ERIC Educational Resources Information Center

    Schwenz, Richard W.; Miller, Sheldon

    2014-01-01

    The advanced placement course audit was implemented to standardize the college-level curricular and resource requirements for AP courses. While the process has had this effect, it has brought with it misconceptions about how much the College Board intends to control what happens within the classroom, what information is required to be included in…

  19. Fundamental Research in Engineering Education. Identifying and Repairing Student Misconceptions in Thermal and Transport Science: Concept Inventories and Schema Training Studies

    ERIC Educational Resources Information Center

    Miller, Ronald L.; Streveler, Ruth A.; Yang, Dazhi; Roman, Aidsa I. Santiago

    2011-01-01

    This paper summarizes progress on two related lines of chemical engineering education research: 1) identifying persistent student misconceptions in thermal and transport science (fluid mechanics, heat transfer, and thermodynamics); and, 2) developing a method to help students repair these misconceptions. Progress on developing the Thermal and…

  20. A Comparative Cross-Cultural Study of the Prevalence and Nature of Misconceptions in Physics amongst English and Chinese Undergraduate Students

    ERIC Educational Resources Information Center

    Abrahams, Ian; Homer, Matt; Sharpe, Rachael; Zhou, Mengyuan

    2015-01-01

    Background: Despite the large body of literature regarding student misconceptions, there has been relatively little cross-cultural research to directly compare the prevalence of common scientific misconceptions amongst students from different cultural backgrounds. Whilst previous research does suggest the international nature of many…

  1. Misconceptions of Astronomical Distances

    ERIC Educational Resources Information Center

    Miller, Brian W.; Brewer, William F.

    2010-01-01

    Previous empirical studies using multiple-choice procedures have suggested that there are misconceptions about the scale of astronomical distances. The present study provides a quantitative estimate of the nature of this misconception among US university students by asking them, in an open-ended response format, to make estimates of the distances…

  2. Exploring Secondary Students' Knowledge and Misconceptions about Influenza: Development, validation, and implementation of a multiple-choice influenza knowledge scale

    NASA Astrophysics Data System (ADS)

    Romine, William L.; Barrow, Lloyd H.; Folk, William R.

    2013-07-01

    Understanding infectious diseases such as influenza is an important element of health literacy. We present a fully validated knowledge instrument called the Assessment of Knowledge of Influenza (AKI) and use it to evaluate knowledge of influenza, with a focus on misconceptions, in Midwestern United States high-school students. A two-phase validation process was used. In phase 1, an initial factor structure was calculated based on 205 students of grades 9-12 at a rural school. In phase 2, one- and two-dimensional factor structures were analyzed from the perspectives of classical test theory and the Rasch model using structural equation modeling and principal components analysis (PCA) on Rasch residuals, respectively. Rasch knowledge measures were calculated for 410 students from 6 school districts in the Midwest, and misconceptions were verified through the χ 2 test. Eight items measured knowledge of flu transmission, and seven measured knowledge of flu management. While alpha reliability measures for the subscales were acceptable, Rasch person reliability measures and PCA on residuals advocated for a single-factor scale. Four misconceptions were found, which have not been previously documented in high-school students. The AKI is the first validated influenza knowledge assessment, and can be used by schools and health agencies to provide a quantitative measure of impact of interventions aimed at increasing understanding of influenza. This study also adds significantly to the literature on misconceptions about influenza in high-school students, a necessary step toward strategic development of educational interventions for these students.

  3. A comparative cross-cultural study of the prevalence and nature of misconceptions in physics amongst English and Chinese undergraduate students

    NASA Astrophysics Data System (ADS)

    Abrahams, Ian; Homer, Matt; Sharpe, Rachael; Zhou, Mengyuan

    2015-01-01

    Background:Despite the large body of literature regarding student misconceptions, there has been relatively little cross-cultural research to directly compare the prevalence of common scientific misconceptions amongst students from different cultural backgrounds. Whilst previous research does suggest the international nature of many misconceptions, there is little evidence as to whether the prevalence of such common misconceptions varies from culture to culture. Purpose:To undertake a preliminary examination of the prevalence and reasons for some previously studied scientific misconceptions amongst English and Chinese undergraduate students so as to ascertain whether there is any evidence of cultural difference. Such a finding could help to identify teaching approaches in either country that are more effective in reducing the prevalence of common student misconceptions. Sample:The study involved a convenience sample of 40 undergraduate students - 20 English and 20 Chinese drawn equally from two universities in the North of England - whose formal science education ended at ages 16 and 15 respectively. Design and methods:The study employed semi-structured interview schedule containing eight questions. Results:Whilst similar misconceptions existed amongst both English and Chinese undergraduates, their prevalence was significantly higher amongst the English students (Overall mean score for scientifically correct answers amongst Chinese students was 27.7% higher, p < .01, r = .64). Often when English and Chinese undergraduates had similar misconceptions, they tended to explain these by drawing upon very similar erroneous analogies and these appear to be only nominally culturally independent in that they are based on globally shared everyday experiences. Conclusion:Differences in the prevalence of misconceptions amongst English and Chinese undergraduates appear to arise from differences in the way in which specific areas of physics are taught in both countries. It might

  4. Using students' misconceptions of primary coloured lights to design a hands-on coloured light mixer

    NASA Astrophysics Data System (ADS)

    Nopparatjamjomras, Suchai; Chitaree, Ratchapak

    2009-06-01

    A surface mount typed multi-coloured Light-Emitting Diode (LED) is used as a light source for the hands-on coloured light mixer. The LED consists of red, green and blue tiny sources but the mixer is designed to have four switches corresponding to red, green, blue and yellow light. These colours correspond to students' misconceptions of primary coloured lights; they realize that the primary colours and the rules for lights mixing are the same as those of paints. To generate a yellow light, a microcontroller placed between four input switches and the LED operates both a red and green tiny sources. In addition, the microcontroller is employed to eliminate some combinations of coloured light mixing to simplify the experiment (basic mode) for non advanced students. If the mixer is used with more advanced students, a number of combinations will increase and students need more analytical skills to find out the primary coloured lights (the coloured lights that can not be produced by the mixing of any other coloured lights). Therefore, the mixer is able to use with more advanced and non advanced students depending on the program in the microcontroller and some modifications of the circuit. Furthermore, to introduce students an idea that other hues or shades can be generated by mixing of these three primary coloured lights of different intensities, a tuning circuit is integrated to vary an intensity of the green light source.

  5. Using Models to Address Misconceptions in Size and Scale Related to the Earth, Moon, Solar System, and Universe

    NASA Astrophysics Data System (ADS)

    Lebofsky, Larry A.; Lebofsky, N. R.; McCarthy, D. W.; Higgins, M. L.; Salthouse, K.; Canizo, T. L.

    2012-10-01

    Many children and adults have misconceptions about space-related concepts such as size and distance: Earth-Moon size and distance, distances between the planets, distances to the stars (including the Sun), etc. Unfortunately, when images are used to illustrate common phenomena, such as Moon phases and seasons, they may do a good job of explaining the phenomenon, but may reinforce other misconceptions. For topics such as phases and seasons, scale (size and distance) can easily lead to confusion and reinforce misconceptions. For example, when showing Moon phases, the Moon is usually represented as large relative to the Earth and the true relative distance cannot be easily shown. Similarly, when showing the tilt of the Earth’s axis as the reason for the seasons, the Earth is usually almost as large as the Sun and the distance between them is usually only a few times Earth’s diameter.What lessons have we learned? It is critical with any model to engage the participants: if at all possible, everyone should participate. A critical part of any modeling needs to be a discussion, involving the participants, of the limitations of the model: what is modeled accurately and what is not? This helps to identify and rectify misconceptions and helps to avoid creating new ones. The activities highlighted on our poster represent programs and collaborations that date back more than two decades: The University of Arizona, Tucson Unified School District, Science Center of Inquiry, Girl Scouts of Southern Arizona, and the Planetary Science Institute. Examples of activities that we will present on our poster include: •Earth/Moon size and distance •Macramé model of the Solar System •Human orrery and tabletop orrery •3-D nature of the constellations •Comparing our Solar System to other planetary systems •Origin of the Universe: scale of time and distance

  6. Using Animations in Identifying General Chemistry Students' Misconceptions and Evaluating Their Knowledge Transfer Relating to Particle Position in Physical Changes

    ERIC Educational Resources Information Center

    Smith, K. Christopher; Villarreal, Savannah

    2015-01-01

    This article reports on the types of views and misconceptions uncovered after assessing 155 freshman general chemistry students on the concept of particle position during the reversible physical change of melting, using the Melting Cycle Instrument, which illustrates particulate-level representations of a melting-freezing cycle. Animations…

  7. Assessing the Effects of Tutorial and Edutainment Software Programs on Students' Achievements, Misconceptions and Attitudes towards Biology

    ERIC Educational Resources Information Center

    Kara, Yilmaz; Yesilyurt, Selami

    2007-01-01

    The purpose of this study was to investigate the effects of tutorial and edutainment software programs related to "genetic concepts" topic on student achievements, misconceptions and attitudes. An experimental research design including the genetic concepts achievement test (GAT), the genetic concept test (GCT) and biology attitude scale (BAS) was…

  8. Comparing the Impacts of Tutorial and Edutainment Software Programs on Students' Achievements, Misconceptions, and Attitudes towards Biology

    ERIC Educational Resources Information Center

    Kara, Yilmaz; Yesilyurt, Selami

    2008-01-01

    The purpose of this study was to investigate the effects of tutorial and edutainment design of instructional software programs related to the "cell division" topic on student achievements, misconceptions and attitudes. An experimental research design including the cell division achievement test (CAT), the cell division concept test (CCT) and…

  9. A Study about Students' Misconceptions in Force and Motion Concepts by Incorporating a Web-Assisted Physics Program

    ERIC Educational Resources Information Center

    Demirci, Neset

    2005-01-01

    The aim of this study was to incorporate a web-assisted program to normal traditional classroom instruction and study about students' misconceptions in force and motion concepts in physics. The Web-based physics program was incorporated with the traditional lecture. Specifically, 30% of class time was allocated for using this tutorial program, and…

  10. Formative Assessment Pre-Test to Identify College Students' Prior Knowledge, Misconceptions and Learning Difficulties in Biology

    ERIC Educational Resources Information Center

    Lazarowitz, Reuven; Lieb, Carl

    2006-01-01

    A formative assessment pretest was administered to undergraduate students at the beginning of a science course in order to find out their prior knowledge, misconceptions and learning difficulties on the topic of the human respiratory system and energy issues. Those findings could provide their instructors with the valuable information required in…

  11. The influence of implementation of interactive lecture demonstrations (ILD) conceptual change oriented toward the decreasing of the quantity students that misconception on the Newton's first law

    NASA Astrophysics Data System (ADS)

    Kurniawan, Yudi; Suhandi, Andi; Hasanah, Lilik

    2016-02-01

    This paper aims to know the influence of implementation of ILD conceptual change oriented (ILD-CC) toward the decreasing of the quantity of students that misconception on the Newton's First Law. The Newton's First Law misconceptions separated into five sub-misconceptions. This research is a quantitative research with one group pretest-posttest design. The samples of this research were 32 students on 9th grade of junior high school in Pandeglang, Banten, Indonesia. The diagnostic test is a multiple-choice form with three-tier test format. The result of this study found that there was decreasing of the quantity of students that misconception on the Newton's First Law. The largest percentage in the decreasing of the number of the students that misconception was on the Misconception 4 about 80, 77%. The Misconception 4 is "The cause of tendency of the body passenger that sat upright on the accelerated bus from motionless bus suddenly to backward be a backward force". For the future studies, it suggested to combine other methods to optimize the decreasing the number of students that misconception.

  12. Student Misconceptions about Newtonian Mechanics: Origins and Solutions through Changes to Instruction

    NASA Astrophysics Data System (ADS)

    Adair, Aaron Michael

    In order for Physics Education Research (PER) to achieve its goals of significant learning gains with efficient methods, it is necessary to figure out what are the sorts of preexisting issues that students have prior to instruction and then to create teaching methods that are best able to overcome those problems. This makes it necessary to figure out what is the nature of student physics misconceptions---prior beliefs that are both at variance to Newtonian mechanics and also prevent a student from properly cognizing Newtonian concepts. To understand the prior beliefs of students, it is necessary to uncover their origins, which may allow instructors to take into account the sources for ideas of physics that are contrary to Newtonian mechanics understanding. That form of instruction must also induce the sorts of metacognitive processes that allow students to transition from their previous conceptions to Newtonian ones, let alone towards those of modern physics. In this paper, the notions of basic dynamics that are common among first-year college students are studied and compared with previous literature. In particular, an analysis of historical documents from antiquity up to the early modern period shows that these conceptions were rather widespread and consistent over thousands of years and in numerous cultural contexts. This is one of the only analyses in PER that considers the original languages of some of these texts, along with appropriate historical scholarship. Based on the consistent appearance of these misconceptions, a test and interview module was devised to help elucidate the feelings students have that may relate to fictitious forces. The test looked at one-dimensional motion and forces. The first part of the interview asked each student about their answers to the test questions, while the second part asked how students felt when undergoing three cases of constant acceleration in a car. We determined that students confabulated relative motion with the

  13. Beyond Knowledge and Awareness: Addressing Misconceptions in Ghana’s Preparation towards an Outbreak of Ebola Virus Disease

    PubMed Central

    Adongo, Philip Baba; Tabong, Philip Teg-Nefaah; Asampong, Emmanuel; Ansong, Joana; Robalo, Magda; Adanu, Richard M.

    2016-01-01

    Background Ebola Virus Disease (EVD) is not new to the world. However, the West African EVD epidemic which started in 2014 evolved into the largest, most severe and most complex outbreak in the history of the disease. The three most-affected countries faced enormous challenges in stopping the transmission and providing care for all patients. Although Ghana had not recorded any confirmed Ebola case, social factors have been reported to hinder efforts to control the outbreak in the three most affected countries. This qualitative study was designed to explore community knowledge and attitudes about Ebola and its transmission. Methods This study was carried out in five of the ten regions in Ghana. Twenty-five focus group discussions (N = 235) and 40 in-depth interviews were conducted across the five regions with community members, stakeholders and opinion leaders. The interviews were recorded digitally and transcribed verbatim. Framework analysis was adopted in the analysis of the data using Nvivo 10. Results The results showed a high level of awareness and knowledge about Ebola. The study further showed that knowledge on how to identify suspected cases of Ebola was also high among respondents. However, there was a firm belief that Ebola was a spiritual condition and could also be transmitted through air, mosquito bites and houseflies. These misconceptions resulted in perceptions of stigma and discrimination towards people who may get Ebola or work with Ebola patients. Conclusion We conclude that although knowledge and awareness about Ebola is high among Ghanaians who participated in the study, there are still misconceptions about the disease. The study recommends that health education on Ebola disease should move beyond creating awareness to targeting the identified misconceptions to improve future containment efforts. PMID:26889683

  14. Transition through Teamwork: Professionals Address Student Access

    ERIC Educational Resources Information Center

    Bube, Sue Ann; Carrothers, Carol; Johnson, Cinda

    2016-01-01

    Prior to 2013, there was no collaboration around the transition services for deaf and hard of hearing students in Washington State. Washington had numerous agencies providing excellent support, but those agencies were not working together. It was not until January 29, 2013, when pepnet 2 hosted the Building State Capacity to Address Critical…

  15. Identifying Students' Misconceptions in Writing Balanced Equations for Dissolving Ionic Compounds in Water and Using Multiple-Choice Questions at the Symbolic and Particulate Levels to Confront These Misconceptions

    ERIC Educational Resources Information Center

    Naah, Basil M.

    2012-01-01

    Students who harbor misconceptions often find chemistry difficult to understand. To improve teaching about the dissolving process, first semester introductory chemistry students were asked to complete a free-response questionnaire on writing balanced equations for dissolving ionic compounds in water. To corroborate errors and misconceptions…

  16. The Impact of Language and Response Format on Student Endorsement of Psychological Misconceptions

    ERIC Educational Resources Information Center

    Hughes, Sean; Lyddy, Fiona; Kaplan, Robin

    2013-01-01

    The present study examined the possibility that the language and response format used in self-report questionnaires influences how readily people endorse misconceptions. Four versions of a 40-item misconception test were administered to European ("n" = 281) and North American ("n" = 123) psychology and nonpsychology…

  17. Comparing the Impacts of Tutorial and Edutainment Software Programs on Students' Achievements, Misconceptions, and Attitudes towards Biology

    NASA Astrophysics Data System (ADS)

    Kara, Yılmaz; Yeşilyurt, Selami

    2008-02-01

    The purpose of this study was to investigate the effects of tutorial and edutainment design of instructional software programs related to the "cell division" topic on student achievements, misconceptions and attitudes. An experimental research design including the cell division achievement test (CAT), the cell division concept test (CCT) and biology attitude scale (BAS) was applied at the beginning and at the end of the research. After the treatment, general achievement in CAT increased in favor of experimental groups. Instructional software programs also had the positive effect to the awareness of students' understandings to the general functions of mitosis and meiosis. However, the current study revealed that there were still some misconceptions in the experimental groups even after the treatment. It was also noticed that only using edutainment software program significantly changed students' attitudes towards biology.

  18. Climate Change Misconceptions: Can Instruction Help?

    NASA Astrophysics Data System (ADS)

    McCuin, J. L.; Hayhoe, K.; Hayhoe, D.

    2014-12-01

    Public understanding of climate change is fraught with misconceptions. In some cases, these may arise due to the complexity of the topic: the difference between personal experience of short-term weather events, for example, as compared to long-term analysis of a climate trend. In others, myths may be deliberately introduced: that climate has ceased to change, or that changes have been proven to be due to natural causes. Whatever their origin, these misconceptions hold powerful implications for education on climate change and related science topics. Conceptual change theory demonstrates how pre-existing misconceptions persist under regular instruction and interfere with student acquisition of correct concepts. Here, we assess the extent to which incorporating corrective instruction on misconceptions related to the greenhouse effect and on the role of human activities in climate change affects student acquisition and retention of key scientific concepts. We investigate the efficacy of this approach using two reading passages: one that simply discusses the science, and another that provides both science and misconceptions-related information. Study subjects were drawn from a first year Atmospheric Sciences course at a large public university, yielding 197 students who successfully completed the pretest, instructional treatment, immediate posttest, delayed posttest, and a background survey. While both treatments produced significant gains in the posttest and delayed posttest overall, only the treatment that directly targeted misconceptions produced long-term gains on misconception-related questions. Our results support the conceptual change model's basic claim that misconceptions may persist through concept-based instruction, but may be uprooted by even a relatively brief reading passage that addresses them directly. However, our results also contain a striking anomaly: for questions involving the phrase "global warming," misconceptions-based instruction did not

  19. Clarifying Chemical Bonding. Overcoming Our Misconceptions.

    ERIC Educational Resources Information Center

    Hapkiewicz, Annis

    1991-01-01

    Demonstrations to help students change their misconceptions about chemical bond breaking are presented. Students' misconceptions about chemical bonds in both biological and chemical systems are discussed. A calculation for the release of energy from respiration is presented. (KR)

  20. Development and use of a three-tier diagnostic test to assess high school students' misconceptions about the photoelectric effect

    NASA Astrophysics Data System (ADS)

    Taslidere, Erdal

    2016-05-01

    Background: In the last few decades, researchers have turned their attention to students' understanding of scientific concepts at different school levels. The results indicate that the learners have different ideas, and most of them are inaccurate in terms of those generally accepted by the scientific community. Purpose: This study was undertaken to describe the development, validation and use of a three-tier multiple-choice diagnostic test (PEMT) to reveal Turkish high school students' common misconceptions in terms of the photoelectric effect. Sample: In this study, 243 students (male=86, female=137) from six high schools made up the sample which comprised approximately 76% of the 11th grade population. Design and Methods: Based on findings from the literature, open-ended questions and interviews, the PEMT was developed and administered to 243 students. The data was analysed descriptively. Results: The Cronbach's alpha reliability coefficient of the scores was estimated as .83. Construct, content and face validities were established by senior experts and through the use of statistical techniques. The findings denoted that the test is a valid and reliable measure of students' qualitative understanding of the photoelectric concept. The results revealed that the majority of the students demonstrated a limited understanding of the photoelectric effect and have five prevalent misconceptions. These are: (1) an increase in intensity would provide the photon with enough energy to release electrons; (2) the photoelectric effect results from the ionization of atoms through the interaction with light; (3) a light beam whose photons have smaller energies than the work function would release electrons with the help of a voltage source; (4) the number of photoelectrons depends on the energy of the photon and (5) the photon has kinetic energy and it depends on the colour of light. The last two misconceptions were discovered in the current study. Conclusion: The findings

  1. Confronting Dynamics Misconceptions.

    ERIC Educational Resources Information Center

    Brna, Paul

    1987-01-01

    Discussion of problems students have with learning about Newtonian dynamics and kinematics focuses on the assumption that learning is promoted through confronting students with their own misconceptions. A computer-based modelling environment--DYNLAB--is explained, and a study conducted with high school boys in Scotland to test it is described. (29…

  2. Antievolutionary Misconceptions

    ERIC Educational Resources Information Center

    Rosenfeld, Robert P.

    1977-01-01

    This article is essentially a rebuttal to Norman Macbeth's arguments against Darwinism. The author argues that one must identify the real weaknesses of evolutionary theory and not use the misconceptions put forth by Macbeth to make valid judgments. (MA)

  3. What Belongs in Your 15-Bean Soup? Using the Learning Cycle to Address Misconceptions about Construction of Taxonomic Keys

    ERIC Educational Resources Information Center

    Ross, Ann; Vanderspool, Staria

    2004-01-01

    Students can use seed characteristics to discriminate between the different kinds of legumes using taxonomic classification processes of sorting and ranking, followed by construction of taxonomic keys. The application of the Learning Cycle process to taxonomic principles, hierarchical classification, and construction of keys presents the…

  4. Remediation of Student-Specific Misconceptions Relating to Three Science Concepts.

    ERIC Educational Resources Information Center

    Griffiths, Alan K.; And Others

    1988-01-01

    Investigates the remediation of misconceptions through application of Gagne's hierarchical learning theory. Uses stoichiometry, food levels, and conservation of mechanical energy as the target concepts. Reports that there was no treatment effect in analysis of covariance using pretest scores as a covariant. (YP)

  5. Genius Is Not Immune to Persistent Misconceptions: Conceptual Difficulties Impeding Isaac Newton and Contemporary Physics Students.

    ERIC Educational Resources Information Center

    Steinberg, Melvin S.; And Others

    Recent research has shown that serious misconceptions frequently survive high school and university instruction in mechanics. It is interesting to inquire whether Newton himself encountered conceptual difficulties before he wrote the "Principia." This paper compares Newton's pre-"Principia" beliefs, based upon his writings, with those of…

  6. Misconceptions and Biases in German Students' Perception of Multiple Energy Sources: Implications for Science Education

    ERIC Educational Resources Information Center

    Lee, Roh Pin

    2016-01-01

    Misconceptions and biases in energy perception could influence people's support for developments integral to the success of restructuring a nation's energy system. Science education, in equipping young adults with the cognitive skills and knowledge necessary to navigate in the confusing energy environment, could play a key role in paving the way…

  7. The Effects and Side-Effects of Statistics Education: Psychology Students' (Mis-)Conceptions of Probability

    ERIC Educational Resources Information Center

    Morsanyi, Kinga; Primi, Caterina; Chiesi, Francesca; Handley, Simon

    2009-01-01

    In three studies we looked at two typical misconceptions of probability: the representativeness heuristic, and the equiprobability bias. The literature on statistics education predicts that some typical errors and biases (e.g., the equiprobability bias) increase with education, whereas others decrease. This is in contrast with reasoning theorists'…

  8. Glucose as the sole metabolic fuel: overcoming a misconception using conceptual change to teach the energy-yielding metabolism to Brazilian high school students.

    PubMed

    Luz, Mauricio R M P; Oliveira, Gabriel A; Da Poian, Andrea T

    2013-01-01

    A misconception regarding the human metabolism has been shown to be widespread among high school students. The students consider glucose as the sole metabolic fuel, disregarding that lipids and amino acids can be oxidized for ATP production by human cells. This misconception seems to be a consequence of formal teaching in grade and high schools. The present study reports the evaluation of a teaching strategy based on the use of a dialogic teaching methodology within a conceptual change approach to remediate that misconception. Students were stimulated to formulate hypotheses, outline experiments, and to discuss their outcomes. The results showed that students were able to reformulate their original concepts immediately after teaching. The majority of the students showed adequate learning of the topic eight months after the application of the teaching strategy, although some level of misconception recurrence was observed. The educational consequences of the teaching unit are discussed in the context of the possible reasons for its success as well as the need for similar initiatives at grade school to avoid the establishment of the misconception.

  9. Glucose as the sole metabolic fuel: a study on the possible influence of teachers' knowledge on the establishment of a misconception among Brazilian high school students.

    PubMed

    da Luz, Maurício Roberto Motta Pinto

    2008-09-01

    In the present work, I investigated the origin of the misconception that glucose is the sole metabolic fuel previously described among Brazilian high school students. The results of a multiple-choice test composed of 24 questions about a broad range of biology subjects were analyzed. The test was part of a contest and was answered by a sample composed of undergraduate students as well as biologists and practicing biology teachers. The majority of the responders had difficulties in recognizing the existence of gluconeogenesis and the possibility of ATP production using other fuels other than carbohydrates. Biology teachers and biologists seemed to either lack the knowledge or present the misconception regarding energy-yielding metabolism found among students. I argue that in both cases, biology teachers are likely to teach metabolism-related subjects in a manner that may contribute to the appearance of the misconception among high school students.

  10. The Effects of Readers' Misconceptions on Comprehension of Scientific Text

    ERIC Educational Resources Information Center

    Kendeou, Panayiota; van den Broek, Paul

    2005-01-01

    The aim of the present study was to investigate the effects of readers' misconceptions on text comprehension. College students with misconceptions in science were asked to read and recall a text that contradicted their misconceptions. Students with no misconceptions served as the control group. Both online (think-aloud, reading times) and offline…

  11. Developing Simulation-Based Computer Assisted Learning to Correct Students' Statistical Misconceptions Based on Cognitive Conflict Theory, Using "Correlation" as an Example

    ERIC Educational Resources Information Center

    Liu, Tzu-Chien

    2010-01-01

    Understanding and applying statistical concepts is essential in modern life. However, common statistical misconceptions limit the ability of students to understand statistical concepts. Although simulation-based computer assisted learning (CAL) is promising for use in students learning statistics, substantial improvement is still needed. For…

  12. Earth Science Misconceptions.

    ERIC Educational Resources Information Center

    Philips, William C.

    1991-01-01

    Presented is a list of over 50 commonly held misconceptions based on a literature review found in students and adults. The list covers earth science topics such as space, the lithosphere, the biosphere, the atmosphere, the hydrosphere, and the cryosphere. (KR)

  13. Using intervention-oriented evaluation to diagnose and correct students' persistent climate change misconceptions: A Singapore case study.

    PubMed

    Pascua, Liberty; Chang, Chew-Hung

    2015-10-01

    The evaluation of classroom-based educational interventions is fraught with tensions, the most critical of which is choosing between focusing the inquiry on measuring the effects of treatment or in proximately utilizing the data to improve practice. This paper attempted to achieve both goals through the use of intervention-oriented evaluation of a professional development program intended to diagnose and correct students' misconceptions of climate change. Data was gathered, monitored and analyzed in three stages of a time-series design: the baseline, treatment and follow-up stages. The evaluation itself was the 'intervention' such that the data was allowed to 'contaminate' the treatment. This was achieved through giving the teacher unimpeded access to the collected information and to introduce midcourse corrections as she saw fit to her instruction. Results showed a significant development in students' conceptual understanding only after the teacher's decision to use direct and explicit refutation of misconceptions. Due to the accessibility of feedback, it was possible to locate specifically at which point in the process that the intervention was most effective. The efficacy of the intervention was then measured through comparing the scores across the three research stages. The inclusion of a comparison group to the design is recommended for future studies. PMID:25935362

  14. Using intervention-oriented evaluation to diagnose and correct students' persistent climate change misconceptions: A Singapore case study.

    PubMed

    Pascua, Liberty; Chang, Chew-Hung

    2015-10-01

    The evaluation of classroom-based educational interventions is fraught with tensions, the most critical of which is choosing between focusing the inquiry on measuring the effects of treatment or in proximately utilizing the data to improve practice. This paper attempted to achieve both goals through the use of intervention-oriented evaluation of a professional development program intended to diagnose and correct students' misconceptions of climate change. Data was gathered, monitored and analyzed in three stages of a time-series design: the baseline, treatment and follow-up stages. The evaluation itself was the 'intervention' such that the data was allowed to 'contaminate' the treatment. This was achieved through giving the teacher unimpeded access to the collected information and to introduce midcourse corrections as she saw fit to her instruction. Results showed a significant development in students' conceptual understanding only after the teacher's decision to use direct and explicit refutation of misconceptions. Due to the accessibility of feedback, it was possible to locate specifically at which point in the process that the intervention was most effective. The efficacy of the intervention was then measured through comparing the scores across the three research stages. The inclusion of a comparison group to the design is recommended for future studies.

  15. What Research Says: The Cardiovascular System: Children's Conceptions and Misconceptions.

    ERIC Educational Resources Information Center

    Arnaudin, Mary W.; Mintzes, Joel J.

    1986-01-01

    Reports findings of a study on children's perceptions and alternate conceptions about the human circulatory system. Summarizes the responses of fifth and eighth grade students on questions dealing with the heart and blood. Offers examples of hands-on activities and confrontation strategies that address common misconceptions on circulation. (ML)

  16. Astronomical Misconceptions

    ERIC Educational Resources Information Center

    Barrier, Regina M.

    2010-01-01

    Do you think that the Moon does not rotate? Do you think that the phases of the Moon are created by the Earth's shadow? Do you think that the seasons are a result of the Earth's distance from the Sun? If you answered "yes" to any of these, then you are one of many who possess misconceptions about astronomy.

  17. Student Perceptions of Peer Credibility Based on Email Addresses

    ERIC Educational Resources Information Center

    Livermore, Jeffrey A.; Scafe, Marla G.; Wiechowski, Linda S.; Maier, David J.

    2013-01-01

    The purpose of this study was to evaluate students' perceptions of their peer's credibility based on email addresses. The survey was conducted at a community college in Michigan where all students were registered and actively taking at least one course. The survey results show that a student's selection of an email address does influence other…

  18. Faculty Perceptions of Student Credibility Based on Email Addresses

    ERIC Educational Resources Information Center

    Livermore, Jeffrey A.; Wiechowski, Linda S.; Scafe, Marla G.

    2011-01-01

    The purpose of this study was to evaluate faculty perceptions of student credibility based on email addresses. The survey was conducted at an upper division business school in Michigan where all students have completed at least two years of college courses. The survey results show that a student's selection of an email address does influence the…

  19. Addressing the Needs of Diverse Distributed Students

    ERIC Educational Resources Information Center

    Shimoni, Rena; Barrington, Gail; Wilde, Russ; Henwood, Scott

    2013-01-01

    Two interrelated studies were undertaken to assist Alberta post-secondary institutions with meeting challenges associated with providing services to diverse distributed students that are of similar quality to services provided to traditional classroom students. The first study identified and assessed best practices in distributed learning; the…

  20. Impact of an integrated science and reading intervention (INSCIREAD) on bilingual students' misconceptions, reading comprehension, and transferability of strategies

    NASA Astrophysics Data System (ADS)

    Martinez, Patricia

    without disabilities in the treatment and the control groups on post-intervention scores. The analysis of the data from the number of misconceptions of students without disabilities showed that the frequency of 4 of the 11 misconceptions changed significantly from pre to post elicitation stages. The analyses of the qualitative measures of the think alouds and interviews generally supported the above findings.

  1. Spork & Beans: Addressing Evolutionary Misconceptions

    ERIC Educational Resources Information Center

    Burton, Stephen R.; Dobson, Christopher

    2009-01-01

    They are found at picnics and family outings, apparently attracted by the food provided at these events. Large populations in fast food establishments further support their association with food. Yet little is known about the biology of "Utensilus plastica" (common name: plastic eating utensil). The authors have conducted an in-depth study of this…

  2. Introducing the ‘Science Myths Revealed’ Misconception Video Series

    NASA Astrophysics Data System (ADS)

    Eisenhamer, Bonnie; Villard, R.; Estacion, M.; Hassan, J.; Ryer, H.

    2012-05-01

    A misconception is a preconceived and inaccurate view of how the world works. There are many common science misconceptions held by students and the public alike about various topics in astronomy - including but not limited to galaxies, black holes, light and color, and the solar system. It is critical to identify and address misconceptions because they can stand in the way of new learning and impeded one’s ability to apply science principals meaningfully to everyday life. In response, the News and Education teams at the Space Telescope Science Institute worked in collaboration with a consultant to develop the “Science Myths Revealed” misconception video series. The purpose of this video series is to present common astronomy misconceptions in a brief and visually engaging manner while also presenting and reinforcing the truth of the universe and celestial phenomena within it. Viewers can the watch the videos to get more information about specific astronomy misconceptions as well as the facts to dispel them. Visual cues and demonstrations provide viewers with a more concrete representation of what are often abstract and misunderstood concepts - making the videos ideal as both engagement and instructional tools. Three videos in the series have been produced and are currently being field-tested within the education community.

  3. Catching misconceptions and misinformation about ocean/climate science among college students: a long record of pre and post exams

    NASA Astrophysics Data System (ADS)

    Mekik, F.

    2011-12-01

    Pre/post exams were used in a college freshmen oceanography course to identify student misconceptions and to investigate student learning gains. This course has a diverse population of students where most are not science majors. The pre-test, given on the first day of class, contains 100 questions over entire course content. The post test is given on the last day of class. Our results are based on pre/post test scores from 6 sections (2009-2011, n = ~150). There is no significant difference between average scores of males and females in the pre-test, and most students regardless of class level (freshmen to senior) have about the same knowledge level of the ocean/climate system coming into the course. On the pre-test, many students answered incorrectly questions on the cause for lunar phases, the Coriolis effect, mechanism of air/water mass movement, and the energy driving the hydrologic cycle; but showed significant improvement on the post-test. In contrast, 100% of students answered correctly that weather and climate are different coming into the course, and 100% left the course unconfused about this. There is consistent improvement in the class average scores between the pre and post exams by 20-30% in all sections regardless of the semester or course content covered. Potentially, the post test may be reflecting retention rather than transient learning from cramming for the final exam.

  4. Overcoming Junior High School Students' Misconceptions About Microscopic Views of Phase Change: A Study of an Analogy Activity

    NASA Astrophysics Data System (ADS)

    Tsai, Chin-Chung

    1999-03-01

    This study was conducted to examine the effectiveness of an analogy activity, which was designed to overcome junior high students' misconceptions about the microscopic views of phase change. Eighty Taiwanese 8 th graders were randomly assigned to either a control group or an experimental group. For the control group, the subjects were instructed through traditional teaching whereas for the experimental group, an analogy activity was conducted on students. This specific analogy activity was presented in the form of role-playing in which students acted as particles and worked together to perform the conditions of phase changes. Through analyzing these students' drawings of the atom arrangements for the three states of some substances, it was found that the students of experimental group, though in many cases, did not perform statistically better than did those of control group in an immediate posttest. The comparisons of a delay test between these two groups indicated that the analogy activity had clearly positive impacts on students' conceptual change on these scientific concepts in terms of long-term observations.

  5. Exploring Algebraic Misconceptions with Technology

    ERIC Educational Resources Information Center

    Sakow, Matthew; Karaman, Ruveyda

    2015-01-01

    Many students struggle with algebra, from simplifying expressions to solving systems of equations. Students also have misconceptions about the meaning of variables. In response to the question "Can x + y + z ever equal x + p + z?" during a student interview, the student claimed, "Never . . . because p has to have a different value…

  6. Glucose as the Sole Metabolic Fuel: A Study on the Possible Influence of Teachers' Knowledge on the Establishment of a Misconception among Brazilian High School Students

    ERIC Educational Resources Information Center

    da Luz, Mauricio Roberto Motta Pinto

    2008-01-01

    In the present work, I investigated the origin of the misconception that glucose is the sole metabolic fuel previously described among Brazilian high school students. The results of a multiple-choice test composed of 24 questions about a broad range of biology subjects were analyzed. The test was part of a contest and was answered by a sample…

  7. Addressing the nutritional needs of university students

    Technology Transfer Automated Retrieval System (TEKTRAN)

    The USDA Delta Obesity Prevention Research Project seeks to identify and evaluate dietary and physical activity patterns in African American students to develop an educational intervention that is nutritionally adequate and culturally relevant for 18- to 24-year-old African-American university stude...

  8. Addressing Student Needs: Teaching on the Internet.

    ERIC Educational Resources Information Center

    Kubala, Tom

    1998-01-01

    Describes the experiences of a university professor who has been teaching graduate courses in Florida via the Internet. Topics include course preparation, including an initial face-to-face session; Netiquette for working on the Internet; the importance of technical staff; assignments and exams; and student evaluations. (LRW)

  9. Addressing Student Cynicism through Transformative Learning

    ERIC Educational Resources Information Center

    Duarte, Fernanda

    2010-01-01

    This paper reflects on insights that emerged from the findings of a qualitative study conducted by the author in 2007 with third year management students from an Australian university on their perceptions in relation to business ethics. The findings revealed an attitude of cynicism with regard to the application of ethical principles beyond…

  10. Writing Centre Tutoring Sessions: Addressing Students' Concerns

    ERIC Educational Resources Information Center

    Winder, Roger; Kathpalia, Sujata S.; Koo, Swit Ling

    2016-01-01

    The guiding principle behind university writing centres is to focus on the process of writing rather than the finished product, prioritising higher order concerns related to organisation and argumentation of texts rather than lower order concerns of grammar and punctuation. Using survey-based data, this paper examines students' concerns regarding…

  11. Student Perceptions of Faculty Credibility Based on Email Addresses

    ERIC Educational Resources Information Center

    Livermore, Jeffrey A.; Scafe, Marla G.; Wiechowski, Linda S.

    2010-01-01

    The purpose of this study was to evaluate students' perceptions of faculty credibility based on email addresses. The survey was conducted at an upper division business school in Michigan where all students have completed at least two years of college courses. The survey results show that a faculty member's selection of an email address does…

  12. Vaccine myths and misconceptions.

    PubMed

    Clift, Kathy; Rizzolo, Denise

    2014-08-01

    Communicable diseases are on the rise worldwide. Some of the increase in prevalence of these nearly eradicated diseases is due to a decrease in vaccination rates. This decrease is primarily due to parental concerns over vaccine safety and the increasing rates of autism spectrum disorders. Medical providers must address the growing antivaccine movement and misconceptions about immunizations. Physician assistants are in a unique position to offer evidence-based medical advice and encourage immunizations in order to prevent disease outbreaks. PMID:25003847

  13. Undergraduate Chemistry Students' Perceptions of and Misconceptions about Buffers and Buffer Problems

    ERIC Educational Resources Information Center

    Orgill, MaryKay; Sutherland, Aynsley

    2008-01-01

    Both upper- and lower-level chemistry students struggle with understanding the concept of buffers and with solving corresponding buffer problems. While it might be reasonable to expect general chemistry students to struggle with this abstract concept, it is surprising that upper-level students in analytical chemistry and biochemistry continue to…

  14. Persisting Misconceptions: Using Pre- and Post-Tests to Identify Biological Misconceptions.

    ERIC Educational Resources Information Center

    Nazario, Gladys M.; Burrowes, Patricia A.; Rodriguez, Julio

    2002-01-01

    Explains a research project conducted at the University of Puerto Rico among students taking biology to develop and test a constructivist learning environment and identify students' misconceptions in biology. Lists the questions on which students showed misconceptions during the pre- and post-tests. (Contains 27 references.) (YDS)

  15. Addressing Common Student Errors with Classroom Voting in Multivariable Calculus

    ERIC Educational Resources Information Center

    Cline, Kelly; Parker, Mark; Zullo, Holly; Stewart, Ann

    2012-01-01

    One technique for identifying and addressing common student errors is the method of classroom voting, in which the instructor presents a multiple-choice question to the class, and after a few minutes for consideration and small group discussion, each student votes on the correct answer, often using a hand-held electronic clicker. If a large number…

  16. Addressing the Needs of Students with Rett Syndrome.

    ERIC Educational Resources Information Center

    Katsiyannis, Antonis; Ellenburg, Jennifer S.; Acton, Olivia M.; Torrey, Gregory

    2001-01-01

    This article discusses symptoms of students with Rett Syndrome, a disability in females characterized by the development of multiple specific deficits following a period of normal functioning after birth. Specific interventions for students with Rett syndrome are provided and address communication, stereotypic movements, self-injurious behaviors,…

  17. Misconceptions Surrounding Climate Change: A Review of the Literature

    NASA Astrophysics Data System (ADS)

    Templeton, C. M.; McNeal, K. S.; Libarkin, J.

    2011-12-01

    Misconceptions about climate change abound in every corner of society. The result manifests itself ranging from apprehension to total disregard for climate change conditions. According to several sources, however, a large percentage of the U. S. population do, indeed indicate some concern over global warming and climate change in general. These climate change misconceptions are numerous and include, to name a few; confusion between weather and climate, how greenhouse gases are affecting the earth, the effects of ozone depletion, earth's natural cycles, volcanic activity, nuclear waste and a host of other anthropogenic influences. This paper is a review of the current research literature relating to climate change misconceptions. These errant views will be addressed, cataloged, enumerated, and ranked to get a grasp on where the general population, politicians, scientists, and educators as well as students stand on informed climate change information. The categories where misconceptions arise have been identified in this literature review study and include the following: Natural cycles of the earth, ecological which include deforestation, urban development and any human intervention on the environment, educational - including teacher strategies, student understanding and textbook updates, emotional, ozone layer and its interactions, polar ice, political regulations, mandates and laws, pollution from human sources as well as from nature, religious beliefs and dogma and social beliefs. We suggest appropriate solutions for addressing these misconceptions, especially in the classroom setting, and broadly include available funding sources for work in climate change education. Some solutions include need for compilation of appropriate education resources and materials for public use, need for the development of educational materials that appropriately address the variety of publics, and need for programs that are conducting climate change education research and EPO work to

  18. Exothermic Bond Breaking: A Persistent Misconception

    ERIC Educational Resources Information Center

    Galley, William C.

    2004-01-01

    The misconceptions regarding the nature of ATP hydrolysis and bond breaking are discussed. The students' knowledge in this area is quantitatively measured by a survey of over 600 biochemistry and physiology students.

  19. Free Fall Misconceptions: Results of a Graph Based Pre-Test of Sophomore Civil Engineering Students

    ERIC Educational Resources Information Center

    Montecinos, Alicia M.

    2014-01-01

    A partially unusual behaviour was found among 14 sophomore students of civil engineering who took a pre test for a free fall laboratory session, in the context of a general mechanics course. An analysis contemplating mathematics models and physics models consistency was made. In all cases, the students presented evidence favoring a correct free…

  20. Correcting Students' Misconceptions about Automobile Braking Distances and Video Analysis Using Interactive Program Tracker

    ERIC Educational Resources Information Center

    Hockicko, Peter; Trpišová, Beáta; Ondruš, Ján

    2014-01-01

    The present paper informs about an analysis of students' conceptions about car braking distances and also presents one of the novel methods of learning: an interactive computer program Tracker that we used to analyse the process of braking of a car. The analysis of the students' conceptions about car braking distances consisted in…

  1. Rate of Change: AP Calculus Students' Understandings and Misconceptions after Completing Different Curricular Paths

    ERIC Educational Resources Information Center

    Teuscher, Dawn; Reys, Robert E.

    2012-01-01

    This study examined Advanced Placement Calculus students' mathematical understanding of rate of change, after studying four years of college preparatory (integrated or single-subject) mathematics. Students completed the Precalculus Concept Assessment (PCA) and two open-ended tasks with questions about rates of change. After adjusting for prior…

  2. Remediating High School Students' Misconceptions Concerning Diffusion and Osmosis through Concept Mapping and Conceptual Change Text.

    ERIC Educational Resources Information Center

    Tekkaya, Ceren

    2003-01-01

    Investigates the effectiveness of combining conceptual change text and concept mapping strategies on students' understanding of diffusion and osmosis. Results indicate that while the average percentage of students in the experimental group holding a scientifically correct view rose, the percentage of correct responses in the control group…

  3. Misconceptions Highlighted among Medical Students in the Annual International Intermedical School Physiology Quiz

    ERIC Educational Resources Information Center

    Cheng, Hwee-Ming; Durairajanayagam, Damayanthi

    2012-01-01

    The annual Intermedical School Physiology Quiz (IMSPQ), initiated in 2003, is now an event that attracts a unique, large gathering of selected medical students from medical schools across the globe. The 8th IMSPQ, in 2010, hosted by the Department of Physiology, University of Malaya, in Kuala Lumpur, Malaysia, had 200 students representing 41…

  4. Using Three-Tier Diagnostic Test to Assess Students' Misconceptions of States of Matter

    ERIC Educational Resources Information Center

    Kirbulut, Zubeyde Demet; Geban, Omer

    2014-01-01

    This study involves the development of a three-tier diagnostic test to measure high school students' understanding of states of matter concepts. The States of Matter Diagnostic Test (SMDT) is a 19-item three-tier diagnostic test consisting of three-tier items for assessing students' understanding of states of matter concepts. The SMDT…

  5. Misconceptions on the Biological Concept of Food: Results of a Survey of High School Students.

    ERIC Educational Resources Information Center

    Lee, Y. J.; Diong, C. H.

    This paper explains the results of a survey of students' ideas about food as a scientific concept. The survey found that high school students in Singapore (n=66) displayed an anthropocentric view of food that was not generally applied across living organisms in heterotrophs (animals) or autotrophs (plants) as a whole. It is also noted that…

  6. Correcting Students' Misconceptions about Automobile Braking Distances and Video Analysis Using Interactive Program Tracker

    NASA Astrophysics Data System (ADS)

    Hockicko, Peter; Trpišová, Beáta; Ondruš, Ján

    2014-12-01

    The present paper informs about an analysis of students' conceptions about car braking distances and also presents one of the novel methods of learning: an interactive computer program Tracker that we used to analyse the process of braking of a car. The analysis of the students' conceptions about car braking distances consisted in obtaining their estimates of these quantities before and after watching a video recording of a car braking from various initial speeds to a complete stop and subsequent application of mathematical statistics to the obtained sets of students' answers. The results revealed that the difference between the value of the car braking distance estimated before watching the video and the real value of this distance was not caused by a random error but by a systematic error which was due to the incorrect students' conceptions about the car braking process. Watching the video significantly improved the students' estimates of the car braking distance, and we show that in this case, the difference between the estimated value and the real value of the car braking distance was due only to a random error, i.e. the students' conceptions about the car braking process were corrected. Some of the students subsequently performed video analysis of the braking processes of cars of various brands and under various conditions by means of Tracker that gave them exact knowledge of the physical quantities, which characterize a motor vehicle braking. Interviewing some of these students brought very positive reactions to this novel method of learning.

  7. Collegiate Mathematics Students' Misconceptions of Domain and Zeros of Rational Functions

    ERIC Educational Resources Information Center

    Dotson, Geraldine Ting

    2009-01-01

    A new 12 item research questionnaire was developed specifically to assess collegiate mathematics students' concept image of domain and zeros of rational functions. The study was designed to validate Tall and Vinner's (1981) cognitive model. Support was found for the hypothesis that students' mathematical experience influences their growth, with…

  8. The Negative Sign and Exponential Expressions: Unveiling Students' Persistent Errors and Misconceptions

    ERIC Educational Resources Information Center

    Cangelosi, Richard; Madrid, Silvia; Cooper, Sandra; Olson, Jo; Hartter, Beverly

    2013-01-01

    The purpose of this study was to determine whether or not certain errors made when simplifying exponential expressions persist as students progress through their mathematical studies. College students enrolled in college algebra, pre-calculus, and first- and second-semester calculus mathematics courses were asked to simplify exponential…

  9. An Analysis of Undergraduate General Chemistry Students' Misconceptions of the Submicroscopic Level of Precipitation Reactions

    ERIC Educational Resources Information Center

    Kelly, Resa M.; Barrera, Juliet H.; Mohamed, Saheed C.

    2010-01-01

    This study examined how 21 college-level general chemistry students, who had received instruction that emphasized the symbolic level of ionic equations, explained their submicroscopic-level understanding of precipitation reactions. Students' explanations expressed through drawings and semistructured interviews revealed the nature of the…

  10. Misconceptions Yesterday, Today, and Tomorrow.

    PubMed

    Leonard, Mary J; Kalinowski, Steven T; Andrews, Tessa C

    2014-01-01

    A recent essay in CBE-Life Sciences Education criticized biology education researchers' use of the term misconceptions and recommended that, in order to be up-to-date with education research, biology education researchers should use alternative terms for students' incorrect ideas in science. We counter that criticism by reviewing the continued use and the meaning of misconceptions in education research today, and describe two key debates that account for the controversy surrounding the term. We then identify and describe two areas of research that have real implications for tomorrow's biology education research and biology instruction: 1) hypotheses about the structure of student knowledge (coherent vs. fragmented) that gives rise to misconceptions; and 2) the "warming trend" that considers the effects of students' motivation, beliefs about the nature of knowledge and learning (their epistemic beliefs), and learning strategies (their cognitive and metacognitive skills) on their ability to change their misconceptions in science. We conclude with a description of proposed future work in biology education research related to misconceptions. PMID:26086651

  11. Remediating High School Students' Misconceptions Concerning Diffusion and Osmosis through Concept Mapping and Conceptual Change Text

    NASA Astrophysics Data System (ADS)

    Tekkaya, Ceren

    2003-01-01

    This study investigated the effectiveness of combining conceptual change text and concept mapping strategy on students' understanding of diffusion and osmosis. Students' conceptual understanding of diffusion and osmosis was measured using the Diffusion and Osmosis Diagnostic Test developed by Odom and Barrow (1995). The test was administered as pretest and post-test to a total of 44 ninth-grade students in two intact classes of the same high school located in an urban area. The experimental group was a class of 24 students who received concept mapping and conceptual change text instruction. A class of 20 students comprised the control group who received a traditional instruction. Group Assessment of Logical Thinking Test (GALT) and pretest scores were used as covariates in this study. A pretest-post-test control group design utilising the analysis of covariance (ANCOVA) showed a statistically significant difference between the experimental and control groups in the favour of the experimental group after treatment. The results indicated that while the average percentage of students in the experimental group holding a scientifically correct view had risen from 22.5% to 54.1%, a gain of 31.6%, the percentage of correct responses of the students in the control group had increased from 19.1% to 38.7%, a gain of 19.6% after treatment.

  12. Seeing is believing - reducing misconceptions about children's hospice care through effective teaching with undergraduate nursing students.

    PubMed

    Price, Jayne; Dornan, Jean; Quail, Lorraine

    2013-09-01

    Children's palliative care has evolved in recent years and is now recognised as a distinct area of health and social care practice. Whilst children's hospices are viewed as central to quality care for these children and families, lack of knowledge regarding the exact nature of care they provide exists. Education can go part way to changing attitudes and knowledge about the key contribution of hospices, thus improving future care. Alternative and innovative strategies to stimulate meaningful learning are pivotal to children's nurse education and this paper examines one such innovation adopted with 2nd year children's nursing students. Aiming to help students explore the ethos of children's hospice an educational visit was arranged, followed by an on line discussion. Although some practical challenges were encountered, the visit heightened student awareness moving them from the readily held perception that children's hospices were exclusively for dying children and was viewed by students as more effective than a traditional classroom session.

  13. Biology Undergraduates' Misconceptions about Genetic Drift

    ERIC Educational Resources Information Center

    Andrews, T. M.; Price, R. M.; Mead, L. S.; McElhinny, T. L.; Thanukos, A.; Perez, K. E.; Herreid, C. F.; Terry, D. R.; Lemons, P. P.

    2012-01-01

    This study explores biology undergraduates' misconceptions about genetic drift. We use qualitative and quantitative methods to describe students' definitions, identify common misconceptions, and examine differences before and after instruction on genetic drift. We identify and describe five overarching categories that include 16 distinct…

  14. Misconceptions about Psychological Science: A Review

    ERIC Educational Resources Information Center

    Hughes, Sean; Lyddy, Fiona; Lambe, Sinead

    2013-01-01

    This article provides an overview of the available evidence on psychological misconceptions, including key findings, current directions and emerging issues for investigation. We begin by defining misconceptions and then examine their prevalence and persistence, discuss their implications for student learning and highlight potential strategies to…

  15. Emergence, Learning Difficulties, and Misconceptions in Chemistry Undergraduate Students' Conceptualizations of Acid Strength

    ERIC Educational Resources Information Center

    Tümay, Halil

    2016-01-01

    Philosophical debates about chemistry have clarified that the issue of emergence plays a critical role in the epistemology and ontology of chemistry. In this article, it is argued that the issue of emergence has also significant implications for understanding learning difficulties and finding ways of addressing them in chemistry. Particularly, it…

  16. Misconceptions in Rational Numbers, Probability, Algebra, and Geometry

    ERIC Educational Resources Information Center

    Rakes, Christopher R.

    2010-01-01

    In this study, the author examined the relationship of probability misconceptions to algebra, geometry, and rational number misconceptions and investigated the potential of probability instruction as an intervention to address misconceptions in all 4 content areas. Through a review of literature, 5 fundamental concepts were identified that, if…

  17. What Is a Psychological Misconception? Moving toward an Empirical Answer

    ERIC Educational Resources Information Center

    Bensley, D. Alan; Lilienfeld, Scott O.

    2015-01-01

    Studies of psychological misconceptions have often used tests with methodological shortcomings, unknown psychometric properties, and ad hoc methods for identifying misconceptions, creating problems for estimating frequencies of specific misconceptions. To address these problems, we developed a new test, the Test of Psychological Knowledge and…

  18. Repairing Student Misconceptions in Heat Transfer Using Inquiry-Based Activities

    ERIC Educational Resources Information Center

    Prince, Michael; Vigeant, Margot; Nottis, Katharyn

    2016-01-01

    Eight inquiry-based activities, described here in sufficient detail for faculty to adopt in their own courses, were designed to teach students fundamental concepts in heat transfer. The concept areas chosen were (1) factors affecting the rate vs. amount of heat transfer, (2) temperature vs. perceptions of hot and cold, (3) temperature vs. energy…

  19. Students' Levels of Explanations, Models, and Misconceptions in Basic Quantum Chemistry: A Phenomenographic Study

    ERIC Educational Resources Information Center

    Stefani, Christina; Tsaparlis, Georgios

    2009-01-01

    We investigated students' knowledge constructions of basic quantum chemistry concepts, namely atomic orbitals, the Schrodinger equation, molecular orbitals, hybridization, and chemical bonding. Ausubel's theory of meaningful learning provided the theoretical framework and phenomenography the method of analysis. The semi-structured interview with…

  20. Data-Driven Intervention: Correcting Mathematics Students' Misconceptions, Not Mistakes

    ERIC Educational Resources Information Center

    Holmes, Vicki-Lynn; Miedema, Chelsea; Nieuwkoop, Lindsay; Haugen, Nicholas

    2013-01-01

    In an age when reform is based on standards and instruction is based on research, this article gives practical advice for how mathematics teachers can analyze errors in student problems to create interventions that aid not only the individual's development, but the entire class's as well. By learning how to correct mathematics…

  1. Overcoming Student Misconceptions about Photosynthesis: A Model- and Inquiry-Based Approach Using Aquatic Plants

    ERIC Educational Resources Information Center

    Ray, Andrew M.; Beardsley, Paul M.

    2008-01-01

    Even though photosynthesis is an obligatory part of the science curriculum, research has shown that students often have a poor understanding of it. The authors advocate that classroom coverage of the topic of photosynthesis should include not only its biochemical properties but also the role of photosynthesis or photosynthetic organisms in matter…

  2. Investigating Knowledge Acquisition and Developing Misconceptions of High School Students Enrolled in an Invasion Games Unit

    ERIC Educational Resources Information Center

    Hare, Molly K.; Graber, Kim C.

    2007-01-01

    Grounded within constructivist theory, the purpose of this investigation was to investigate knowledge acquisition and developing conceptions of high school-aged students during a unit of instruction in badminton. Six different qualitative methods were utilized: (a) observations, (b) formal interviews, (c) informal interviews, (d) think aloud…

  3. Students' Misconceptions About the Correspondences Between a Map and the Terrain Represented by the Map

    NASA Astrophysics Data System (ADS)

    Kastens, K. A.; Griffith, J.; Liben, L.; Pistolesi, L.

    2003-12-01

    Skillful use of maps is a prerequisite for success in many fields of geoscience. Geoscience instructors find that many high school and undergraduate students are not skilled at using maps and other spatial representations to obtain or convey information. In an attempt to understand why so many students come to their study of geoscience with such poor map skills, we are studying map comprehension and map curricula in elementary schools. An analysis of published K-5 map skills curriculum materials shows that students are rarely explicitly instructed on the crucial skill of translating from map to reality and vice versa. Instead they are asked questions that can be answered entirely within the frame of reference of the map without thinking about the terrain represented by the map. We have developed a field-based test of map skills that requires students to transfer information from a map into the real world and from the real world onto a map. In the world-to-map task, students place stickers on a map to show where colored flags are located in the real world, just as a field geologist places colored pencil marks on a map to show where specific rock units are located. In the map-to-world test, students use a map to go to locations specified by stickers on a map and place markers on the ground at each location. This is the same skill required by an environmental scientist who follows a map to go to specific sampling locations. Approximately a fifth of 4th graders produce deeply-flawed answers on these tasks, showing a lack of understanding of the basic correspondences between features on the map and the represented terrain. Flaws include placing round stickers arbitrarily on round map symbols, and placing a sticker on a built object that should have been on a natural feature or vice versa. Another category of mistake is to reverse west/east and/or north/south; this mistake tends to be associated with poor performance on a standard psychometric test of mental rotations

  4. A Testing System for Diagnosing Misconceptions in DC Electric Circuits.

    ERIC Educational Resources Information Center

    Chang, Kuo-En; Liu, Sei-Hua; Chen, Sei-Wang

    1998-01-01

    Outlines a test-based diagnosis system for misconceptions in DC electric circuits and its three parts: problem library, problem selector and diagnoser. Discusses misconception discrimination and diagnosis theories, and reports the system supports satisfactory diagnosis. Includes an analysis of nine student misconceptions about electrical circuits…

  5. Student Perceptions of Using Games to Address Science Literacy

    NASA Astrophysics Data System (ADS)

    Keller, Cara M.

    The purpose of this qualitative evaluative case study was to gain insight into how students perceived the efficacy of using games to address their science literacy concerns. Scientists in the United States are concerned with the lack of science literacy. The No Child Left Behind Act of 2001 requires proficiency in reading, mathematics, language arts, and science by the completion of the 2013--2014 school year. The high school participating in this study received substandard test scores on both the 2009 state graduation test and the science portion of the ACT test. The research question included understanding how students perceive the use of games in addressing their science literacy needs. The data from the student journals, field notes, and transcribed class discussions were analyzed using a 6 step method that included coding the data into main themes. The triangulated data were used to both gain insight into student perspective and inform game development. Constructivist theories formed the conceptual framework of the study. The findings of the study suggested that games may prove a valuable tool in science literacy attainment. The study indicated that games were perceived by the students to be effective tools in meeting their learning needs. Implications for positive social change included providing students, educators, and administrators with game resources that can be used to meet the science learning needs of struggling students, thereby improving science scores on high stakes tests.

  6. Are Teacher and Principal Candidates Prepared to Address Student Cyberbullying?

    ERIC Educational Resources Information Center

    Styron, Ronald A., Jr.; Bonner, Jessica L.; Styron, Jennifer L.; Bridgeforth, James; Martin, Cecelia

    2016-01-01

    The purpose of this study was to examine the preparation of teacher and principal candidates to address problems created in K-12 settings as a result of cyberbullying. Participants included teacher and principal preparation students. Findings indicated that respondents were familiar with the most common forms of cyberbullying and its impact on…

  7. Community Forays: Addressing Students' Functional Skills in Inclusive Settings.

    ERIC Educational Resources Information Center

    Burcroff, Teri L.; Radogna, Daniel M.; Wright, Erika H.

    2003-01-01

    This article describes how one inclusive middle school addressed needs of students with significant disabilities for functional community-referenced skills including clothing purchases, buying groceries, eating out, crossing the street, doing laundry, and using a microwave. Program development, program organization, and involvement of peers…

  8. Student Perceptions of Using Games to Address Science Literacy

    ERIC Educational Resources Information Center

    Keller, Cara M.

    2012-01-01

    The purpose of this qualitative evaluative case study was to gain insight into how students perceived the efficacy of using games to address their science literacy concerns. Scientists in the United States are concerned with the lack of science literacy. The No Child Left Behind Act of 2001 requires proficiency in reading, mathematics, language…

  9. Misconceptions Yesterday, Today, and Tomorrow

    ERIC Educational Resources Information Center

    Leonard, Mary J.; Kalinowski, Steven T.; Andrews, Tessa C.

    2014-01-01

    A recent essay in "CBE-Life Sciences Education" criticized biology education researchers' use of the term "misconceptions" and recommended that, in order to be up-to-date with education research, biology education researchers should use alternative terms for students' incorrect ideas in science. We counter that…

  10. Reconsidering Learning Difficulties and Misconceptions in Chemistry: Emergence in Chemistry and Its Implications for Chemical Education

    ERIC Educational Resources Information Center

    Tümay, Halil

    2016-01-01

    Identifying students' misconceptions and learning difficulties and finding effective ways of addressing them has been one of the major concerns in chemistry education. However, the chemistry education community has paid little attention to determining discipline-specific aspects of chemistry that can lead to learning difficulties and…

  11. Using Structured Examples and Prompting Reflective Questions to Correct Misconceptions about Thermodynamic Concepts

    ERIC Educational Resources Information Center

    Olakanmi, E. O.; Doyoyo, M.

    2014-01-01

    This paper explores the effectiveness of using "structured examples in concert with prompting reflective questions" to address misconceptions held by mechanical engineering students about thermodynamic principles by employing pre-test and post-test design, a structured questionnaire, lecture room observation, and participants'…

  12. Understanding Atmospheric Carbon Budgets: Teaching Students Conservation of Mass

    ERIC Educational Resources Information Center

    Reichert, Collin; Cervato, Cinzia; Niederhauser, Dale; Larsen, Michael D.

    2015-01-01

    In this paper we describe student use of a series of connected online problem-solving activities to remediate atmospheric carbon budget misconceptions held by undergraduate university students. In particular, activities were designed to address a common misconception about conservation of mass when students assume a simplistic, direct relationship…

  13. Spore: Spawning Evolutionary Misconceptions?

    NASA Astrophysics Data System (ADS)

    Bean, Thomas E.; Sinatra, Gale M.; Schrader, P. G.

    2010-10-01

    The use of computer simulations as educational tools may afford the means to develop understanding of evolution as a natural, emergent, and decentralized process. However, special consideration of developmental constraints on learning may be necessary when using these technologies. Specifically, the essentialist (biological forms possess an immutable essence), teleological (assignment of purpose to living things and/or parts of living things that may not be purposeful), and intentionality (assumption that events are caused by an intelligent agent) biases may be reinforced through the use of computer simulations, rather than addressed with instruction. We examine the video game Spore for its depiction of evolutionary content and its potential to reinforce these cognitive biases. In particular, we discuss three pedagogical strategies to mitigate weaknesses of Spore and other computer simulations: directly targeting misconceptions through refutational approaches, targeting specific principles of scientific inquiry, and directly addressing issues related to models as cognitive tools.

  14. An analysis of strategies used by chemistry instructors to address student alternate conceptions in chemical equilibrium

    NASA Astrophysics Data System (ADS)

    Piquette, Jeff Stephen

    This study explored general-chemistry instructors' awareness of and ability to identify common student alternate conceptions in chemical equilibrium. Instructor strategies directed at remediation of student alternate conceptions were also investigated and compared to successful, literature-based conceptual change methods. Fifty-two general chemistry instructor volunteers from 50 U.S. colleges and universities completed an interactive web-based survey that gathered their responses to open-ended questions, a rating scale, classroom scenarios, and a demographic form. The three scenarios asked respondents to evaluate hypothetical student exam answers, justify their evaluations, and report how they would assist students to better understand ideas about which they held alternate conceptions. Survey respondents who provided responses or remediation strategies that needed further clarification were sampled (n = 6); each amplified their views in an individual, researcher-led semi-structured phone interview. All survey responses and interview transcriptions were independently analyzed by three raters who followed Patton's (1990) guidelines for qualitative data analysis. Data analysis established that all 52 instructors of chemistry were able to report and identify common student alternate conceptions in chemical equilibrium. Those instructor-reported alternate conceptions were congruent with previously identified alternate conceptions (misconceptions) found in published literature, thus providing validation support for the earlier compilations. This study revealed that chemistry instructors employ a variety of strategies in efforts to address and remediate alternate conceptions. However, those strategies rarely include all four conditions outlined by Posner, Strike, Hewson, and Gertzog (1982) needed to stimulate conceptual change in students. Instructors are thus encouraged to become familiar with successful conceptual change strategies, using such methods as appropriate in

  15. Three innovative curricula for addressing medical students' career development.

    PubMed

    Navarro, Anita M; Taylor, Anita D; Pokorny, Anita P

    2011-01-01

    Medical students make specialty decisions that are critically important to their long-term career satisfaction and overall well-being. The dynamic of larger class sizes set against stagnant numbers of residency positions creates an imperative for students to make and test specialty decisions earlier in medical school. Ideally, formal career advising begins in medical school. Medical schools typically offer career development programs as extracurricular offerings. The authors describe three curricular approaches and the innovative courses developed to address medical students' career development needs. The models differ in complexity and cost, but they share the goals of assisting students to form career identities and to use resources effectively in their specialty decision processes. The first model is a student-organized specialties elective. To earn course credit, students must complete questionnaires for the sessions, submit results from two self-assessments, and report on two physician informational interviews. The second model comprises two second-year career development courses that have evolved into a longitudinal career development program. The third model integrates career topics through a doctoring course and advising teams. The authors discuss challenges and lessons learned from implementing each of the programs, including marshaling resources, achieving student buy-in, and obtaining time in the curriculum. Invoking a curricular approach seems to normalize the tasks associated with career development and puts them on par in importance with other medical school endeavors.

  16. Unweaving Misconceptions: Guided Learning, Simulations, and Misconceptions in Learning Principles of Natural Selection

    ERIC Educational Resources Information Center

    Weeks, Brian E.

    2013-01-01

    College students often come to the study of evolutionary biology with many misconceptions of how the processes of natural selection and speciation occur. How to relinquish these misconceptions with learners is a question that many educators face in introductory biology courses. Constructivism as a theoretical framework has become an accepted and…

  17. SBL-Online: Implementing Studio-Based Learning Techniques in an Online Introductory Programming Course to Address Common Programming Errors and Misconceptions

    ERIC Educational Resources Information Center

    Polo, Blanca J.

    2013-01-01

    Much research has been done in regards to student programming errors, online education and studio-based learning (SBL) in computer science education. This study furthers this area by bringing together this knowledge and applying it to proactively help students overcome impasses caused by common student programming errors. This project proposes a…

  18. A Reply to ''Reinterpretation of Students' Ideas When Reasoning about Particle Model Illustrations. A Response to ''Using Animations in Identifying General Chemistry Students' Misconceptions and Evaluating Their Knowledge Transfer Relating to Particle Position in Physical Changes'' by Smith and Villarreal (2015)''

    ERIC Educational Resources Information Center

    Smith, K. Christopher; Villarreal, Savannah

    2015-01-01

    In this reply to Elon Langbeheim's response to an article recently published in this journal, authors Smith and Villarreal identify several types of general chemistry students' misconceptions concerning the concept of particle position during physical change. They focus their response on one of the misconceptions identified as such: Given a solid…

  19. Identifying Liquid-Gas System Misconceptions and Addressing Them Using a Laboratory Exercise on Pressure-Temperature Diagrams of a Mixed Gas Involving Liquid-Vapor Equilibrium

    ERIC Educational Resources Information Center

    Yoshikawa, Masahiro; Koga, Nobuyoshi

    2016-01-01

    This study focuses on students' understandings of a liquid-gas system with liquid-vapor equilibrium in a closed system using a pressure-temperature ("P-T") diagram. By administrating three assessment questions concerning the "P-T" diagrams of liquid-gas systems to students at the beginning of undergraduate general chemistry…

  20. Misconceptions about astronomical magnitudes

    NASA Astrophysics Data System (ADS)

    Schulman, Eric; Cox, Caroline V.

    1997-10-01

    The present system of astronomical magnitudes was created as an inverse scale by Claudius Ptolemy in about 140 A.D. and was defined to be logarithmic in 1856 by Norman Pogson, who believed that human eyes respond logarithmically to the intensity of light. Although scientists have known for some time that the response is instead a power law, astronomers continue to use the Pogson magnitude scale. The peculiarities of this system make it easy for students to develop numerous misconceptions about how and why to use magnitudes. We present a useful exercise in the use of magnitudes to derive a cosmologically interesting quantity (the mass-to-light ratio for spiral galaxies), with potential pitfalls pointed out and explained.

  1. Assessing and Addressing Students' Scientific Literacy Needs in Physical Geology

    NASA Astrophysics Data System (ADS)

    Campbell-Stone, E. A.; Myers, J. D.

    2005-12-01

    Exacting excellence equally from university students around the globe can be accomplished by providing all students with necessary background tools to achieve mastery of their courses, even if those tools are not part of normal content. As instructors we hope to see our students grasp the substance of our courses, make mental connections between course material and practical applications, and use this knowledge to make informed decisions as citizens. Yet many educators have found that students enter university-level introductory courses in mathematics, science and engineering without adequate academic preparation. As part of a FIPSE-funded project at the University of Wyoming, the instructors of the Physical Geology course have taken a new approach to tackling the problem of lack of scientific/mathematic skills in incoming students. Instead of assuming that students should already know or will learn these skills on their own, they assess students' needs and provide them the opportunity to master scientific literacies as they learn geologic content. In the introductory geology course, instructors identified two categories of literacies, or basic skills that are necessary for academic success and citizen participation. Fundamental literacies include performing simple quantitative calculations, making qualitative assessments, and reading and analyzing tables and graphs. Technical literacies are those specific to understanding geology, and comprise the ability to read maps, visualize changes through time, and conceptualize in three dimensions. Because these skills are most easily taught in lab, the in-house lab manual was rewritten to be both literacy- and content-based. Early labs include simple exercises addressing literacies in the context of geological science, and each subsequent lab repeats exposure to literacies, but at increasing levels of difficulty. Resources available to assist students with literacy mastery include individual instruction, a detailed

  2. Understandings and Misconceptions of Biology Concepts Held by Students Attending Small High Schools and Students Attending Large High Schools.

    ERIC Educational Resources Information Center

    Simpson, William D.; Marek, Edmund A.

    1988-01-01

    Discusses the relationship of school size to understanding of scientific concepts. Results indicated that students in small high schools had fewer instances of understanding and more instances of misunderstanding of the concepts of diffusion and homeostasis. No difference was observed for concepts related to food production in plants and…

  3. Identifying and addressing specific student difficulties in advanced thermal physics

    NASA Astrophysics Data System (ADS)

    Smith, Trevor I.

    As part of an ongoing multi-university research study on student understanding of concepts in thermal physics at the upper division, I identified several student difficulties with topics related to heat engines (especially the Carnot cycle), as well as difficulties related to the Boltzmann factor. In an effort to address these difficulties, I developed two guided-inquiry worksheet activities (a.k.a. tutorials) for use in advanced undergraduate thermal physics courses. Both tutorials seek to improve student understanding of the utility and physical background of a particular mathematical expression. One tutorial focuses on a derivation of Carnot's theorem regarding the limit on thermodynamic efficiency, starting from the Second Law of Thermodynamics. The other tutorial helps students gain an appreciation for the origin of the Boltzmann factor and when it is applicable; focusing on the physical justification of its mathematical derivation, with emphasis on the connections between probability, multiplicity, entropy, and energy. Student understanding of the use and physical implications of Carnot's theorem and the Boltzmann factor was assessed using written surveys both before and after tutorial instruction within the advanced thermal physics courses at the University of Maine and at other institutions. Classroom tutorial sessions at the University of Maine were videotaped to allow in-depth scrutiny of student successes and failures following tutorial prompts. I also interviewed students on various topics related to the Boltzmann factor to gain a more complete picture of their understanding and inform tutorial revisions. Results from several implementations of my tutorials at the University of Maine indicate that students did not have a robust understanding of these physical principles after lectures alone, and that they gain a better understanding of relevant topics after tutorial instruction; Fisher's exact tests yield statistically significant improvement at the

  4. Perioperative risk assessment. Common misconceptions.

    PubMed

    Mishriki, Y Y

    1989-04-01

    Proper assessment of the preoperative patient is a blend of the art and science of medicine. The body of literature dealing with the various facets of this assessment has grown in the past few years. Unfortunately, this core of knowledge is neither well taught to residents-in-training nor well appreciated by many practicing physicians. Thus, evaluation of the surgical patient is often guided by personal anecdotes and unjustified assumptions. Seven common misconceptions are addressed in this article. PMID:2648378

  5. A Student with Diabetes Is in My Class.

    ERIC Educational Resources Information Center

    Rosenthal-Malek, Andrea; Greenspan, Jan

    1999-01-01

    Guidelines for managing the child with diabetes in educational settings address the nature of diabetes, attitudes of students with diabetes, common misconceptions, effects on students in the classroom, helpful strategies, and resources. (DB)

  6. Linking neuroscientific research on decision making to the educational context of novice students assigned to a multiple-choice scientific task involving common misconceptions about electrical circuits.

    PubMed

    Potvin, Patrice; Turmel, Elaine; Masson, Steve

    2014-01-01

    Functional magnetic resonance imaging was used to identify the brain-based mechanisms of uncertainty and certainty associated with answers to multiple-choice questions involving common misconceptions about electric circuits. Twenty-two scientifically novice participants (humanities and arts college students) were asked, in an fMRI study, whether or not they thought the light bulbs in images presenting electric circuits were lighted up correctly, and if they were certain or uncertain of their answers. When participants reported that they were unsure of their responses, analyses revealed significant activations in brain areas typically involved in uncertainty (anterior cingulate cortex, anterior insula cortex, and superior/dorsomedial frontal cortex) and in the left middle/superior temporal lobe. Certainty was associated with large bilateral activations in the occipital and parietal regions usually involved in visuospatial processing. Correct-and-certain answers were associated with activations that suggest a stronger mobilization of visual attention resources when compared to incorrect-and-certain answers. These findings provide insights into brain-based mechanisms of uncertainty that are activated when common misconceptions, identified as such by science education research literature, interfere in decision making in a school-like task. We also discuss the implications of these results from an educational perspective. PMID:24478680

  7. Biology undergraduates' misconceptions about genetic drift.

    PubMed

    Andrews, T M; Price, R M; Mead, L S; McElhinny, T L; Thanukos, A; Perez, K E; Herreid, C F; Terry, D R; Lemons, P P

    2012-01-01

    This study explores biology undergraduates' misconceptions about genetic drift. We use qualitative and quantitative methods to describe students' definitions, identify common misconceptions, and examine differences before and after instruction on genetic drift. We identify and describe five overarching categories that include 16 distinct misconceptions about genetic drift. The accuracy of students' conceptions ranges considerably, from responses indicating only superficial, if any, knowledge of any aspect of evolution to responses indicating knowledge of genetic drift but confusion about the nuances of genetic drift. After instruction, a significantly greater number of responses indicate some knowledge of genetic drift (p = 0.005), but 74.6% of responses still contain at least one misconception. We conclude by presenting a framework that organizes how students' conceptions of genetic drift change with instruction. We also articulate three hypotheses regarding undergraduates' conceptions of evolution in general and genetic drift in particular. We propose that: 1) students begin with undeveloped conceptions of evolution that do not recognize different mechanisms of change; 2) students develop more complex, but still inaccurate, conceptual frameworks that reflect experience with vocabulary but still lack deep understanding; and 3) some new misconceptions about genetic drift emerge as students comprehend more about evolution.

  8. Relieving of Misconceptions of Derivative Concept with Derive

    ERIC Educational Resources Information Center

    Kaplan, Abdullah; Ozturk, Mesut; Ocal, Mehmet Fatih

    2015-01-01

    The purpose of this study is to determine students' learning levels in derivative subjects and their misconceptions. In addition, this study aims to compared to the effects of the computer based instruction and traditional instruction in resolving these misconceptions. For this purpose, 70 12th grade students were chosen from high schools in Agri…

  9. Relieving of Misconceptions of Derivative Concept with Derive

    ERIC Educational Resources Information Center

    Kaplan, Abdullah; Ozturk, Mesut; Ocal, Mehmet Fatih

    2015-01-01

    The purpose of this study is to determine students' learning levels in derivative subjects and their misconceptions. In addition, this study aims to compared to the effects of the computer based instruction and traditional instruction in resolving these misconceptions. For this purpose, 12th grade 70 students were chosen from high schools in Agri…

  10. Classroom Terraria: Enhancing Student Understanding of Plant-Related Gas Processes

    ERIC Educational Resources Information Center

    Thompson, Stephen

    2010-01-01

    Despite our best teaching efforts, many students hold misconceptions related to the roles plants play in gas-related processes (Amir and Tamir 1994; Hershey 1992; 2004). In an effort to remedy this problem, the author presents a series of activities that address common plant-related gas-process misconceptions held by middle school students. The…

  11. Science Misconceptions and Funds of Knowledge: Impact on STEM Choices

    NASA Astrophysics Data System (ADS)

    Millham, R. A.

    2015-12-01

    Alternate conceptions (misconceptions) in science can hinder understandings and impact student growth and comfort level in the science classroom. Resarch has, and still does, demonstrate that science misconceptions are still prevelant in many conceptual frameworks. Although breaking down misconceptions to rebuild scientifically sound conceptual frameworks are practices used in many science classrooms, misconceptions still persist. After identifying specific misconceptions, we asked our participating teachers to conduct specific instructional interventions in an effort to mitigate misconceptions and bring about scientific understandings with excellent results overall. However, important factors also need condsideration: funds of knowledge and the abilty to determine the differnce between understandings and beliefs held by an individual. This abstract deals with what has been determined in the research conducted by the author, and the next steps to better understandings about how to mitigate alternate conceptions.

  12. Flares, Fears, and Forecasts: Public Misconceptions About the Sunspot Cycle

    NASA Astrophysics Data System (ADS)

    Larsen, K.

    2012-06-01

    Among the disaster scenarios perpetrated by 2012 apocalypse aficionados is the destruction of humankind due to solar flares and coronal mass ejections (CMEs). These scenarios reflect common misconceptions regarding the solar cycle. This paper (based on an annual meeting poster) sheds light on those misconceptions and how the AAVSO Solar Section can address them.

  13. Prevalence of Harmful Health Misconceptions in Colorado High School Seniors.

    ERIC Educational Resources Information Center

    Stephens, Gale Elouise

    This research study was undertaken to determine prevalence of health misconceptions of twelfth grade students in each of three sizes of public high schools in the state of Colorado. Also, whether prevalence of misconceptions was related to factors of: sex, grade-point average, level of father's education, level of mother's education, father's…

  14. Overcoming Misconceptions in Quantum Mechanics with the Time Evolution Operator

    ERIC Educational Resources Information Center

    Quijas, P. C. Garcia; Aguilar, L. M. Arevalo

    2007-01-01

    Recently, there have been many efforts to use the research techniques developed in the field of physics education research to improve the teaching and learning of quantum mechanics. In particular, part of this research is focusing on misconceptions held by students. For instance, a set of misconceptions is associated with the concept of stationary…

  15. Life and Physical Science Misconceptions of Preservice Elementary Teachers.

    ERIC Educational Resources Information Center

    Crawley, Frank E.; Arditzoglou, Sophia Yani

    Misconceptions are systematic, intelligently conceived, and quite reasonable theories that have been constructed on the basis of experience. Research studies on misconceptions have indicated that students develop intelligently conceived and sophisticated concepts of science. Although some of these are compatible with the principles of modern…

  16. Photosynthesis and "Inverse Respiration" in Plants: An Inevitable Misconception?

    ERIC Educational Resources Information Center

    Canal, Pedro

    1999-01-01

    Reflects on the origin of the misconception of inverse respiration in green plants. Proposes a series of conceptual schemes that could form the basis for teaching the subject of green plants in a way that prevents or substantially reduces the appearance of this misconception in primary- and secondary-school students. Contains 33 references.…

  17. A Cognitive Analysis of Developmental Mathematics Students' Errors and Misconceptions in Real Number Computations and Evaluating Algebraic Expressions

    ERIC Educational Resources Information Center

    Titus, Freddie

    2010-01-01

    Fifty percent of college-bound students graduate from high school underprepared for mathematics at the post-secondary level. As a result, thirty-five percent of college students take developmental mathematics courses. What is even more shocking is the high failure rate (ranging from 35 to 42 percent) of students enrolled in developmental…

  18. The Effect of Multiple Scaffolding Tools on Students' Understanding, Consideration of Different Perspectives, and Misconceptions of a Complex Problem

    ERIC Educational Resources Information Center

    Zydney, Janet Mannheimer

    2010-01-01

    This study investigated the effectiveness of multiple scaffolding tools in helping students understand a complex problem. In order to support students with this task, a multimedia learning environment was developed based on the cognitive flexibility theory (CFT) and scaffolding through computer-based tools. Seventy-nine 10th-grade students in an…

  19. The Effect of Online Collaboration on Middle School Student Science Misconceptions as an Aspect of Science Literacy

    ERIC Educational Resources Information Center

    Wendt, Jillian L.; Rockinson-Szapkiw, Amanda

    2014-01-01

    This quantitative, quasi-experimental pretest/posttest control group design examined the effects of online collaborative learning on middle school students' science literacy. For a 9-week period, students in the control group participated in collaborative face-to-face activities whereas students in the experimental group participated in…

  20. Diagnostic Opportunities Using Rasch Measurement in the Context of a Misconceptions-Based Physical Science Assessment

    ERIC Educational Resources Information Center

    Wind, Stefanie A.; Gale, Jessica D.

    2015-01-01

    Multiple-choice (MC) items that are constructed such that distractors target known misconceptions for a particular domain provide useful diagnostic information about student misconceptions (Herrmann-Abell & DeBoer, 2011, 2014; Sadler, 1998). Item response theory models can be used to examine misconceptions distractor-driven multiple-choice…

  1. Teachers' Misconceptions about the Effects of Addition of More Reactants or Products on Chemical Equilibrium

    ERIC Educational Resources Information Center

    Cheung, Derek; Ma, Hong-jia; Yang, Jie

    2009-01-01

    The importance of research on misconceptions about chemical equilibrium is well recognized by educators, but in the past, researchers' interest has centered on student misconceptions and has neglected teacher misconceptions. Focusing on the effects of adding more reactants or products on chemical equilibrium, this article discusses the various…

  2. Addressing Student Difficulties with Statistical Mechanics: The Boltzmann Factor

    NASA Astrophysics Data System (ADS)

    Smith, Trevor I.; Thompson, John R.; Mountcastle, Donald B.

    2010-10-01

    As part of research into student understanding of topics related to thermodynamics and statistical mechanics at the upper division, we have identified student difficulties in applying concepts related to the Boltzmann factor and the canonical partition function. With this in mind, we have developed a guided-inquiry worksheet activity (tutorial) designed to help students develop a better understanding of where the Boltzmann factor comes from and why it is useful. The tutorial guides students through the derivation of both the Boltzmann factor and the canonical partition function. Preliminary results suggest that students who participated in the tutorial had a higher success rate on assessment items than students who had only received lecture instruction on the topic. We present results that motivate the need for this tutorial, the outline of the derivation used, and results from implementations of the tutorial.

  3. Reply to ‘Misconceptions indeed’

    NASA Astrophysics Data System (ADS)

    Fotou, N.; Abrahams, I.

    2016-11-01

    In a recent letter to the editor (2016 Phys. Educ. 51 066503), Schumayer and Scott raised concerns about one of the novel situations presented in our article titled 'Students’ analogical reasoning in novel situations: theory-like misconceptions or p-prims?' (2016 Phys. Educ. 51 044003). We greatly appreciate their interest in our study and in this reply we address the concerns raised.

  4. Identifying and addressing student difficulties with rotational dynamics

    NASA Astrophysics Data System (ADS)

    Ortiz, Luanna Gomez

    This dissertation describes an investigation of the conceptual and reasoning difficulties encountered by students in the introductory physics course on rotational dynamics and the development of instructional materials to improve student learning on this topic. We have found that after the study of particle dynamics, most students cannot use Newton's second law to make predictions or comparison of center-of-mass accelerations for rigid bodies undergoing rotational motion. One major factor that appears to interfere with student performance is a spontaneous (incorrect) use of net force for rigid bodies in cases for which a force is exerted at a location away from the center of mass. We have also identified student difficulties with the use of the rotational analogue to Newton's second law. The most serious error was found among students who failed to distinguish between net force and net torque and their effects. We have also identified difficulties in the misuse of the mathematical formalism necessary to determine the magnitude of a torque. In these student responses, difficulties with torque were often rooted in student inability to extract the relevant information to determine the length and direction of the position vector. Our study of student understanding of the equilibrium of rigid bodies has given us insight into student difficulties with the torque produced by the gravitational force and with the concept of center of mass. The most striking result is that most students assume that an extended object balances because the amount of mass on either side of the balance point is equal. The difficulties described in this dissertation are prevalent, persistent, and not easily overcome. The research has informed the development supplemental curriculum on rotations. The instructional materials have been assessed and proven to be effective.

  5. Nonfiction Book Apps: Addressing CCSS and Engaging Students

    ERIC Educational Resources Information Center

    Potter, Cathy; Scheuer, Mary Ann

    2013-01-01

    As schools around the country implement the Common Core State Standards (CCSS), teachers and school librarians are looking for ways to incorporate more engaging nonfiction reading. The quantity of informational texts students will be required to read will increase drastically, and students will be asked to apply higher-level thinking skills to…

  6. Experiences of Australian School Staff in Addressing Student Cannabis Use

    ERIC Educational Resources Information Center

    Gates, Peter J.; Norberg, Melissa M.; Dillon, Paul; Manocha, Ramesh

    2013-01-01

    Cannabis is the most frequently used illicit drug by Australian secondary school students yet there is scant research investigating school staff responses to student cannabis use. As such, this study surveyed 1,692 school staff who attended "Generation Next" seminars throughout Australia. The self-complete survey identified that the…

  7. A Strategic Model to Address Issues of Student Achievement

    ERIC Educational Resources Information Center

    Fontana, Leonard; Johnson, Elease; Green, Peggy; Macia, Jose; Wright, Ted; Daniel, Yanick; Distefano Diaz, Mary F.; Obenauf, Steve

    2006-01-01

    This article describes an interactive and collaborative strategic planning process by a community college in which student retention and success became a focus of a re-accreditation endeavor. The underlying assumption of this strategic planning effort was that engaging all groups that have a stake in student retention at the beginning of the…

  8. Got Fitness? Addressing Student Fitness Needs within Secondary Physical Education

    ERIC Educational Resources Information Center

    Banks, Aaron; Reimann, Bonnie

    2007-01-01

    Feeling trapped within your daily teaching routine? Are the same curricular activities getting you down, or worse yet ... your students? Perhaps you and your students are craving an injection of new and fun fitness activities designed for the secondary level. The development of health-related fitness has long been associated with primary…

  9. Technology Rich Biology Labs: Effects of Misconceptions.

    ERIC Educational Resources Information Center

    Kuech, Robert; Zogg, Gregory; Zeeman, Stephan; Johnson, Mark

    This paper describes a study conducted on the lab sections of the general biology course for non-science majors at the University of New England, and reports findings of student misconceptions about photosynthesis and the mass/carbon uptake during plant growth. The current study placed high technology analytic tools in the hands of introductory…

  10. Formal reasoning ability and misconceptions concerning genetics and natural selection

    NASA Astrophysics Data System (ADS)

    Lawson, Anton E.; Thompson, Lois D.

    Students often hold misconceptions about natural phenomena. To overcome misconceptions students must become aware of the scientific conceptions, the evidence that bears on the validity of their misconceptions and the scientific conceptions, and they must be able to generate the logical relationships among the evidence and alternative conceptions. Because formal operational reasoning patterns are necessary to generate these logical relationships, it was predicted that, following instruction, formal operational students would hold significantly fewer misconceptions than their concrete operational classmates. To test this hypothesis 131 seventh-grade students were administered an essay test on principles of genetics and natural selection following instruction. Responses were categorized in terms of the number of misconceptions present. The number of misconceptions was compared to reasoning ability (concrete, transitional, formal), mental capacity (<6, 6, 7), verbal intelligence (low, medium, high), and cognitive style (field dependent, intermediate, field independent). The only student variable consistently and significantly related to the number of misconceptions was reasoning ability; thus, support for the major hypothesis of the study was obtained.

  11. A Probabilistic Model for Students' Errors and Misconceptions on the Structure of Matter in Relation to Three Cognitive Variables

    ERIC Educational Resources Information Center

    Tsitsipis, Georgios; Stamovlasis, Dimitrios; Papageorgiou, George

    2012-01-01

    In this study, the effect of 3 cognitive variables such as logical thinking, field dependence/field independence, and convergent/divergent thinking on some specific students' answers related to the particulate nature of matter was investigated by means of probabilistic models. Besides recording and tabulating the students' responses, a combination…

  12. A Comparison of the Misconceptions about the Time-Efficiency of Algorithms by Various Profiles of Computer-Programming Students

    ERIC Educational Resources Information Center

    Ozdener, Nesrin

    2008-01-01

    This study focuses on how students in vocational high schools and universities interpret the algorithms in structural computer programming that concerns time-efficiency. The targeted research group consisted of 242 students from two vocational high schools and two departments of the Faculty of Education in Istanbul. This study used qualitative and…

  13. Dispelling Students' Fears and Misconceptions about Foreign Language Study: The Foreign Language Anxiety Workshop at the Defense Language Institute.

    ERIC Educational Resources Information Center

    Campbell, Christine M.; Ortiz, Jose

    All incoming students at the Defense Language Institute now participate in a 3-hour workshop to prepare students better, psychologically, for the experience of learning a foreign language in an intensive program. The workshop includes an attitude survey constructed by researchers, discussion of a questionnaire on the myths and realities of foreign…

  14. Treating ADHD: addressing the needs of college students.

    PubMed

    Culpepper, Larry; King, Paul

    2012-04-01

    College students with undiagnosed attention-deficit/hyperactivity disorder (ADHD) exhibit varying symptoms and may have trouble in class, be involved in driving accidents, be late to appointments, be disruptive, and abuse alcohol. Clinicians and others in a position to recognize and identify behaviors indicative of ADHD should either complete a thorough assessment for ADHD, including disorders that commonly co-occur with or are mistaken for the illness, or refer students to someone who can. For students with a comprehensive evaluation who are diagnosed with ADHD, special accommodations are available on campus. Clinicians can provide students with several strategies to manage their disorder and improve their chances of having a successful academic career.

  15. Leadership Matters: Addressing the Student Success and Completion Agenda

    ERIC Educational Resources Information Center

    McClenney, Byron N.

    2013-01-01

    This chapter describes a movement to significantly increase student attainment in community and technical colleges. The observations of Leadership Coaches in Achieving the Dream, developed over a nine-year period of involvement, provide insight into the leadership required to transform institutional culture.

  16. Addressing Perceived Skill Deficiencies in Student Affairs Graduate Preparation Programs

    ERIC Educational Resources Information Center

    Cooper, Jay; Mitchell, Donald, Jr.; Eckerle, Kayle; Martin, Kyle

    2016-01-01

    This article explores existing literature on perceived skill deficiencies among entry-level student affairs practitioners. Through a review of recent literature, seven perceived skill deficiencies were identified, including budgeting and financial management, strategic planning, research and assessment, legal knowledge and standards, supervision,…

  17. Addressing Student Trauma in the Wake of the California Wildfires

    ERIC Educational Resources Information Center

    Pang, Valerie Ooka; Madueno, Marcelina; Atlas, Miriam; Stratton, Tamiko; Oliger, Jennifer; Page, Cindy

    2008-01-01

    Presidents George W. Bush and Bill Clinton declared natural disasters somewhere in the United States on average of about one per week between 1998 and 2005. Despite this frequency, most citizens are unprepared when a natural disaster occurs in their city or neighborhood. In particular, teachers and students can become paralyzed by the overwhelming…

  18. Addressing Information Literacy through Student-Centered Learning

    ERIC Educational Resources Information Center

    Bond, Paul

    2016-01-01

    This case study describes several courses that resulted from a teaching partnership between an instructional technologist/professor and a librarian that evolved over several semesters, and the information literacy implications of the course formats. In order to increase student engagement, active learning and inquiry-based learning techniques were…

  19. Keeping Current. Library Media Specialists: Addressing the Student Health Epidemic

    ERIC Educational Resources Information Center

    Buddy, Juanita

    2005-01-01

    Health and educational leaders are sounding the alarm about the unhealthy condition of many students in America's K-12 schools. Each day, new scientific studies confirm that "The majority of American youth are sedentary and do not eat well. Sixteen percent of school-aged children and adolescents--or nine million--are overweight, a figure that has…

  20. Addressing the Concerns of Conservatoire Students about School Music Teaching

    ERIC Educational Resources Information Center

    Mills, Janet

    2005-01-01

    While most of the students who graduate each year from the Royal College of Music (RCM) in London build performance-based portfolio careers that include some teaching, very few of them enter secondary school class music teaching. This article describes how young musicians' concerns about the career of secondary class music teacher develop as they…

  1. Addressing Reticence: The Challenge of Engaging Reluctant Adult ESL Students

    ERIC Educational Resources Information Center

    Carter, Steven J.; Henrichsen, Lynn E.

    2015-01-01

    Reticence frequently prevents adult ESL learners from learning as much as they otherwise might. The nature of second-language learning requires frequent performance that may challenge students' self-concepts, leading to reticence and self-consciousness. To reduce or prevent this problem, teachers must employ appropriate pedagogical and classroom…

  2. Six persistent research misconceptions.

    PubMed

    Rothman, Kenneth J

    2014-07-01

    Scientific knowledge changes rapidly, but the concepts and methods of the conduct of research change more slowly. To stimulate discussion of outmoded thinking regarding the conduct of research, I list six misconceptions about research that persist long after their flaws have become apparent. The misconceptions are: 1) There is a hierarchy of study designs; randomized trials provide the greatest validity, followed by cohort studies, with case-control studies being least reliable. 2) An essential element for valid generalization is that the study subjects constitute a representative sample of a target population. 3) If a term that denotes the product of two factors in a regression model is not statistically significant, then there is no biologic interaction between those factors. 4) When categorizing a continuous variable, a reasonable scheme for choosing category cut-points is to use percentile-defined boundaries, such as quartiles or quintiles of the distribution. 5) One should always report P values or confidence intervals that have been adjusted for multiple comparisons. 6) Significance testing is useful and important for the interpretation of data. These misconceptions have been perpetuated in journals, classrooms and textbooks. They persist because they represent intellectual shortcuts that avoid more thoughtful approaches to research problems. I hope that calling attention to these misconceptions will spark the debates needed to shelve these outmoded ideas for good. PMID:24452418

  3. Differences in Brain Activation between Novices and Experts in Science during a Task Involving a Common Misconception in Electricity

    ERIC Educational Resources Information Center

    Masson, Steve; Potvin, Patrice; Riopel, Martin; Foisy, Lorie-Marlène Brault

    2014-01-01

    Science education studies have revealed that students often have misconceptions about how nature works, but what happens to misconceptions after a conceptual change remains poorly understood. Are misconceptions rejected and replaced by scientific conceptions, or are they still present in students' minds, coexisting with newly acquired…

  4. The Use of Address Pronouns among Finnish and Finland-Swedish Students

    ERIC Educational Resources Information Center

    Nyblom, Heidi

    2006-01-01

    This article examines the use and choice of address pronouns among Finnish and Finland-Swedish students in various situations. The study is based on a questionnaire on address usage distributed to university students in the city of Vaasa in Finland. The aim of the study is to investigate potential differences between the use of T and V in Finnish…

  5. Development and Use of a Three-Tier Diagnostic Test to Assess High School Students' Misconceptions about the Photoelectric Effect

    ERIC Educational Resources Information Center

    Taslidere, Erdal

    2016-01-01

    Background: In the last few decades, researchers have turned their attention to students' understanding of scientific concepts at different school levels. The results indicate that the learners have different ideas, and most of them are inaccurate in terms of those generally accepted by the scientific community. Purpose: This study was undertaken…

  6. Transforming Misconceptions: Using Transformative Experience to Promote Positive Affect and Conceptual Change in Students Learning about Biological Evolution

    ERIC Educational Resources Information Center

    Heddy, Benjamin C.; Sinatra, Gale M.

    2013-01-01

    Teaching and learning about complex scientific content, such as biological evolution, is challenging in part because students have a difficult time seeing the relevance of evolution in their everyday lives. The purpose of this study was to explore the effectiveness of the Teaching for Transformative Experiences in Science (TTES) model (Pugh, 2002)…

  7. School Nurses' Perceived Prevalence and Competence to Address Student Mental Health Problems

    ERIC Educational Resources Information Center

    Stephan, Sharon H.; Connors, Elizabeth H.

    2013-01-01

    Due to under-identification of student mental health problems and limited specialty mental health providers in schools, school nurses are often faced with identifying and addressing student mental health needs. This exploratory study assessed prevalence and types of student mental health problems encountered by school nurses, as well as their…

  8. Comic Relief: Graduate Students Address Multiple Meanings for Technology Integration with Digital Comic Creation

    ERIC Educational Resources Information Center

    Sockman, Beth Rajan; Sutton, Rhonda; Herrmann, Michele

    2016-01-01

    This study determined the usefulness of digital comic creation with 77 graduate students in a teacher technology course. Students completed an assigned reading and created digital comics that addressed technology integration concerns in the schools and society. Using practical action research, 77 student-created comics were analyzed. The findings…

  9. Invisible, Marginalized, and Stigmatized: Understanding and Addressing the Needs of Atheist Students

    ERIC Educational Resources Information Center

    Goodman, Kathleen M.; Mueller, John A.

    2009-01-01

    In this chapter, the authors introduce the topic of atheist students to the field of student affairs. The authors provide definitions of relevant terms related to the perspectives and principles of atheists. Then, they briefly address the demographics of atheism and focus on atheist student experiences on college campuses. The authors conclude…

  10. Unweaving misconceptions: Guided learning, simulations, and misconceptions in learning principles of natural selection

    NASA Astrophysics Data System (ADS)

    Weeks, Brian E.

    College students often come to the study of evolutionary biology with many misconceptions of how the processes of natural selection and speciation occur. How to relinquish these misconceptions with learners is a question that many educators face in introductory biology courses. Constructivism as a theoretical framework has become an accepted and promoted model within the epistemology of science instruction. However, constructivism is not without its skeptics who see some problems of its application in lacking necessary guidance for novice learners. This study within a quantitative, quasi-experimental format tested whether guided online instruction in a video format of common misconceptions in evolutionary biology produced higher performance on a survey of knowledge of natural selection versus more constructivist style learning in the form of student exploration of computer simulations of the evolutionary process. Performances on surveys were also explored for a combination of constructivist and guided techniques to determine if a consolidation of approaches produced higher test scores. Out of the 94 participants 95% displayed at least one misconception of natural selection in the pre-test while the study treatments produced no statistically significant improvements in post-test scores except within the video (guided learning treatment). These overall results demonstrated the stubbornness of misconceptions involving natural selection for adult learners and the difficulty of helping them overcome them. It also bolsters the idea that some misconceptions of natural selection and evolution may be hardwired in a neurological sense and that new, more long-term teaching techniques may be warranted. Such long-term strategies may not be best implemented with constructivist techniques alone, and it is likely that some level of guidance may be necessary for novice adult learners. A more substantial, nuanced approach for undergraduates is needed that consolidates successful

  11. A Student-Led Health Education Initiative Addressing Health Disparities in a Chinatown Community

    PubMed Central

    Lee, Benjamin J.; So, Chunkit; Chiu, Brandon G.; Polisetty, Radhika; Quiñones-Boex, Ana; Liu, Hong

    2015-01-01

    Together with community advocates, professional student organizations can help improve access to health care and sustain services to address the health disparities of a community in need. This paper examines the health concerns of an underserved Chinese community and introduces a student-led health education initiative that fosters service learning and student leadership. The initiative was recognized by the American Association of Colleges of Pharmacy (AACP) and received the 2012-2013 Student Community Engaged Service Award. PMID:26839422

  12. An Analysis of Misconceptions in Science Textbooks: Earth science in England and Wales

    NASA Astrophysics Data System (ADS)

    King, Chris John Henry

    2010-03-01

    Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one earth science error/misconception per page. Science syllabuses and examinations surveyed also showed errors/misconceptions. More than 500 instances of misconception were identified through the surveys. These were analysed for frequency, indicating that those areas of the earth science curriculum most prone to misconception are sedimentary processes/rocks, earthquakes/Earth's structure, and plate tectonics. For the 15 most frequent misconceptions, examples of quotes from the textbooks are given, together with the scientific consensus view, a discussion, and an example of a misconception of similar significance in another area of science. The misconceptions identified in the surveys are compared with those described in the literature. This indicates that the misconceptions found in college students and pre-service/practising science teachers are often also found in published materials, and therefore are likely to reinforce the misconceptions in teachers and their students. The analysis may also reflect the prevalence earth science misconceptions in the UK secondary (high school) science-teaching population. The analysis and discussion provide the opportunity for writers of secondary science materials to improve their work on earth science and to provide a platform for improved teaching and learning of earth science in the future.

  13. Teaching evolution (and all of biology) more effectively: Strategies for engagement, critical reasoning, and confronting misconceptions.

    PubMed

    Nelson, Craig E

    2008-08-01

    The strength of the evidence supporting evolution has increased markedly since the discovery of DNA but, paradoxically, public resistance to accepting evolution seems to have become stronger. A key dilemma is that science faculty have often continued to teach evolution ineffectively, even as the evidence that traditional ways of teaching are inferior has become stronger and stronger. Three pedagogical strategies that together can make a large difference in students' understanding and acceptance of evolution are extensive use of interactive engagement, a focus on critical thinking in science (especially on comparisons and explicit criteria) and using both of these in helping the students actively compare their initial conceptions (and publicly popular misconceptions) with more fully scientific conceptions. The conclusion that students' misconceptions must be dealt with systematically can be difficult for faculty who are teaching evolution since much of the students' resistance is framed in religious terms and one might be reluctant to address religious ideas in class. Applications to teaching evolution are illustrated with examples that address criteria and critical thinking, standard geology versus flood geology, evolutionary developmental biology versus organs of extreme perfection, and the importance of using humans as a central example. It is also helpful to bridge the false dichotomy, seen by many students, between atheistic evolution versus religious creationism. These applications are developed in detail and are intended to be sufficient to allow others to use these approaches in their teaching. Students and other faculty were quite supportive of these approaches as implemented in my classes. PMID:21669785

  14. Common Errors and Misconceptions in Mathematical Proving by Education Undergraduates

    ERIC Educational Resources Information Center

    Stavrou, Stavros Georgios

    2014-01-01

    Ninety-seven education students majoring or minoring in mathematics had their math homework examined in a Number Theory or Abstract Algebra course. Each student's homework was observed for the purpose of identifying common errors and misconceptions when writing mathematical proofs. The results showed that students collectively made four…

  15. Addressing the Academic and Social Needs of Young Male Students through School-Based Mentoring

    ERIC Educational Resources Information Center

    Alston, Curtis E.

    2013-01-01

    This study addressed the problem within the U.S. public school system to sustainably meet the academic and social needs of its African American male students. The administrative team of the elementary school in this study desired an evaluation of a school-based male mentoring program that was designed to address these needs. The program, Gentlemen…

  16. Strategies Reported Used by Instructors to Address Student Alternate Conceptions in Chemical Equilibrium

    ERIC Educational Resources Information Center

    Piquette, Jeff S.; Heikkinen, Henry W.

    2005-01-01

    This study explores general-chemistry instructors' awareness of and ability to identify and address common student learning obstacles in chemical equilibrium. Reported instructor strategies directed at remediating student alternate conceptions were investigated and compared with successful, literature-based conceptual change methods. Fifty-two…

  17. How Are 2-Year US Colleges Addressing Student Alcohol Use and Related Problems?

    ERIC Educational Resources Information Center

    Lenk, Kathleen M.; Nelson, Toben F.; Erickson, Darin J.; Toomey, Traci L.

    2015-01-01

    A considerable amount of attention and research has been dedicated to addressing alcohol use and related problems among students at 4-year colleges; however, less attention has been given to alcohol-related issues among students at 2-year technical/community colleges. This article describes research that expands on a study by Chiauzzi and…

  18. Applying Universal Design to Address the Needs of Postsecondary Students on the Autism Spectrum

    ERIC Educational Resources Information Center

    Burgstahler, Sheryl; Russo-Gleicher, Rosalie J.

    2015-01-01

    Legislation and contemporary social policies that favor inclusion and academic accommodations have contributed to a rise in the enrollment of students with disabilities, including students with autism spectrum disorder (ASD), on postsecondary campuses today. However, the literature is scarce about how instructors can routinely address the needs of…

  19. Bridging the Gap: Essential Issues to Address in Recurring Writing Center Appointments with Chinese ELL Students

    ERIC Educational Resources Information Center

    Nan, Frances

    2012-01-01

    As the population of international--and particularly Chinese--students grows in US academic institutions, it is critical that writing center tutors be able to address these students' needs. However, whereas writing tutors at the author's institution are often taught to be indirect and focus on higher order concerns, such strategies are not always…

  20. Introduction to a Component for Addressing Barriers to Student Learning. A Center Brief.

    ERIC Educational Resources Information Center

    California Univ., Los Angeles. Center for Mental Health in Schools.

    This paper discusses current school reforms and their role in addressing barriers to student learning. Providing all students an equal opportunity to succeed requires more than higher standards and greater accountability for instruction, better teaching, increased discipline, reduced school violence, and an end to social promotion. It also…

  1. Perceived Competence in Addressing Student Substance Abuse: A National Survey of Middle School Counselors

    ERIC Educational Resources Information Center

    Burrow-Sanchez, Jason J.; Lopez, Adriana L.; Slagle, Clark P.

    2008-01-01

    Background: Student substance abuse is a serious concern for middle school personnel. School counselors are most likely to deliver mental health services, including substance abuse, in school settings. However, limited research is available on the perceived competence of middle school counselors for addressing student substance abuse concerns. The…

  2. Persistence of Latino Students in Community Colleges: An Empowerment Model Addressing Acculturative Stress

    ERIC Educational Resources Information Center

    Wilson, Judy C.

    2012-01-01

    College student persistence has been a concern of researchers and practitioners since the early 1960s. Traditional models have addressed the need for students to be integrated into the academic and social domains of the college campus. Recently, critical theorists and researchers have been questioning the relevance of the traditional models for…

  3. Addressing Task Avoidance in Middle School Students: Academic Behavior Check-In/Check-Out

    ERIC Educational Resources Information Center

    Turtura, Jessica E.; Anderson, Cynthia M.; Boyd, R. Justin

    2014-01-01

    Multitier prevention systems consist of a continuum of interventions to address the needs of all students. Within such systems, Tier I supports are in place for all students and are designed to enhance prosocial (social behavior interventions) and academic (instructional interventions) skills. Tier II interventions supplement the Tier I…

  4. Addressing the Needs of Students Who Speak a Nonstandard English Dialect

    ERIC Educational Resources Information Center

    Baxter, Milton; Holland, Rochelle

    2007-01-01

    This quasi-experimental study was conducted to assess and address the instructional needs of students who use a nonstandard English dialect for subject-verb agreement in their writing. Fifty-four students of diverse ethnicities in remedial English courses were divided into control and experimental groups. The researchers used four different…

  5. An Integrated Approach to Addressing Addiction and Depression in College Students

    ERIC Educational Resources Information Center

    Eisen, Arri; Kushner, Howard; McLeod, Mark; Queen, Edward; Gordon, Jonathan; Ford, John L.

    2009-01-01

    The authors present an integrated, interdisciplinary approach to address the problem of increasing student mental health issues on college campuses. The model uses addiction and depression as lenses into the problem and links residence life and academic and community internship experiences. The project has a positive impact on student attitudes…

  6. Case Study Analysis and the Remediation of Misconceptions about Respiratory Physiology

    ERIC Educational Resources Information Center

    Cliff, William H.

    2006-01-01

    Most students enter the physiology classroom with one or more fundamental misconceptions about respiratory physiology. This study examined the prevalence of four respiratory misconceptions and determined the role of case analysis in the remediation of one of them. A case study was used to help students learn about oxygen transport in the blood and…

  7. Twelve tips for addressing medical student and resident physician lapses in professionalism.

    PubMed

    Rougas, Steven; Gentilesco, Bethany; Green, Emily; Flores, Libertad

    2015-01-01

    Medical educators have gained significant ground in the practical and scholarly approach to professionalism. When a lapse occurs, thoughtful remediation to address the underlying issue can have a positive impact on medical students and resident physicians, while failure to address lapses, or to do so ineffectively, can have long-term consequences for learners and potentially patients. Despite these high stakes, educators are often hesitant to address lapses in professionalism, possibly due to a lack of time and familiarity with the process. Attention must be paid to generalizable, hands-on recommendations for daily use so that clinicians and administrators feel well equipped to tackle this often difficult yet valuable task. This article reviews the literature related to addressing unprofessional behavior among trainees in medicine and connects it to the shared experience of medical educators at one institution. The framework presented aims to provide practical guidance and empowerment for educators responsible for addressing medical student and resident physician lapses in professionalism. PMID:25665630

  8. Addressing Student Teachers Self-Identified Needs through the Student Teaching Experience

    ERIC Educational Resources Information Center

    Strawser, Tammy L.

    2013-01-01

    Purpose: The purpose of the study was to identify and describe perceived individual needs of California elementary student teachers about their impending student teaching experience. The study also recognized how well student teachers identified needs were met by the student teaching experience. Methodology: The study involved two phases. In the…

  9. Medical Student Volunteerism Addresses Patients' Social Needs: A Novel Approach to Patient-Centered Care

    PubMed Central

    Onyekere, Chinwe; Ross, Sandra; Namba, Alexa; Ross, Justin C.; Mann, Barry D.

    2016-01-01

    Background: Healthcare providers must be equipped to recognize and address patients' psychosocial needs to improve overall health outcomes. To give future healthcare providers the tools and training necessary to identify and address psychosocial issues, Lankenau Medical Center in partnership with the Philadelphia College of Osteopathic Medicine designed the Medical Student Advocate (MSA) program. Methods: The MSA program places volunteer second-year osteopathic medical students in care coordination teams at Lankenau Medical Associates, a primary care practice serving a diverse patient population in the Philadelphia, PA, region. As active members of the team, MSAs are referred high-risk patients who have resource needs such as food, employment, child care, and transportation. MSAs work collaboratively with patients and the multidisciplinary team to address patients' nonmedical needs. Results: From August 2013 to August 2015, 31 osteopathic medical students volunteered for the MSA program and served 369 patients with 720 identified needs. Faculty and participating medical students report that the MSA program provided an enhanced understanding of the holistic nature of patient care and a comprehensive view of patient needs. Conclusion: The MSA program provides students with a unique educational opportunity that encompasses early exposure to patient interaction, social determinants of health, population health, and interdisciplinary collaboration. Students develop skills to help them build patient relationships, understand the psychosocial factors shaping health outcomes, and engage with other healthcare professionals. This work in the preclinical years provides students with the knowledge to help them perform more effectively in the changing healthcare environment. PMID:27046404

  10. How Does an Environmental Educator Address Student Engagement in a Meaningful Watershed Educational Experience (MWEE)?

    NASA Astrophysics Data System (ADS)

    Char, Chelia

    Children represent the future and thus by providing them with effective environmental educational experiences, educators may be taking a critical step in preventing "the probable serious environmental problems in the future" (Gokhan, 2010, p. 56). The Meaningful Watershed Educational Experience (MWEE) is an excellent example of one such education program. MWEEs aim to educate and enhance the students' relationship with the Chesapeake Bay Watershed through an integration of classroom activities and fieldwork. As environmental educators and role models, field interpreters are a major component and significant influence on the local MWEE programs, however their perspective as to how they have impacted the programs has yet to be examined. Through a qualitative analysis and specific focus on the behavioral, emotional, and cognitive dimensions of student engagement, the researcher intended to address this void. The focus of the study was to examine how the local MWEE field interpreters understood and addressed student engagement in a field setting. This was measured via data collected from observations of and semi-structured, one-on-one interviews with each field interpreter involved with the local MWEE programs. Data analysis uncovered that field interpreters demonstrated a strong awareness of student engagement. Furthermore, they defined, recognized, and addressed student engagement within the constructs of the emotional, behavioral, and cognitive dimensions. Ultimately, the individual experiences of each MWEE field interpreter provides insight into the phenomenon, however further research is required to strengthen the awareness of how, if at all, their perspectives of student engagement directly impact student outcomes.

  11. Investigating Undergraduate Science Students’ Conceptions and Misconceptions of Ocean Acidification

    PubMed Central

    Danielson, Kathryn I.; Tanner, Kimberly D.

    2015-01-01

    Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification. PMID:26163563

  12. What To Do about "Misconceptions"--A Paradigm Shift.

    ERIC Educational Resources Information Center

    Geddis, Arthur N.

    This use of the term "student's misconceptions" reflects a knowledge transmission view of teaching rather than a constructivist view. Among science educators there has been an undue emphasis on changing student views into views accepted by the scientific community. This overemphasis mirrors the preoccupation with transmitting the "right answer"…

  13. Misconceptions in Optics: Their Persistence at University Level.

    ERIC Educational Resources Information Center

    Gil Llinas, J.; Suero Lopez, M. I.; Perez Rodriguez, A. L.; Solano Macias, F.

    2003-01-01

    Presents a study on misconceptions in optics with the objective of checking their persistence over time in spite of the continued academic instruction of students. Involves (n=4000) students of all levels of the Spanish educational system as well as with those at a Spanish university with degrees in medicine, chemical sciences, technical…

  14. Remediating Misconceptions Concerning Chemical Bonding through Conceptual Change Text

    ERIC Educational Resources Information Center

    Pabuccu, Aybuke; Geban, Omer

    2006-01-01

    The purpose of this study was to explore the effects of conceptual change texts oriented instruction on 9th grade students' understanding of chemical bonding concepts. In this study, the main aim of the preparation of conceptual change texts was to activate students' prior knowledge and misconceptions and to help them to understand the chemical…

  15. Internet as a Source of Misconception: "Radiation and Radioactivity"

    ERIC Educational Resources Information Center

    Acar Sesen, Burcin; Ince, Elif

    2010-01-01

    The purpose of this study is to examine students' usage styles of the Internet for seeking information and to investigate whether information obtained from the Internet is a source of misconceptions. For this reason, a two-stage study was conducted. At the first stage, a questionnaire was developed to get information about students' Internet usage…

  16. Using a Teaching Model To Correct Known Misconceptions in Electrochemistry.

    ERIC Educational Resources Information Center

    Huddle, Penelope Ann; White, Margaret Dawn; Rogers, Fiona

    2000-01-01

    Describes a concrete teaching model designed to eliminate students' misconceptions about current flow in electrochemistry. The model uses a semi-permeable membrane rather than a salt bridge to complete the circuit and demonstrate the maintenance of cell neutrality. Concludes that use of the model led to improvement in students' understanding at…

  17. Turkish Undergraduates' Misconceptions of Evaporation, Evaporation Rate, and Vapour Pressure

    ERIC Educational Resources Information Center

    Canpolat, Nurtac

    2006-01-01

    This study focused on students' misconceptions related to evaporation, evaporation rate, and vapour pressure. Open-ended diagnostic questions were used with 107 undergraduates in the Primary Science Teacher Training Department in a state university in Turkey. In addition, 14 students from that sample were interviewed to clarify their written…

  18. Identifying and Addressing Student Difficulties with the Millikan Oil Drop Experiment

    NASA Astrophysics Data System (ADS)

    Klassen, Stephen

    2009-05-01

    The Millikan oil drop experiment has been characterized as one of the ‘most beautiful’ physics experiments of all time and, certainly, as one of the most frustrating of all the exercises in the undergraduate physics laboratory. A literature review reveals that work done on addressing student difficulties in performing the oil drop experiment has, to date, not achieved a significant measure of success. The historical background of the oil drop experiment is well established in the literature from the perspective of historians of science, but not so from the perspective of teachers and students of science. A summary of historical details surrounding the original experiment suitable for use in revising the instructional approach is presented. Both Millikan and his graduate student, Fletcher, are featured with the view to emphasizing details that humanize the protagonists and that are likely to raise student interest. The issue of the necessary reliance on presuppositions in doing speculative research is raised, both from the historical account and from the insights of university physics students who heard the historical account and performed the experiment. Difficulties current students have in performing the experiment are discussed from the perspective of Hodson (Stud Sci Educ 22:85-142, 1993) framework and the students’ own observations. Last, further historical materials are outlined that may be used to encourage student insight into the fundamental nature of electricity. It is proposed that these aspects are essential as a basis for identifying and addressing student difficulties with the Millikan oil drop experiment.

  19. Misconceptions and Integration

    PubMed Central

    MORTAZ HEJRI, SARA; MIRZAZADEH, AZIM; JALILI, MOHAMMAD

    2015-01-01

    Introduction Pervasive beliefs regarding curricular reform and integration have flourished among medical students, faculty members and medical school administrators. These concepts have extensively impacted the reform process, sometimes by resisting the reforms and sometimes by diverting the curriculum from its planned objectives. In the current paper, we have tried to address the challenges of integration in MD program by looking at the existing literature and the experience of the international universities. Methods We collected the questions frequently asked during the curricular reform process. We, then, evaluated them, and selected 5 main ideas. In order to find their answers, we searched the literature using these keywords: integration, reform, and undergraduate medical curriculum. Results The findings are discussed in five sections: 1) Reform is not equivalent to integration, 2) Integration can be implemented in both high school and graduate programs, 3) Organ-system based integration is not the only method available for integration, 4) Integration of two phases (basic sciences and physiopathology) can be considered but it is not mandatory, 5) Integration does not fade basic sciences in favor of clinical courses. Conclusion It seems that medical education literature and prior experience of the leading universities do not support most of the usual concepts about integration. Therefore, it is important to consider informed decision making based on best evidence rather than personal opinions during the curricular reform process. PMID:26457318

  20. Facilitating and Direct Guidance in Student-Centered Classrooms: Addressing "Lines or Pieces" Difficulty

    ERIC Educational Resources Information Center

    Ding, Meixia; Li, Xiaobao

    2014-01-01

    This study explores, from both constructivist and cognitive perspectives, teacher guidance in student-centered classrooms when addressing a common learning difficulty with equivalent fractions--lines or pieces--based on number line models. Findings from three contrasting cases reveal differences in teachers' facilitating and direct guidance…

  1. Identifying and Addressing Student Difficulties with the Millikan Oil Drop Experiment

    ERIC Educational Resources Information Center

    Klassen, Stephen

    2009-01-01

    The Millikan oil drop experiment has been characterized as one of the "most beautiful" physics experiments of all time and, certainly, as one of the most frustrating of all the exercises in the undergraduate physics laboratory. A literature review reveals that work done on addressing student difficulties in performing the oil drop experiment has,…

  2. Addressing Barriers to Student Learning & Promoting Healthy Development: A Usable Research-Base

    ERIC Educational Resources Information Center

    Center for Mental Health in Schools at UCLA, 2004

    2004-01-01

    As schools evolve improvement plans in keeping with higher standards and expectations and increased accountability, most planners recognize they must include a comprehensive focus on addressing barriers to student learning and promoting healthy development. A growing volume of research on the value of schools, families, and communities working…

  3. Discussions across Difference: Addressing the Affective Dimensions of Teaching Diverse Students about Diversity

    ERIC Educational Resources Information Center

    Barnett, Pamela E.

    2011-01-01

    This article is about missed opportunities for promoting learning and growth in our increasingly diverse classrooms and the fundamental affective and social questions we need to address if we are to teach about diversity effectively. It is about the need to develop trust within diverse groups, so that students can learn from each others'…

  4. Addressing Peer Death by Suicide: The School's Role in the Aftermath of Student Suicide

    ERIC Educational Resources Information Center

    Paxson, Sarah A.

    2008-01-01

    Adolescent suicide devastates family, friends, and the larger community of the deceased. This dissertation seeks to explore the impact of peer death by suicide on students in the school system, and the policies that schools have put in place to address these effects. This work will critically evaluate current suicide bereavement interventions, and…

  5. Addressing Students' Alternative Conceptions on the Propagation of Periodic Waves Using a Refutational Text

    ERIC Educational Resources Information Center

    Caleon, Imelda; Subramaniam, R.

    2013-01-01

    The effectiveness of a refutational text in addressing the alternative conceptions held by secondary school students on the topic of wave propagation in an elastic medium was explored in this study. The refutational text, which was 816 words long and featured the particle-spring model, was found to be more effective in promoting conceptual change…

  6. Faculty Attitudes toward Addressing Mental Health Conditions and Substance Abuse among College Students

    ERIC Educational Resources Information Center

    O'Connor-Merrigan, Mary L.

    2013-01-01

    The continued prevalence of mental health conditions and substance abuse among students enrolled in institutions of higher education is a significant and progressing concern, with marked impact on retention, academic success, graduation rate, and alarming personal consequences. Yet, many institutions struggle with successfully addressing these…

  7. A Mixed Method Study on Freshman Students' Writing Performance as Addressed by Postsecondary Professors

    ERIC Educational Resources Information Center

    Hughes, Susan M.

    2009-01-01

    Research indicates that difficulty in general education classes significantly contributes to attrition among college freshmen. Accordingly, this mixed-method study sought to address the related problem of high school students' preparation for freshman composition or English classes. The purpose of the sequential explanatory study was to identify…

  8. Overcoming Misconceptions in Neurophysiology Learning: An Approach Using Color-Coded Animations

    ERIC Educational Resources Information Center

    Guy, Richard

    2012-01-01

    Anyone who has taught neurophysiology would be aware of recurring concepts that students find difficult to understand. However, a greater problem is the development of misconceptions that may be difficult to change. For example, one common misconception is that action potentials pass directly across chemical synapses. Difficulties may be…

  9. Misconceptions of Turkish Pre-Service Teachers about Force and Motion

    ERIC Educational Resources Information Center

    Bayraktar, Sule

    2009-01-01

    The purpose of this study was to diagnose the misconceptions held by pre-service physics teachers about force and motion. The secondary aim of the study was to detect whether misconceptions vary according to gender, educational level, and culture. The study was conducted with 79 student-teachers attending to one of the largest faculties of…

  10. Pre-Service Teachers' Preconceptions, Misconceptions, and Concerns about Virtual Schooling

    ERIC Educational Resources Information Center

    Compton, Lily; Davis, Niki; Correia, Ana-Paula

    2010-01-01

    Over the last decade, online distance education has become a common mode of study in most states in the USA, where it is known as virtual schooling (VS), but many people have misconceptions about it. Pre-service teachers' personal histories as students and their preconceptions, misconceptions, and concerns influence pre-service teacher training…

  11. Identifying and Reconstructing Common Cold Misconceptions among Developing K-12 Educators

    ERIC Educational Resources Information Center

    Johnson, Marcus Lee; Bungum, Timothy

    2013-01-01

    Background: Common cold misconceptions may contribute to ill-informed decisions and recommendations made by K-12 educators who often encounter infected students. Understanding the structure of educators' misconceptions can be used to improve health instruction in teacher professional preparation programs. Purpose: The purposes of this project were…

  12. Utility of Concept Cartoons in Diagnosing and Overcoming Misconceptions Related to Photosynthesis

    ERIC Educational Resources Information Center

    Ekici, Fatma; Ekici, Erhan; Aydin, Fatih

    2007-01-01

    In this study, the effectiveness of concept cartoons in diagnosing and overcoming students' misconceptions related to photosynthesis subject was examined. Firstly, the literature has been thoroughly examined and misconceptions about photosynthesis subject have been listed and then grouped. Concept cartoons related to these groups have been…

  13. Revisiting Science Misconceptions: How are we doing?

    NASA Astrophysics Data System (ADS)

    Millham, R. A.

    2013-12-01

    Misconceptions in science continue in K-12 settings. Although "A Nation at Risk" helped spearheaded the development of creative instructional strategies, concept maps, and a multitude of other reforms, many basic science concepts remain misunderstood by students. Recent research conducted by the author and colleagues finds it difficult to determine if a student knows and understands a scientific concept when the student cannot find the language necessary to explain what s/he thinks they know. In fact, student explanations for understandings are often confusing and include mixed conceptual ideas. This session discusses the findings, instructional tools, and the use of academic language as a tool for conceptual development. In my research, I found it difficult to determine if students know and understand scientific concepts. A majority of students surveyed were unable to use language to explain what they think they know, and explanations were often confusing, containing mixed concepts. This demonstrates the importance of teacher content, academic language, and active engagement in learning through doing science. We will focus on how to identify whether or not students have the language necessary to explicitly explain their scientific understandings, and how we can help them to develop their skills through the consistent use of academic language to mitigate scientific misconceptions. Embedded will be the importance of content knowledge and active engagement in teaching and learning. This interactive dialogue and activity is designed to provoke thinking about strong content background, engagement of students in learning, and related clusters of vocabulary to express content (i.e. acid vs base, or fault vs earthquakes). Total number of students who either agreed or disagreed with a statement. Comparing the correctness of the agree or disagree statements with written explanations.

  14. Student Support in China: Addressing the Perceived Needs of Undergraduate English Department Students

    ERIC Educational Resources Information Center

    Schippers, Margriet

    2008-01-01

    As yet little research into the perspectives of Chinese students studying in mainland China's Higher Education Institutions has been undertaken. This paper explores the issue of students' support needs and presents the findings of a study carried out in 2005-2007 at a public university in North East China. The Action Research method used…

  15. Subsidence misconceptions and myths

    SciTech Connect

    Gray, R.E.; Bruhn, R.W.; Knott, D.L.

    1996-12-01

    Subsidence due to coal mining is poorly understood by non-specialists. This has led to numerous misconceptions and myths based on limited observations and lack of knowledge. The three most common are: (1) Mine maps are inaccurate, (2) Deep mines are not a problem, and (3) If no subsidence has occurred for many years after mining, there is no risk of future subsidence. Maps are important during mining and most are carefully prepared. Future use to evaluate conditions at mine level often includes drilling to confirm what the map shows. The idea of a safe depth from subsidence is often based on the false premise that mining results in sufficient breakup of the overlying rock strata that bulking compensates for the coal extracted. The safe depth idea first appeared in the literature about 1880 and remained prevalent well into this century. Sadly, it is still encountered. The modem understanding of fragmentation of the immediate mine roof with the overlying beds sagging down on the broken roof rock was first described in 1900. With full extraction mining, either longwall or retreat room and pillar, surface subsidence occurs regardless of the depth of the mine. Subsidence over longwall mines at depths of 2000 feet can be 90 percent of the mined seam thickness. Numerous studies of undermined sites conclude that mining occurred many years ago and since no subsidence has occurred, there is no risk of future movement. This is true if sufficient coal pillars have been left to support the overlying strate. However, every year subsidence occurs over mines that have been closed for 100 years or more. In a study of subsidera incidents over the Pittsburgh Coal, the senior authors found that 50 percent of the incidents occurred above mines that had been closed for at least 50 years and 10 percent over mines, closed for at least 80 years.

  16. Assessing 10- to 11-Year-Old Children's Performance and Misconceptions in Number Sense Using a Four-Tier Diagnostic Test

    ERIC Educational Resources Information Center

    Yang, Der-Ching; Lin, Yung-Chi

    2015-01-01

    Background: Number sense is a key topic in mathematics education, and the identification of children's misconceptions about number is, therefore, important. Information about students' serious misconceptions can be quite significant for teachers, allowing them to change their teaching plans to help children overcome these misconceptions. In…

  17. Strategies reported used by instructors to address student alternate conceptions in chemical equilibrium

    NASA Astrophysics Data System (ADS)

    Piquette, Jeff S.; Heikkinen, Henry W.

    2005-12-01

    This study explores general-chemistry instructors' awareness of and ability to identify and address common student learning obstacles in chemical equilibrium. Reported instructor strategies directed at remediating student alternate conceptions were investigated and compared with successful, literature-based conceptual change methods. Fifty-two volunteer general chemistry instructors from 50 U.S. colleges and universities completed an interactive web-based instrument consisting of open-ended questions, a rating scale, classroom scenarios, and a demographic form. Survey respondents who provided responses or described remediation strategies requiring further clarification were identified (n = 6); these respondents amplified their views in separate, researcher-led semistructured phone interviews. All 52 responding chemistry instructors reported and identified common student areas of difficulty in chemical equilibrium. They reported employing a variety of strategies to address and attempt to remediate students' alternate conceptions; however, these self-reported strategies rarely included all four necessary conditions specified by Posner, Strike, Hewson, and Gertzog (Science Education, 66, 211-217, 1982) to stimulate conceptual change. Instructor-identified student alternate conceptions were congruent with literature-reported alternate conceptions of chemical equilibrium, thus providing validation support for these compilations. Implications for teaching and further research are also highlighted.

  18. Using Research to Identify and Address Student Difficulties with Galilean and Special Relativity*

    NASA Astrophysics Data System (ADS)

    Vokos, Stamatis

    1998-04-01

    The Physics Education Group at the University of Washington has been engaged in an ongoing project in which research is used as a guide for the development of curriculum on Galilean and special relativity. Results from the analysis of student interviews, pretests and examinations form the basis for the design of instructional materials to supplement the lecture and textbook of a standard introductory course and an undergraduate course on relativity. Examples of specific student difficulties and instructional strategies to address them will be presented. * This work has been funded in part by NSF grants DUE 9354501 and 9727648, which include support from other Divisions of EHR and the Physics Division of MPS.

  19. Characteristics of test anxiety among medical students and congruence of strategies to address it

    PubMed Central

    Encandela, John; Gibson, Crystal; Angoff, Nancy; Leydon, Gary; Green, Michael

    2014-01-01

    Introduction Medical students may experience test anxiety associated with ‘high stakes’ exams, such as Step 1 of the United States Medical Licensing Examination. Methods We collected qualitative responses about test anxiety at three points in time from 93 second-year medical students engaged in studying for and taking Step 1. Results Causes of test anxiety as reported by students were related to negative self-talk during preparation for the exam. Effects of anxiety had to do with emotional well-being, cognitive functioning, and physical well-being. Strategies included socializing with others and a variety of cognitive and physical approaches. Comparison of individuals’ strategies with causes and effects showed some congruence, but substantial incongruence between the types of strategies chosen and the reported causes and effects of test anxiety. Discussion Students’ adoption of a ‘menu’ of strategies rather than one or two carefully selected strategies suggest inefficiencies that might be addressed by interventions, such as advisor-directed conversations with students and incorporating student self-assessment and strategies for managing anxiety within courses on test-taking. Such interventions are in need of further study. An annotated list of evidence-based strategies would be helpful to students and educators. Most important, test anxiety should be viewed by medical educators as a ‘real’ experience, and students would benefit from educator support. PMID:25128804

  20. Gender differences in science misconceptions in eighth grade astronomy

    NASA Astrophysics Data System (ADS)

    Gray, Pamela A.

    The intent of this study was to examine the relationship between gender and science misconceptions at the eighth grade level. This study attempted to ascertain if there are significant differences between genders in the number and types of science misconceptions eighth grade science students have. The specific misconceptions used in this investigation concern gravity, seasons, and phases of the moon. It remains a serious problem in science education that girls are being inadequately trained to question and reflect on their science understandings. It has been suggested that girls may have more problems with misconceptions than do boys. In keeping with the constructivist ideas as to what constitutes an effective way to teach science (Burke, 1995; Lorsbach & Tobin, 2000) this study explored the ability of students to understand theoretical and conceptual principles of science. The data for this study was obtained using the methodology of a multiple choice survey which contains common misconceptions and the correct answers as choices. This survey was administered to eighth grade students in a large suburban school district by their science teachers. Interviews of a randomly selected sample group of 20 (10 boys and 10 girls) were conducted by the researcher. The results of the study used a t-test to compare boys and girls to see if there was a significant difference in types and/or number of science misconceptions. A matrix of possible answers to the survey was used to analyze the results of the interviews. There was a statistically significant difference between the means for the two groups, indicating a gender difference in knowledge of astronomy concepts. The results of the interviews also showed a difference in astronomy knowledge and background information. In addition the interviews showed that girls were very unsure of their answers while boys defended their answers even when they were incorrect.

  1. NASA DEVELOP Program: Students Extending Earth Science Research to Address Community Needs

    NASA Astrophysics Data System (ADS)

    Richards, A. L.; Ross, A. L.

    2006-12-01

    Eight years ago, several students at NASA Langley Research Center launched the DEVELOP Program. DEVELOP is now at six NASA centers and is a program element of the NASA Applied Sciences Human Capital Development Program that extends the use of Earth observation sources to address Earth science issues in local communities. Students in the program strengthen their leadership and academic skills by analyzing scientific data, experimenting with novel technology, and engaging in cooperative interactions. Graduate, undergraduate and high school students from across the United States collaborate to integrate NASA space-based Earth observation sources and partner agencies' science data, models and decision support tools. Information from these collaborations result in rapid prototype projects addressing local policy and environmental issues. Following a rigorous 10-week term, DEVELOP students present visual products demonstrating the application of NASA scientific information to community leaders at scientific and public policy forums such as the American Geophysical Union (AGU), the American Meteorological Society (AMS), and the Southern Growth Policies Board (SGPB). Submission of written products to peer-reviewed scientific publications and other public databases is also done. Student experiences and interactions working with NASA data, advanced technological programs and community leaders have, and continue to prove, beneficial to student professional development. DEVELOP's human capital development focus affords students real world experience, making them a valuable asset to the scientific and global community and to the continuation of a scientifically aware society. NASA's DEVELOP Program is more than scientific exploration and valuable results; DEVELOP fosters human capital development by bridging the gap between NASA science research and federal, state, local and tribal resource managers.

  2. Using Analogies to Prevent Misconceptions about Chemical Equilibrium

    ERIC Educational Resources Information Center

    Sahin Pekmez, Esin

    2010-01-01

    The main purpose of this study was to find the effectiveness of using analogies to prevent misconceptions about chemical equilibrium. Nineteen analogies, which were based on dynamic aspects of chemical equilibrium and application of Le Chatelier's principle, were developed. The participations of this study consisted of 11th grade students (n: 151)…

  3. Using Analogy to Overcome Misconceptions about Conservation of Matter.

    ERIC Educational Resources Information Center

    Stavy, Ruth

    1991-01-01

    This study (n=192) examined the use of analogical instruction to overcome misconceptions about conservation of matter. Students who understood the concept conservation of matter when iodine was evaporated were able to transfer their understanding to the evaporation of acetone. This indicates that teaching by analogy can be an effective tool in…

  4. First Year Turkish Science Undergraduates' Understandings and Misconceptions of Light

    ERIC Educational Resources Information Center

    Yalcin, Mehmet; Altun, Sema; Turgut, Umit; Aggul, Fatma

    2009-01-01

    The present study aims to identify first year Turkish Science undergraduates' understandings and misconceptions of the concept of light and its propagation. For this purpose, an instrument composed of four open-ended questions was developed by the researchers. The diagnostic test was piloted with twenty students and modifications were made prior…

  5. Nonsense, Sense and Science: Misconceptions and Illustrated Trade Books.

    ERIC Educational Resources Information Center

    Owens, Caroline V.

    2003-01-01

    Examines the author's discovery of elementary students' science misconceptions derived from the books she chose to share as read-alouds. Identifies three intertwining elements that might have led intelligent, curious young learners to create impossible science from these read-aloud sessions. Uses these three elements to organize personal…

  6. Identifying and addressing student difficulties with electrostatics and magnetostatics in introductory and advanced courses

    NASA Astrophysics Data System (ADS)

    Hazelton, Ryan Lowell Crites

    This dissertation describes an investigation of student conceptual understanding of statics concepts in E&M, at the introductory and junior level. At the introductory level, this research led to the development of three new research-based and research-validated worksheets for Tutorials in Introductory Physics. The topics are electric potential difference, electric properties of conductors, and Ampere's law. The research at the junior level provides the initial research base for the creation of a set of junior-level worksheets, Tutorials in Physics: Electrodynamics. This research primarily focuses on identifying advanced students' difficulties with various topics across the E&M course, as well as comparing the difficulties encountered by introductory and advanced students. We also describe some initial attempts to address these conceptual difficulties at the junior level in electrostatics and magnetostatics.

  7. STaRRS in Yellowstone: Addressing Challenges Facing Student-Teacher-Scientist Partnerships

    NASA Astrophysics Data System (ADS)

    Houseal, A.; Gallagher, R.; Fuhrmann, B.; Sanford, R.

    2010-12-01

    The literature outlines many challenges faced by Student-Teacher-Scientist Partnerships (STSPs) including cultural differences between the scientific research and education communities. For example, shared vocabulary terms with dissimilar definitions can create communication problems. Other issues include accuracy in data collection, meeting the needs of a very diverse group of partners, connecting students with research science in a meaningful way, and maintaining the infrastructure necessary to develop and maintain these partnerships. Additionally, evidence, other than anecdotal, of the success of these partnerships is limited, especially as school year and research cycles are often on different schedules or have very different goals. Students, Teachers, and Rangers & Research Scientists: Investigating Systems at Mammoth Hot Springs in Yellowstone National Park (STaRRS) was an STSP developed to address some of these challenges, model some solutions within an STSP, and identify some possible outcomes for participating teachers and their students. Three strategies used to address some of these challenges that will be discussed briefly in this presentation include: (a) embedding the STSP in an already existing National Park Service environmental education program; (b) development of three types of research activities connecting teachers, students, and scientists to the research, and (c) a professional development (PD) model that included all partners in an on-going year-long process. Results from an accompanying research study will also be presented. Using a pretest-intervention-posttest design, this study revealed significant changes in attitude regarding science and scientists of participating STaRRS teachers. Student data gathered using a quasi-experimental pretest-intervention-posttest treatment and comparison group design also demonstrated significant changes in their attitudes and gains in earth science content knowledge.

  8. Common misconceptions in contact dermatitis counseling.

    PubMed

    Katta, Rajani

    2008-01-01

    Both physicians and patients hold many misconceptions when it comes to allergen avoidance. Ten commonly held misconceptions are exposed, allowing more accurate approach to the individual with cutaneous allergies.

  9. Investigating Climate Science Misconceptions Using a Teacher Professional Development Workshop Registration Survey

    NASA Astrophysics Data System (ADS)

    Lynds, S. E.; Gold, A. U.; McNeal, K.; Libarkin, J. C.; Buhr Sullivan, S. M.; Ledley, T. S.; Haddad, N.; Ellins, K. K.

    2013-12-01

    The EarthLabs Climate project, an NSF-Discovery Research K12 program, has developed a suite of three online classroom-ready modules: Climate and the Cryosphere; Climate and the Carbon Cycle; and Climate and the Biosphere. The EarthLabs Climate project included week-long professional development workshops during June of 2012 and 2013 in Texas and Mississippi. Evaluation of the 2012 and 2013 workshops included participant self-reported learning levels in many areas of climate science. Teachers' answers indicated they had increased their understanding of the topics addressed in the workshops. However, the project team was interested in refining the evaluation process to determine exactly those areas of climate science in which participants increased content knowledge and ameliorated misconceptions. Therefore, to enhance the investigation into what teachers got out of the workshop, a pre-test/post-test design was implemented for 2013. In particular, the evaluation team was interested in discovering the degree to which participants held misconceptions and whether those beliefs were modified by attendance at the workshops. For the 2013 workshops, a registration survey was implemented that included the Climate Concept Inventory (a climate content knowledge quiz developed by the education research team for the project). The multiple-choice questions are also part of the pre/post student quiz used in classrooms in which the EarthLabs Climate curriculum was implemented. Many of the questions in this instrument assess common misconceptions by using them as distractors in the multiple choice options. The registration survey also asked respondents to indicate their confidence in their answer to each question, because, in addition to knowledge limitations, lack of confidence also can be a barrier to effective teaching. Data from the registration survey informed workshop managers of the topic content knowledge of participants, allowing fine-tuning of the professional development

  10. A Test of Contemporary Misconceptions in Psychology

    ERIC Educational Resources Information Center

    Gardner, Rick M.; Brown, Dana L.

    2013-01-01

    The purpose of this study was to construct and evaluate a contemporary misconception test based on popular myths in psychology. Misconceptions in psychology are commonplace, strongly held, and can be problematic for teaching accurate information. This study examined several predictors of misconceptions in eleven psychological topic areas. We also…

  11. Common Earth Science Misconceptions in Science Teaching

    ERIC Educational Resources Information Center

    King, Chris

    2012-01-01

    A survey of the Earth science content of science textbooks found a wide range of misconceptions. These are discussed in this article with reference to the published literature on Earth science misconceptions. Most misconceptions occurred in the "sedimentary rocks and processes" and "Earth's structure and plate tectonics" categories; the most…

  12. Relations between Intuitive Biological Thinking and Biological Misconceptions in Biology Majors and Nonmajors

    ERIC Educational Resources Information Center

    Coley, John D.; Tanner, Kimberly

    2015-01-01

    Research and theory development in cognitive psychology and science education research remain largely isolated. Biology education researchers have documented persistent scientifically inaccurate ideas, often termed "misconceptions," among biology students across biological domains. In parallel, cognitive and developmental psychologists…

  13. Event-Specific Prevention: Addressing College Student Drinking During Known Windows of Risk

    PubMed Central

    Neighbors, Clayton; Walters, Scott T.; Lee, Christine M.; Vader, Amanda M.; Vehige, Tamara; Szigethy, Thomas; DeJong, William

    2007-01-01

    The unique drinking patterns of college students call for Event-Specific Prevention (ESP) strategies that address college student drinking associated with peak times and events. Despite limited research evaluating ESP, many college campuses are currently implementing programming for specific events. The present paper provides a review of existing literature related to ESP and offers practical guidance for research and practice. The prevention typology proposed by DeJong and Langford (2002) provides a framework for strategic planning, suggesting that programs and policies should address problems at the individual, group, institution, community, state, and society level, and that these interventions should focus on knowledge change, environmental change, health protection, and intervention and treatment services. From this typology, specific examples are provided for comprehensive program planning related to orientation/beginning of school year, homecoming, 21st birthday celebrations, spring break, and graduation. In addition, the University of Connecticut’s efforts to address problems resulting from its annual Spring Weekend are described as an illustration of how advance planning by campus and community partners can produce a successful ESP effort. PMID:17616260

  14. Misconceptions about the Golden Ratio.

    ERIC Educational Resources Information Center

    Markowsky, George

    1992-01-01

    Typically, the mathematical properties concerning the golden ratio are stated correctly, but much of what is presented with respect to the golden ratio in art, architecture, literature, and aesthetics is false or seriously misleading. Discussed here are some of the most commonly repeated misconceptions promulgated, particularly within mathematics…

  15. What Learning Environments Best Address 21st-Century Students' Perceived Needs at the Secondary Level of Instruction?

    ERIC Educational Resources Information Center

    Lemley, J. Brett; Schumacher, Gary; Vesey, Winona

    2014-01-01

    The purpose of a recent study was to determine what learning environments best address the needs of 21st-century students at the secondary level. This study concluded that the presence of a positive 21st-century learning environment is related to student satisfaction and student-teacher relationships. While the majority of the literature on…

  16. Addressing Student Mental Health Needs by Providing Direct and Indirect Services and Building Alliances in the Community

    ERIC Educational Resources Information Center

    Kaffenberger, Carol J.; O'Rorke-Trigiani, Judith

    2013-01-01

    Given that 20% of students experience mental health issues that interfere with school performance and most of these students will turn first to their school for help, school counselors need to consider how they can best serve this population. This article describes how school counselors can address the mental health needs of students by providing…

  17. Vocabulary: Five Common Misconceptions

    ERIC Educational Resources Information Center

    Padak, Nancy; Bromley, Karen; Rasinski, Tim; Newton, Evangeline

    2012-01-01

    When young readers encounter texts that contain too many unfamiliar words, their comprehension suffers. Reading becomes slow, laborious, and frustrating, impeding their learning. That's why vocabulary knowledge is a key element in reading comprehension. To comprehend fully and learn well, all students need regular vocabulary exploration.…

  18. Are You Teaching Your Students about Stem Cells?

    ERIC Educational Resources Information Center

    Concannon, James; Brown, Patrick L.; Brandt, Trisha

    2009-01-01

    This activity targets students' misconceptions about embryonic and adult stem cells while also addressing an important grades 9-12 science content standard. The authors designed the activity to provide students an opportunity to explore differences between embryonic and adult stem cells prior to formal explanation. The overarching goal of this…

  19. Analytical decision-making model for addressing the needs of allied health students with disabilities.

    PubMed

    Sharby, Nancy; Roush, Susan E

    2009-01-01

    The purposes of this article are to (1) review the literature on students with disabilities (SWD) in higher education with a particular focus on allied health and related professions, and (2) propose an analytical decision-making model for assessing students' needs and providing reasonable accommodations in allied health education. Increasing numbers of SWD are entering higher education, but the rate of success for these students is lower than the rate for their nondisabled peers. A multitude of factors impact SWD, including the direct effects of the disabilities on learning and performing essential functions, academic and clinical faculty knowledge of the impact of disability in educational settings and their experience implementing accommodations, and the impact of legislation and institutional policies on service delivery. While all of these are important, the most critical issues appear to be academic and clinical faculty knowledge about how to address disability-related challenges in the educational environment and the support of SWD by those faculty. The proposed analytical decision-making model will assist allied health faculty in assessing students' needs and providing reasonable accommodations. This, in turn, will enable allied health faculty to support SWD to meet essential components while upholding academic integrity and meeting the requirements of the law. PMID:19361024

  20. Building nursing research capacity to address health disparities: engaging minority baccalaureate and master's students.

    PubMed

    Goeppinger, Jean; Miles, Margaret Shandor; Weaver, Wanda; Campbell, Lenora; Roland, E Joyce

    2009-01-01

    In order to decrease health disparities, nursing needs to promote opportunities for minority nursing students to incorporate the conduct, as well as the utilization, of research into their professional careers. This article describes a model program to facilitate minority research career development, the Research Enrichment and Apprenticeship Program (REAP). REAP was developed and implemented by a federally funded partnership between 2 historically Black universities and a research-intensive university. Fifty-five (N = 55) baccalaureate and master's nursing students and 35 faculty members from the 3 schools participated in an intensive research mentorship program guided by learner-centered pedagogical approaches that culminated in the public presentation of students' research projects at a scientific poster session. Student, faculty, and institutional achievements, as well as challenges, were identified and addressed as the partnership evolved. Recognizing and building upon the strengths of both minority-serving and research-intensive institutions allowed the development of an exemplar program. While process measures provided many indicators of success, long-term evaluation of research career-related outcomes are needed. PMID:19447236

  1. Student Misinterpretations and Misconceptions Based on Their Explanations of Two Computer Animations of Varying Complexity Depicting the Same Oxidation-Reduction Reaction

    ERIC Educational Resources Information Center

    Rosenthal, Deborah P.; Sanger, Michael J.

    2012-01-01

    A group of 55 students were shown unnarrated versions of two different particulate-level computer animations of varying complexity depicting the oxidation-reduction reaction of aqueous silver nitrate and solid copper metal. These students were asked to explain their understanding of the chemical reaction based on their interpretations of these…

  2. A Study on Identifying the Misconceptions of Pre-Service and In-Service Teachers about Basic Astronomy Concepts

    ERIC Educational Resources Information Center

    Kanli, Uygar

    2014-01-01

    Nowadays, the importance given to astronomy teaching in science and physics education has been gradually increasing. At the same time, teachers play an important role in remediating the misconceptions about astronomy concepts held by students. The present study aims to determine the misconceptions of pre-service physics teachers (n = 117),…

  3. Common omissions and misconceptions of wave propagation in turbulence: discussion.

    PubMed

    Charnotskii, Mikhail

    2012-05-01

    This review paper addresses typical mistakes and omissions that involve theoretical research and modeling of optical propagation through atmospheric turbulence. We discuss the disregard of some general properties of narrow-angle propagation in refractive random media, the careless use of simplified models of turbulence, and omissions in the calculations of the second moment of the propagating wave. We also review some misconceptions regarding short-exposure imaging, propagation of polarized waves, and calculations of the scintillation index of the beam waves.

  4. Addressing the Social and Academic Behavior of a Student with Emotional and Behavioral Disorders in an Alternative Setting

    ERIC Educational Resources Information Center

    Swoszowski, N. C.; Jolivette, K.; Frederick, L. D.

    2013-01-01

    Check-In/Check-Out is a secondary tier positive behavior support program in which an adult mentor is paired with a student to address problem behavior and support appropriate behavior. This case study extended the implementation of the Check-In/Check-Out strategy to a residential facility for students with emotional and behavioral disorders. The…

  5. Applying Agnotology-Based Learning in a Mooc to Counter Climate Misconceptions

    NASA Astrophysics Data System (ADS)

    Cook, J.

    2014-12-01

    A key challenge facing educators and climate communicators is the wide array of misconceptions about climate science, often fostered by misinformation. A number of myths interfere with a sound understanding of the science, with key myths moderating public support for mitigation policies. An effective way to reduce the influence of misinformation is through agnotology-based learning. Agnotology is the study of ignorance while agnotology-based learning teaches students through the direct addressing of myths and misconceptions. This approach of "refutational teaching" is being applied in a MOOC (Massive Online Open Course) currently being developed by Skeptical Science and The University of Queensland, in collaboration with universities in Canada, USA and the UK. The MOOC will examine the science of climate change denial. Why is the issue so controversial given there is an overwhelming consensus on human-caused global warming? How do climate myths distort the science? What can scientists and laypeople do in response to misinformation? The MOOC will be released on the EdX platform in early 2015. I will summarise the research underpinning agnotology-based learning and present the approach taken in the MOOC to be released in early 2015

  6. Using astronomical photographs to investigate misconceptions about galaxies and spectra: Question development for clicker use

    NASA Astrophysics Data System (ADS)

    Lee, Hyunju; Schneider, Stephen E.

    2015-12-01

    Many topics in introductory astronomy at the college or high-school level rely implicitly on using astronomical photographs and visual data in class. However, students bring many preconceptions to their understanding of these materials that ultimately lead to misconceptions, and research about students' interpretation of astronomical images has been scarcely conducted. In this study we probed college students' understanding of astronomical photographs and visual data about galaxies and spectra, and developed a set of concept questions based on their common misconceptions. The study was conducted mainly in three successive surveys: (i) open-ended questions looking for students' ideas and common misconceptions, (ii) combined multiple-choice and open-ended questions seeking to explore student reasoning and to improve concept questions for clickers, and (iii) a finalized version of the concept questions used to investigate the strength of each misconception among the students in introductory astronomy courses. This study reports on the procedures and the development of the concept questions with the investigated common misconceptions about galaxies and spectra. We also provide the set of developed questions for teachers and instructors seeking to implement in their classes for the purpose of formative assessment with the use of classroom response systems. These questions would help them recognize the gap between their teaching and students' understanding, and ultimately improve teaching of the concepts.

  7. Relations between Intuitive Biological Thinking and Biological Misconceptions in Biology Majors and Nonmajors

    PubMed Central

    Coley, John D.; Tanner, Kimberly

    2015-01-01

    Research and theory development in cognitive psychology and science education research remain largely isolated. Biology education researchers have documented persistent scientifically inaccurate ideas, often termed misconceptions, among biology students across biological domains. In parallel, cognitive and developmental psychologists have described intuitive conceptual systems—teleological, essentialist, and anthropocentric thinking—that humans use to reason about biology. We hypothesize that seemingly unrelated biological misconceptions may have common origins in these intuitive ways of knowing, termed cognitive construals. We presented 137 undergraduate biology majors and nonmajors with six biological misconceptions. They indicated their agreement with each statement, and explained their rationale for their response. Results indicate frequent agreement with misconceptions, and frequent use of construal-based reasoning among both biology majors and nonmajors in their written explanations. Moreover, results also show associations between specific construals and the misconceptions hypothesized to arise from those construals. Strikingly, such associations were stronger among biology majors than nonmajors. These results demonstrate important linkages between intuitive ways of thinking and misconceptions in discipline-based reasoning, and raise questions about the origins, persistence, and generality of relations between intuitive reasoning and biological misconceptions. PMID:25713093

  8. Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors.

    PubMed

    Coley, John D; Tanner, Kimberly

    2015-03-01

    Research and theory development in cognitive psychology and science education research remain largely isolated. Biology education researchers have documented persistent scientifically inaccurate ideas, often termed misconceptions, among biology students across biological domains. In parallel, cognitive and developmental psychologists have described intuitive conceptual systems--teleological, essentialist, and anthropocentric thinking--that humans use to reason about biology. We hypothesize that seemingly unrelated biological misconceptions may have common origins in these intuitive ways of knowing, termed cognitive construals. We presented 137 undergraduate biology majors and nonmajors with six biological misconceptions. They indicated their agreement with each statement, and explained their rationale for their response. Results indicate frequent agreement with misconceptions, and frequent use of construal-based reasoning among both biology majors and nonmajors in their written explanations. Moreover, results also show associations between specific construals and the misconceptions hypothesized to arise from those construals. Strikingly, such associations were stronger among biology majors than nonmajors. These results demonstrate important linkages between intuitive ways of thinking and misconceptions in discipline-based reasoning, and raise questions about the origins, persistence, and generality of relations between intuitive reasoning and biological misconceptions.

  9. Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors.

    PubMed

    Coley, John D; Tanner, Kimberly

    2015-03-01

    Research and theory development in cognitive psychology and science education research remain largely isolated. Biology education researchers have documented persistent scientifically inaccurate ideas, often termed misconceptions, among biology students across biological domains. In parallel, cognitive and developmental psychologists have described intuitive conceptual systems--teleological, essentialist, and anthropocentric thinking--that humans use to reason about biology. We hypothesize that seemingly unrelated biological misconceptions may have common origins in these intuitive ways of knowing, termed cognitive construals. We presented 137 undergraduate biology majors and nonmajors with six biological misconceptions. They indicated their agreement with each statement, and explained their rationale for their response. Results indicate frequent agreement with misconceptions, and frequent use of construal-based reasoning among both biology majors and nonmajors in their written explanations. Moreover, results also show associations between specific construals and the misconceptions hypothesized to arise from those construals. Strikingly, such associations were stronger among biology majors than nonmajors. These results demonstrate important linkages between intuitive ways of thinking and misconceptions in discipline-based reasoning, and raise questions about the origins, persistence, and generality of relations between intuitive reasoning and biological misconceptions. PMID:25713093

  10. The Differentiation of Heat and Temperature: An Evaluation of the Effect of Microcomputer Teaching on Students' Misconceptions. Technical Report 87-5.

    ERIC Educational Resources Information Center

    Wiser, Marianne

    Two classroom studies, one conducted in the spring of 1985 and the second in the spring of 1986, showed that many high school students do not differentiate between heat and temperature; instead, they have a single concept that contains some of the features of heat and some of the features of temperature. Because the distinction between these two…

  11. "In Fourteen Hundred and Ninety-Two, Columbus Sailed the Ocean Blue": Effects of Multiple Document Readings on Student Attitudes and Misconceptions. Reading Research Report No. 82.

    ERIC Educational Resources Information Center

    Stahl, Steven A.; And Others

    To examine the effects of students reading multiple documents on their perceptions of a historical event, in this case the "discovery" of America by Christopher Columbus, 85 high school freshmen read 3 of 4 different texts (or sets of texts) dealing with Columbus. One text was an encyclopedia article, one a set of articles from "Newsweek" and…

  12. Diminishing Forces — Implications for Contextual Dependence of a Misconception

    NASA Astrophysics Data System (ADS)

    Allbaugh, Alicia R.

    2005-09-01

    Evidence is presented to suggest a misconception concerning motion of an object when acted upon by a force that decreases with distance such as Coulomb's Law. This evidence was collected during interviews of several above average calculus-based physics students. The students stated that the motion of an object would slow, even stop, if the force on it decreased based upon its distance. This may not be surprising until viewed in the light that many of these students didn't reveal this impetus or Aristotelian notion except with diminishing forces.

  13. Five popular misconceptions about osmosis

    NASA Astrophysics Data System (ADS)

    Kramer, Eric M.; Myers, David R.

    2012-08-01

    Osmosis is the flow of solvent across a semipermeable membrane from a region of lower to higher solute concentration. It is of central importance in plant and animal physiology and finds many uses in industry. A survey of published papers, web resources, and current textbooks reveals that numerous misconceptions about osmosis continue to be cited and taught. To clarify these issues, we re-derive the thermodynamics of osmosis using the canonical formalism of statistical mechanics and go on to discuss the main points that continue to lead to misunderstandings.

  14. Visitor or Inhabitant? Addressing the Needs of Undergraduate Transnational Medical Students

    ERIC Educational Resources Information Center

    Lindley, Jennifer; McCall, Louise; Abu-Arab, Adela

    2013-01-01

    This study was conducted to identify key issues for students in an undergraduate medical course with cross border delivery and the impact of these issues on the students' ability to learn. Data relating to the student experience and perceived student needs were collected from transnational students and teaching staff from Australia and Malaysia.…

  15. Some Misconceptions about Communicative Language Teaching.

    ERIC Educational Resources Information Center

    Thompson, Geoff

    1996-01-01

    Presents four misconceptions surrounding communicative language teaching (CLT) and discusses the reasons for their existence. These misconceptions are: (1) CLT means not teaching grammar; (2) CLT means teaching only speaking; (3) CLT means pair work, which means role play; and (4) CLT means expecting too much from the teacher. (13 references)…

  16. Textbook Errors & Misconceptions in Biology: Cell Metabolism.

    ERIC Educational Resources Information Center

    Storey, Richard D.

    1991-01-01

    The idea that errors and misconceptions in biology textbooks are often slow to be discovered and corrected is discussed. Selected errors, misconceptions, and topics of confusion about cell metabolism are described. Fermentation, respiration, Krebs cycle, pentose phosphate pathway, uniformity of catabolism, and metabolic pathways as models are…

  17. Misconceptions concerning the behavior, fate and transport of the fuel oxygenates TBA and MTBE

    NASA Astrophysics Data System (ADS)

    Woodward, R.; Sloan, R.

    2003-04-01

    The release of gasoline from underground storage tanks and the subsequent appearance of dissolved constituents in drinking water has focused attention on the use of MTBE in reformulated fuels. Natural biodegradation of MTBE in soil, photo-oxidation in the atmosphere or chemical oxidation during remediation of gasoline releases can produce the intermediate tertiary butyl alcohol (TBA). TBA is also a fuel oxygenate and can be found as a co-product in MTBE synthesized from methanol and TBA. Because the physical properties of ethers and alcohols differ somewhat from the predominant hydrocarbon compounds in gasoline, misconceptions have developed about the behavior of fuel oxygenates in storage and in the subsurface. Critical review of several misconceptions about MTBE and TBA in gasoline reveals the concepts were conceived to rationalize early field observations and/or incomplete data sets. Closer scrutiny, in light of recent laboratory investigations, field data, case studies and world literature, clarifies these misconceptions and assumptions about the behavior of ether oxygenates and their degradation products in the environment. Commonly held misconceptions focus on four general areas of fuel and fuel oxygenate management: storage/dispensing, hydrology, remediation, and health effects. Storage/dispensing misconceptions address materials stability to ethers and alcohols in fuel and the environmental forensics of fuel systems failure. Groundwater and hydrology misconceptions deal with plume dynamics and the impact of fuel on drinking water resources. Remediation misconceptions focus on the performance of traditional hydrocarbon remediation technologies, recent developments in biodegradation and natural attenuation, drivers of remedial design and remediation costs. Health effects misconceptions address both acute and chronic exposure risk evaluations by national and international health agencies. Generally MTBE and TBA are manageable by the same processes and

  18. Using Student Success Skills to Address ASCA Behavior Standards in Grades K-3

    ERIC Educational Resources Information Center

    Abel, Nicholas R.; Oliver, Brandie M.; Keller, Thomas J.; McAulay, Andrew; Piatek, Lisa

    2016-01-01

    This study evaluated relationships between a school counselor's implementation of the Student Success Skills (SSS) program with 203 students in grades K-3 and teacher ratings of student competency on five learning behaviors from the ASCA Mindsets & Behaviors for Student Success (American School Counselor Association, 2014). Using a paired…

  19. "I Hate Group Work!": Addressing Students' Concerns about Small-Group Learning

    ERIC Educational Resources Information Center

    Allan, Elizabeth G.

    2016-01-01

    This article identifies the strategies used by architecture professors and their undergraduate students to mitigate common issues that students raise about group work. Based on participant-observation, interviews with students and faculty, and analysis of instructional materials and student work, this IRB-approved ethnographic case study…

  20. Addressing Diversity in Health Science Students by Enhancing Flexibility through e-Learning

    ERIC Educational Resources Information Center

    Penman, Joy; Thalluri, Jyothi

    2014-01-01

    The technological advancements for teaching and learning sciences for health science students are embedded in the Thalluri-Penman Good Practice Model, which aims to improve the learning experiences of science students and increase student retention and success rates. The model also links students from urban and rural areas, studying both on-and…

  1. Science misconceptions and working memory capacity among Saudi adolescents: A neo-Piagetian investigation

    NASA Astrophysics Data System (ADS)

    Al-Jubaili, Ahmad Yahya

    This study was designed to investigate the relationships between science misconceptions and working memory capacity in Saudi adolescent students. The participants in this study were from eleventh and twelfth grades; both male and female students and natural and social science Saudi comprised the sample. Also investigated in this study were the conceptions and misconceptions of gravity in a non-European culture, that is Saudi culture, and the variables that differentiated those individuals who could overcome their misconceptions from those who could not and the gender differences in science misconceptions in the context of Saudi culture. Another important focus of this study was to investigate the participants' responses and explanations on the science misconceptions tasks (WLT and EGT). As would be expected, there was a strong correlation between WLT and EGT in the responses of students and their explanations. The most successful students on the WLT and EGT were natural science students rather than social science students, and there were no gender differences between male and female participants. Also investigated were the correlations between the dependent variables (i.e., the WLT and EGT; the measures of science misconceptions) and the independent variables, which were the visual working memory capacity tasks (i.e., FIT and VPS), the field independence/dependence (FASP), students' grade point average (GPA), age, academic major, gender, and grade level. It was found that both of the dependent variables (i.e., the WLT and EGT) correlated significantly with the same independent variables, the FIT, VPS, FASP, academic major, and students' grade point average (GPA).

  2. Open Access to Field Research: Engaging the General Public and Dispelling Misconceptions

    NASA Astrophysics Data System (ADS)

    Egger, A. E.

    2005-12-01

    The general public holds many misconceptions about the geosciences. Often, people confuse geologists with archaeologists, or believe geoscience careers are limited to petroleum and/or mineral exploration. People in resource-rich areas may have had only negative experiences with geoscientists, where resource extraction has come at the expense of quality of life and property. These misconceptions and negative perceptions are serious threats that can result in uninformed and biased teaching of the geosciences. To address these threats, the true nature and relevance of the geosciences need to be communicated to students and the general public whenever possible. Field work, an essential component of geoscience research and education, offers an ideal opportunity for such communication by bringing researchers and students in direct contact with private citizens and local agencies. By providing open access to field research, a meaningful outreach opportunity can be seamlessly integrated into a research program. Encouraging all students and the general public to participate in field-based research activities can promote understanding of the scientific process, the nature of the geosciences, and the importance of scientific research to a wide variety of audiences, dispelling misconceptions. For a field project conducted in the Warner Range of northeastern California, we initially had two goals: to corroborate an NSF-funded seismic experiment with surface geologic mapping, and to offer a research opportunity for undergraduates. The nature of a seismic experiment necessitates extensive communication with local citizens and agencies. This logistical communication soon led us to add more goals to the project: to conduct outreach activities in the small, rural communities in and around the field area and to collaborate with the many researchers from multiple institutions and government agencies with projects in the region. These outreach and collaboration efforts have now become

  3. Using Student Co-Regulation to Address L2 Students' Language and Pedagogical Needs in University Support Classes

    ERIC Educational Resources Information Center

    Turner, Marianne

    2010-01-01

    This article highlights student co-regulation of teaching practices as a way of exploring how L2 students' language and pedagogical needs can be met in university support classes. Integration rather than assimilation--or adapting to the needs of the students rather than leaving students to face the exigencies of the new learning environment…

  4. Catastrophic misconceptions in science education

    NASA Astrophysics Data System (ADS)

    Boyes, E.

    1988-03-01

    The article is an attempt to model the ideas of children's misconceptions and subsequent acceptance of conventional scientific thought on the simple cusp of catastrophe theory. The cusp catastrophe occurs in systems whose bimodal behaviour is dependent upon two control factors or constraints. The model may lack precise description and prediction, but it may help to organise information more clearly in a qualitative way and give new language to the interaction of the factors involved in the provision of useful learning experiences in teaching from children's alternative frameworks to conventionally acceptable views of science. It is possible that the model may stimulate research in terms of the type and quantity of learning experience necessary.

  5. Addressing the Nets for Students through Constructivist Technology Use in K-12 Classrooms

    ERIC Educational Resources Information Center

    Niederhauser, Dale S.; Lindstrom, Denise L.

    2006-01-01

    The National Educational Technology Standards for Students promote constructivist technology use for K-12 students in U.S. schools. In this study, researchers reported on 716 cases in which teachers described technology-based activities they conducted with their students. Narrative analysis was used to examine case transcripts relative to the…

  6. WWC Quick Review of the Report "Addressing Summer Reading Setback among Economically Disadvantaged Elementary Students"

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2010

    2010-01-01

    The study examined whether providing summer reading books to economically disadvantaged first- and second-grade students for three consecutive summers improved reading achievement. The study analyzed data on about 1,300 students from 17 high-poverty elementary schools in two large districts in Florida. Student-level reading achievement was…

  7. Creating a Culture of Student Philanthropy to Address Financial Challenges in Universities

    ERIC Educational Resources Information Center

    Pottick, Kathleen J.; Giordano, Stephanie; Chirico, Danielle E.

    2015-01-01

    Concerns about the cost of higher education and student loan debt have resulted in increasing efforts by policymakers and university administrators to find alternative ways to support the financing of higher education for students. The authors present a case study of a student-led philanthropy campaign to generate funding for social work student…

  8. Addressing Helping Competencies in Student Affairs: Analysis of Helping Skills Course Syllabi

    ERIC Educational Resources Information Center

    Reynolds, Amy L.; Altabef, David

    2015-01-01

    Helping skills are increasingly viewed as essential competencies for student affairs practitioners. The purpose of this study was to examine the helping competencies covered in student affairs professional preparation programs. The authors examined 16 syllabi of helping-skills courses in student affairs programs and compared this analysis to…

  9. The School Leader's Guide to Student Learning Supports: New Directions for Addressing Barriers to Learning

    ERIC Educational Resources Information Center

    Adelman, Howard S.; Taylor, Linda

    2005-01-01

    Barriers to learning and teaching interfere with students' ability to participate effectively and benefit fully from classroom instruction and other educational activities. For school improvement efforts to succeed in ways that truly improve student achievement and student test scores, systemic changes must be made in how schools provide learning…

  10. Attention to Retention: Exploring and Addressing the Needs of College Students in STEM Majors

    ERIC Educational Resources Information Center

    Xu, Yonghong Jade

    2016-01-01

    Guided by well-established theories on student retention, a survey was developed and implemented to collect data about the college experience of STEM students at a four-year research university. Analysis of the survey data confirms ten constructs that captured different aspects of students' academic and social experiences. Among them, academic…

  11. Creationism as a Misconception: Socio-Cognitive Conflict in the Teaching of Evolution

    ERIC Educational Resources Information Center

    Foster, Colin

    2012-01-01

    This position paper argues that students' understanding and acceptance of evolution may be supported, rather than hindered, by classroom discussion of creationism. Parallels are drawn between creationism and other scientific misconceptions, both of the scientific community in the past and of students in the present. Science teachers frequently…

  12. Using Astronomical Photographs to Investigate Misconceptions about Galaxies and Spectra: Question Development for Clicker Use

    ERIC Educational Resources Information Center

    Lee, Hyunju; Schneider, Stephen E.

    2015-01-01

    Many topics in introductory astronomy at the college or high-school level rely implicitly on using astronomical photographs and visual data in class. However, students bring many preconceptions to their understanding of these materials that ultimately lead to misconceptions, and research about students' interpretation of astronomical images has…

  13. Using Astronomical Photographs to Investigate Misconceptions about Galaxies and Spectra: Question Development for Clicker Use

    ERIC Educational Resources Information Center

    Lee, Hyunju; Schneider, Stephen E.

    2015-01-01

    Many topics in introductory astronomy at the college or high-school level rely implicitly on using astronomical photographs and visual data in class. However, students bring many preconceptions to their understanding of these materials that ultimately lead to misconceptions, and the research about students' interpretation of astronomical images…

  14. A Data Generating Review that Bops,Twists and Pulls at Misconceptions

    ERIC Educational Resources Information Center

    Gardner, Kimberly

    2013-01-01

    Statistics is an integral part of the K-12 mathematics curriculum (age 5-18). Naturally, students construct misconceptions of what they learn. This article discusses The Bop It[C]Challenge, a review activity assesses student understanding and reveals their misunderstandings of statistical concepts. (Contains 3 figures and 1 table.)

  15. Case Studies on Using Strengths and Interests to Address the Needs of Students with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Lanou, Aaron; Hough, Lauren; Powell, Elizabeth

    2012-01-01

    Students on the autism spectrum present with difficulties in a variety of areas, including social understanding, emotional regulation, academics, and behavior. Professionals working in the field of autism must identify and address these areas of need given each individual child's specific cognitive profiles. In this article the authors highlight…

  16. The American Competitiveness Initiative: Addressing the STEM Teacher Shortage and Improving Student Academic Readiness. BHEF Issue Brief

    ERIC Educational Resources Information Center

    Business-Higher Education Forum (NJ1), 2006

    2006-01-01

    America's leaders are increasingly concerned about U.S. competitiveness in a rapidly globalizing world. In response, during the 2006 State of the Union Address, President Bush introduced the American Competitiveness Initiative (ACI) to promote policy that bolsters student achievement in the areas of science, technology, engineering, and…

  17. Detection of Misconceptions about Colour and an Experimentally Tested Proposal to Combat them

    NASA Astrophysics Data System (ADS)

    Martinez-Borreguero, Guadalupe; Pérez-Rodríguez, Ángel Luis; Suero-López, María Isabel; José Pardo-Fernández, Pedro

    2013-06-01

    We study the misconceptions about colour that most people hold, determining the general phenomenological laws that govern them. Concept mapping was used to combat the misconceptions which were found in the application of a test specifically designed to determine these misconceptions, while avoiding the possible misleading inductions that could have arisen from the use of everyday language. In particular, care was taken to avoid the distorting effect that the use of the verb 'to be' applied to coloured objects could have on the responses. The misconceptions found were shown to have an internal consistency in the form of authentic mini-theories (implicit theories). We compared experimentally the results of two different teaching methods applied to combat these misconceptions. This study was conducted with 470 undergraduates of the University of Extremadura. We analysed the persistence over time of their learning made to overcome those misconceptions. The students were divided randomly into an experimental group (EG) and a control group (CG). To combat their misconceptions, EG were taught following a method based on the use of concept maps, and CG were taught following traditional teaching methods. The results of a pre-test and a post-test were compared for the two groups, finding statistically significant differences. The results allowed the principal working hypothesis to be accepted-concept maps are learning tools which foster conceptual change and allow misconceptions to be eradicated via meaningful learning maintained over time, i.e. EG acquired a relative long-lasting gain in learning that was superior to that acquired by CG.

  18. How Schools Address Students' Mental Health and Drug and Alcohol Concerns and Problems: Lessons from Student Assistance Programs

    ERIC Educational Resources Information Center

    Fertman, Carl I.; Tarasevich, Susan L.

    2004-01-01

    Conversations with school superintendents, board members, principals, teachers, counselors, and nurses about their students' social and emotional health show how actively they are working to help students confront difficult issues. Topping the list of issues are drug and alcohol use and abuse, depression, and violence among students. Equally…

  19. Breaking through barriers: using technology to address executive function weaknesses and improve student achievement.

    PubMed

    Schwartz, David M

    2014-01-01

    Assistive technologies provide significant capabilities for improving student achievement. Improved accessibility, cost, and diversity of applications make integration of technology a powerful tool to compensate for executive function weaknesses and deficits and their impact on student performance, learning, and achievement. These tools can be used to compensate for decreased working memory, poor time management, poor planning and organization, poor initiation, and decreased memory. Assistive technology provides mechanisms to assist students with diverse strengths and weaknesses in mastering core curricular concepts. PMID:25010083

  20. Therapeutic misconception: hope, trust and misconception in paediatric research.

    PubMed

    Woods, Simon; Hagger, Lynn E; McCormack, Pauline

    2014-03-01

    Although the therapeutic misconception (TM) has been well described over a period of approximately 20 years, there has been disagreement about its implications for informed consent to research. In this paper we review some of the history and debate over the ethical implications of TM but also bring a new perspective to those debates. Drawing upon our experience of working in the context of translational research for rare childhood diseases such as Duchenne muscular dystrophy, we consider the ethical and legal implications of the TM for parental consent to research. In this situation, it is potentially the parent who is vulnerable to TM. In our analysis we not only consider the context of informed consent for research but also the wider environment in which the value of research is promoted, more broadly through the media but also more specifically through the communication strategies of patient organizations. All dissemination about developments in research for health runs the risk of portraying an overly optimistic view of the promise of biotechnological solutions and has the potential to encourage a 'collective' TM. In this paper we consider the challenge that TM presents to parents as well as explore the ethical and legal responsibilities of researchers to ensure an appropriately informed consent: compatible with a hopeful disposition of parents who consent for the their children whilst avoiding a blind and misleading optimism.

  1. Textbook Errors & Misconceptions in Biology: Photosynthesis.

    ERIC Educational Resources Information Center

    Storey, Richard D.

    1989-01-01

    Glaring and basic textbook errors and misconceptions about photosynthesis are discussed. The Calvin Cycle, photosynthetic products, alternative cycles, and plants as producers are considered. Included are observations of both college and secondary textbooks. (CW)

  2. Addressing Educational Reform: Exploring PE Metrics as a System to Measure Student Achievement in Physical Education

    ERIC Educational Resources Information Center

    Hushman, Glenn; Hushman, Carolyn; Carbonneau, Kira

    2015-01-01

    The current educational reform movement in the United States is focused on measuring the effectiveness of teachers. One component of teacher effectiveness is student achievement. The effectiveness of using PE Metrics as a measure of student achievement in a physical activity setting with a low socioeconomic, culturally diverse population was…

  3. Using Invitational Learning to Address Writing Competence for Middle School Students with Disabilities

    ERIC Educational Resources Information Center

    Ornelles, Cecily; Black, Rhonda S.

    2012-01-01

    This study describes the process of creating an Invitational Learning environment to improve the writing competence of middle school students in two special education classes. Teacher-student interactions were coded according to Purkey and Novak's (1996) Intentionality/Invitation Quadrant with levels corresponding to intentionally disinviting,…

  4. Using a Concept Cartoon© Method to Address Elementary School Students' Ideas about Natural Phenomena

    ERIC Educational Resources Information Center

    Minárechová, Michaela

    2016-01-01

    This study investigated the identification and subsequent development or modification of students´ ideas about scientific phenomena by teaching by concept cartoons© method. We found out ideas of students of the fourth grade of primary school by conceptual tasks which were parts of quasi-experiment (pretest and posttest design). For triangulation…

  5. Athletic Training Educators' Pedagogical Strategies for Preparing Students to Address Sudden Death in Sport

    ERIC Educational Resources Information Center

    Mazerolle, Stephanie M.; Pagnotta, Kelly D.; Salvatore, Anthony C.; Casa, Douglas J.

    2013-01-01

    Context: Educational training programs both impart knowledge and allow students to practice skills to gain clinical competence. Objective: Understand the educational training provided to athletic training students regarding sudden death in sport beyond exertional heat stroke. Design: An exploratory, qualitative study using telephone interviews and…

  6. Pursuing Justice for Refugee Students: Addressing Issues of Cultural (Mis)Recognition

    ERIC Educational Resources Information Center

    Keddie, Amanda

    2012-01-01

    In this paper Nancy Fraser's conceptual tools are drawn on to theorise issues of justice in a culturally diverse primary school in Australia where approximately 30% of the student population are immigrant/refugees. The paper examines justice issues of cultural recognition in relation to refugee student identity, behaviour and assessment. Drawing…

  7. Effective Educational Practice: A Crucial First Step in Addressing the Needs of Traditionally Overlooked Students

    ERIC Educational Resources Information Center

    Dimeo, Jennifer Kumpost

    2013-01-01

    Students who are traditionally overlooked in academic settings (e.g. poor, Black, Hispanic American, Latino/Latina) are not likely to have educational experiences that reflect equity in access to excellence in education. These students regularly encounter challenges that reflect a poor educational fit and their key needs are often overlooked in…

  8. Health care voluntourism: addressing ethical concerns of undergraduate student participation in global health volunteer work.

    PubMed

    McCall, Daniel; Iltis, Ana S

    2014-12-01

    The popularity and availability of global health experiences has increased, with organizations helping groups plan service trips and companies specializing in "voluntourism," health care professionals volunteering their services through different organizations, and medical students participating in global health electives. Much has been written about global health experiences in resource poor settings, but the literature focuses primarily on the work of health care professionals and medical students. This paper focuses on undergraduate student involvement in short term medical volunteer work in resource poor countries, a practice that has become popular among pre-health professions students. We argue that the participation of undergraduate students in global health experiences raises many of the ethical concerns associated with voluntourism and global health experiences for medical students. Some of these may be exacerbated by or emerge in unique ways when undergraduates volunteer. Guidelines and curricula for medical student engagement in global health experiences have been developed. Guidelines specific to undergraduate involvement in such trips and pre-departure curricula to prepare students should be developed and such training should be required of volunteers. We propose a framework for such guidelines and curricula, argue that universities should be the primary point of delivery even when universities are not organizing the trips, and recommend that curricula should be developed in light of additional data.

  9. Addressing the Needs of Gifted Middle School Students. Practitioners' Guide A0023.

    ERIC Educational Resources Information Center

    Renzulli, Joseph S.; Richards, Susannah

    This pamphlet discusses the benefits of using the Schoolwide Enrichment Model (SEM) for providing numerous enrichment and acceleration alternatives that are designed to accommodate the academic strengths, interests, and learning styles of all middle school students, including gifted students. It explains the different components of SEM including…

  10. 2014 AERA Presidential Address: The College Ambition Program: A Realistic Transition Strategy for Traditionally Disadvantaged Students

    ERIC Educational Resources Information Center

    Schneider, Barbara

    2015-01-01

    The College Ambition Program (CAP) is designed to encourage low-income and minority students to enroll in college. The following analysis presents updated results from my AERA presidential talk in 2014. Results indicate that CAP, which is a schoolwide intervention, increased college attendance for low-income and minority students in seven…

  11. A Tailored Approach to Identifying and Addressing College Students' Online Health Information Literacy

    ERIC Educational Resources Information Center

    Banas, Jennifer

    2008-01-01

    Background: College students may fail to practice information literacy skills because they are unaware of their skill level or are not concerned with the risks. Purpose: In order to develop an effective message that motivates college students to learn online health information literacy skills, a better understanding of perceptions about such…

  12. The Role of HBCUs in Addressing the Unique Needs of LGBT Students

    ERIC Educational Resources Information Center

    Mobley, Steve D., Jr.; Johnson, Jennifer M.

    2015-01-01

    This chapter highlights some of the extant literature on LGBT students at HBCUs and discusses some of the challenges they encounter at these institutions. Furthermore, it offers recommendations to help HBCUs be more intentional about creating a more affirming and inclusive campus environment for LGBT students.

  13. Addressing Bullying of Students with Autism: Suggestions for Families and Educators

    ERIC Educational Resources Information Center

    Hong, Ee Rea; Neely, Leslie; Lund, Emily M.

    2015-01-01

    Bullying or any aggressive behavior of a more powerful person or group toward a less powerful person is a widespread problem in the U.S. educational system. While bullying is a significant problem for all students, students with an autism spectrum disorder (ASD) have a particularly high incidence rate of becoming victims of bullying. The social…

  14. Obstacles and Opportunities: Addressing the Growing Pains of Summative Student Evaluation of Teaching

    ERIC Educational Resources Information Center

    Surgenor, P.W.G.

    2013-01-01

    Summative student evaluation of teaching (SET) is a contentious process, but given the increasing emphasis on quality and accountability, as well as national and international calls for centralised student feedback systems, is likely to become an inevitable aspect of teaching. This research aimed to clarify academics' attitudes to SET in a large…

  15. Advising Financially At-Risk Students: Detecting and Addressing Premature Affluence

    ERIC Educational Resources Information Center

    Shaffer, Leigh S.

    2014-01-01

    Academic advisors likely will encounter financially at-risk (FAR) students who jeopardize their chances of completing a college education and compromise their economic futures by accruing burdensome debt. Students may use loans and credit cards to pay for the necessities of a college education, but many also generate personal debt by financing…

  16. Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties

    ERIC Educational Resources Information Center

    Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Doug

    2013-01-01

    The Common Core State Standards provide teachers with a framework of necessary mathematics skills across grades K-12, which vary considerably from previous mathematics standards. In this article, we discuss concerns about the implications of the Common Core for students with mathematics difficulties (MD), given that students with MD, by…

  17. Addressing K-5 Students' and Preservice Elementary Teachers' Conceptions of Seasonal Change

    ERIC Educational Resources Information Center

    Starakis, Ioannis; Halkia, Krystallia

    2014-01-01

    In this paper, primary school students' and pre-service teachers' ideas of seasonal change are investigated. The research was carried out in nine primary schools in Athens and in the Primary Education Department of the University of Athens. Written reports were used for gathering data while students also had the opportunity to support…

  18. Addressing Alcohol Use and Problems in Mandated College Students: A Randomized Clinical Trial Using Stepped Care

    ERIC Educational Resources Information Center

    Borsari, Brian; Hustad, John T. P.; Mastroleo, Nadine R.; Tevyaw, Tracy O'Leary; Barnett, Nancy P.; Kahler, Christopher W.; Short, Erica Eaton; Monti, Peter M.

    2012-01-01

    Objective: Over the past 2 decades, colleges and universities have seen a large increase in the number of students referred to the administration for alcohol policies violations. However, a substantial portion of mandated students may not require extensive treatment. Stepped care may maximize treatment efficiency and greatly reduce the demands on…

  19. Student Growth within the School Garden: Addressing Personal/Social, Academic, and Career Development

    ERIC Educational Resources Information Center

    Swank, Jacqueline M.; Swank, David E.

    2013-01-01

    School counselors have the challenging task of implementing a comprehensive, developmental school counseling program to serve a large number of students. We present the creative use of a garden program to promote the development of students through the integration of the natural environment. Additionally, we describe activities and metaphors…

  20. Using Movement-Based Sensory Interventions to Address Self-Stimulatory Behaviors in Students with Autism

    ERIC Educational Resources Information Center

    Mays, Nicole M.; Beal-Alvarez, Jennifer; Jolivette, Kristine

    2011-01-01

    This article outlines a three-step process to help teachers determine whether or not the function of a student's stereotypical behavior is sensory-based and if so, how to select and monitor an appropriate sensory intervention to promote instructional engagement. In particular, characteristics of students who are seeking to gain sensory input in…

  1. Addressing Library Anxiety (LA) in student nurses: a study in an NHS Foundation Trust Hospital library and information service.

    PubMed

    Still, Madeleine

    2015-12-01

    Library anxiety is a concept which has been recognised in academic library circles since the early 1990s. It can result in students actively avoiding the library for the duration of their studies. Madeleine Still is Trust Librarian at North Tees & Hartlepool NHS Foundation Trust and while studying for an MSc, recognised that some student nurses were exhibiting signs of library anxiety. She decided to make it the focus of her MSc dissertation, and this article discusses her research project as well as highlighting the measures she has taken to address the issues she uncovered. Madeleine graduated in July 2013 with an MSc in Information & Library Studies from Robert Gordon University.

  2. Using PCR to Target Misconceptions about Gene Expression †

    PubMed Central

    Wright, Leslie K.; Newman, Dina L.

    2013-01-01

    We present a PCR-based laboratory exercise that can be used with first- or second-year biology students to help overcome common misconceptions about gene expression. Biology students typically do not have a clear understanding of the difference between genes (DNA) and gene expression (mRNA/protein) and often believe that genes exist in an organism or cell only when they are expressed. This laboratory exercise allows students to carry out a PCR-based experiment designed to challenge their misunderstanding of the difference between genes and gene expression. Students first transform E. coli with an inducible GFP gene containing plasmid and observe induced and un-induced colonies. The following exercise creates cognitive dissonance when actual PCR results contradict their initial (incorrect) predictions of the presence of the GFP gene in transformed cells. Field testing of this laboratory exercise resulted in learning gains on both knowledge and application questions on concepts related to genes and gene expression. PMID:23858358

  3. Three Misconceptions About Radiation — And What We Teachers Can Do to Confront Them

    NASA Astrophysics Data System (ADS)

    Neumann, Susanne

    2014-09-01

    During the last few years teaching physics, I have noticed that my students are becoming more and more interested in the topic of radiation. Mobile phones, modern game consoles, and WiFi—all of these devices involving some kind of radiation are part of our students' everyday lives. Students are also frequently confronted in the media with debates relating to different types of radiation: What are the effects of nuclear contamination going to be after the Fukushima accident? Can radiation from mobile phones really cause cancer? Should the use of tanning booths be forbidden for teenagers? Although students seem to be very motivated to learn about the topic of radiation, I have encountered several misconceptions about this topic that my students bring into the physics classroom. Some of these misconceptions might be caused by biased media reports, while others can be attributed to a different usage of the word radiation in everyday language (when compared to the scientific usage of this term). In this paper, I would like to present the most common misconceptions about radiation that I have encountered in my physics courses and I would like to give some ideas how to confront these ideas in teaching. A detailed description of these misconceptions discovered through empirical research can be found in one of my research articles.1

  4. Intake Procedures as a Factor in Identifying and Addressing Barriers to Attendance of Adult Education Students.

    ERIC Educational Resources Information Center

    Hubble, Judy Hafley

    A study explored the nature of intake procedures of Texas adult education programs. Research on barriers to attendance and strategies for retention were reviewed, and the current use of intake procedures to identify and address barriers to attendance was summarized through a survey of 374 Literacy, Even Start Family Literacy, Adult Basic Education…

  5. Genesis & the Human Ribcage: An Opportunity to Correct a Misconception & Introduce an Evolution Lesson into the Anatomy Class

    ERIC Educational Resources Information Center

    Senter, Phil

    2013-01-01

    Many anatomy students begin the course with a misconception that human males and females do not have the same number of ribs. At the root of that misconception is Genesis 2:21-22, in which God removes a rib from Adam to make Eve. Removal of a body part is a surgical procedure, and one does not pass on the results of surgery to one's offspring. The…

  6. Addressing Student Difficulties with Concepts Related to Entropy, Heat Engines and the Carnot Cycle

    NASA Astrophysics Data System (ADS)

    Smith, Trevor I.; Christensen, Warren M.; Thompson, John R.

    2009-11-01

    We report the rationale behind and preliminary results from a guided-inquiry conceptual worksheet (a.k.a. tutorial) dealing with Carnot's efficiency and the Carnot cycle. The tutorial was administered in an upper-level thermodynamics course at the University of Maine. The tutorial was implemented as the third in a three-tutorial sequence designed to improve students' understanding of entropy and its applications. Initial pre- and post-tutorial assessment data suggest that student understanding of heat engines and the Carnot cycle improved as a result of tutorial instruction.

  7. Prevalence of blood circulation misconceptions among prospective elementary teachers.

    PubMed

    Pelaez, Nancy J; Boyd, Denise D; Rojas, Jacqueline B; Hoover, Mildred A

    2005-09-01

    Research shows that misconceptions about human blood circulation and gas exchange persist across grade levels. The purpose of this study was twofold: 1) to investigate the prevalence and persistence of blood circulation misconceptions among prospective elementary teachers and 2) to evaluate the effectiveness of learning activities for discovering what students know and can explain about blood circulation and lung function. The context was an undergraduate introduction to biology course taught by two professors across three semesters at a state university. Independent reviewers identified five categories of erroneous ideas about blood circulation. Many categories still presented problems to students at the end of the course: 70% of prospective elementary teachers did not understand the dual blood circulation pathway, 33% were confused about blood vessels, 55% had wrong ideas about gas exchange, 19% had trouble with gas transport and utilization, and 20% did not understand lung function. Results show that an interview about a drawing as a final exam was significantly better at revealing different errors and a higher frequency of erroneous ideas compared with an essay exam. There is an urgent need for instructional tools to help undergraduate students realize the discrepancies between their own ideas about blood circulation and those of the scientific community.

  8. Addressing Students' Difficulties with Faraday's Law: A Guided Problem Solving Approach

    ERIC Educational Resources Information Center

    Zuza, Kristina; Almudí, José-Manuel; Leniz, Ane; Guisasola, Jenaro

    2014-01-01

    In traditional teaching, the fundamental concepts of electromagnetic induction are usually quickly analyzed, spending most of the time solving problems in a more or less rote manner. However, physics education research has shown that the fundamental concepts of the electromagnetic induction theory are barely understood by students. This article…

  9. Analysis of Arguments Constructed by First-Year Engineering Students Addressing Electromagnetic Induction Problems

    ERIC Educational Resources Information Center

    Almudi, Jose Manuel; Ceberio, Mikel

    2015-01-01

    This study explored the quality of arguments used by first-year engineering university students enrolled in a traditional physics course dealing with electromagnetic induction and related problem solving where they had to assess whether the electromagnetic induction phenomenon would occur. Their conclusions were analyzed for the relevance of the…

  10. Identifying and Addressing the Mental Health Needs of Online Students in Higher Education

    ERIC Educational Resources Information Center

    Barr, Bonny

    2014-01-01

    89% of colleges and universities in the United States offer online courses and of those institutions 58% offer degree programs that are completely online (Parker, Lenhart & Moore, 2011).Providing online student services is an important component of these distance programs and is often required by accrediting bodies. Health and wellness…

  11. Perceived Role Legitimacy and Role Importance of Australian School Staff in Addressing Student Cannabis Use

    ERIC Educational Resources Information Center

    Gates, Peter J.; Norberg, Melissa M.; Dillon, Paul; Manocha, Ramesh

    2013-01-01

    The high prevalence of cannabis use by Australian secondary school students makes schools an ideal setting for the delivery of substance use prevention programs. Although efficacious school-based cannabis prevention programs exist, there is scant research investigating the perceived role legitimacy and role importance of school staff. As such,…

  12. How Service Learning Addresses the Mental Health Needs of Students in Urban Schools

    ERIC Educational Resources Information Center

    Wilczenski, Felicia L.; Cook, Amy L.

    2009-01-01

    Service learning promotes social-emotional and academic development through active engagement in community activities. It empowers students to think beyond themselves and to develop a commitment to serve others. In so doing, service learning builds connections with school and community that are critically important in urban settings. This paper…

  13. Address Forms among University Students in Ghana: A Case of Gendered Identities?

    ERIC Educational Resources Information Center

    Afful, Joseph Benjamin Archibald

    2010-01-01

    In the last two decades, scholars in discourse studies and sociolinguistics have shown considerable interest in how identity is encoded in discourses across various facets of life such as academia, home, politics and workplace. By adopting an ethnographic-style approach, this study shows how students in a Ghanaian university construct their…

  14. Addressing the Needs of Students with Learning Disabilities during Their Interaction with the Web

    ERIC Educational Resources Information Center

    Curcic, Svjetlana

    2011-01-01

    Purpose: The purpose of this study is to examine the effectiveness of instruction in information problem solving within the world wide web (the web) environment. The participants were 20 seventh and eighth grade students with a learning disability (LD) in reading. An experimental pretest-posttest control group method was used to investigate the…

  15. Addressing the Educational Challenges Faced by African Refugee Background Students: Perceptions of Western Australian Stakeholders

    ERIC Educational Resources Information Center

    Oliver, Rhonda; Haig, Yvonne; Grote, Ellen

    2009-01-01

    Australian schools have a long history of providing education to students from culturally and linguistically diverse background, including new arrivals who are still in the process of acquiring English as an additional language. Nonetheless, the cohort of refugee children and youth coming from Africa's troubled regions in the last few years poses…

  16. Helicopter Parents of Community College Students: How Community College Professionals Operationally Define and Address This Phenomenon

    ERIC Educational Resources Information Center

    Hightower, Helen C.

    2014-01-01

    This study examined whether the phenomenon of "parental over-involvement" occurred in the Virginia Community College System. Concern has been expressed in the popular and academic literature in recent years over the increased level of parental involvement at four year institutions whose student bodies consist almost exclusively of…

  17. Citing Internet Addresses: A How-To Guide for Referencing Online Sources in Student Bibliographies. Revised.

    ERIC Educational Resources Information Center

    McClain, Tim

    This paper provides easy-to-understand guidelines for citing online information in student bibliographies. Citation structure and examples are provided for each type of Internet source. Guidelines are included for the following Internet sources: electronic mail; Gopher; File Transfer Protocol (FTP); Telnet; World Wide Web; Usenet Newsgroups;…

  18. Workshop on Friction: Understanding and Addressing Students' Difficulties in Learning Science through a Hermeneutical Perspective

    ERIC Educational Resources Information Center

    Ha, Sangwoo; Lee, Gyoungho; Kalman, Calvin S.

    2013-01-01

    Hermeneutics is useful in science and science education by emphasizing the process of understanding. The purpose of this study was to construct a workshop based upon hermeneutical principles and to interpret students' learning in the workshop through a hermeneutical perspective. When considering the history of Newtonian mechanics, it could be…

  19. Addressing University Students' Anti-Gay Bias: An Extension of the Contact Hypothesis

    ERIC Educational Resources Information Center

    Span, Sherry A.

    2011-01-01

    One method frequently employed as an intervention to reduce anti-gay bias is a lesbian, gay, and bisexual (LGB) speaker panel. These speakers share brief biographical sketches about their coming out experiences and then answer questions. A pretest/posttest control group design examined the impact of LGB speaker panels on university students'…

  20. Assessing and Addressing Student Barriers: Implications for Today's College Classroom

    ERIC Educational Resources Information Center

    Osterholt, Dorothy A.; Dennis, Sophie Lampard

    2014-01-01

    The increasingly diverse set of learners in colleges and universities poses considerable challenges for educators. Dorothy A. Osterholt and Sophie Lampard Dennis explain the four domains of learning they have identified and suggest ways to apply them to help students overcome a variety of obstacles to learning.

  1. Student & Family Assistance Programs and Services To Address Barriers to Learning. A Center Training Tutorial.

    ERIC Educational Resources Information Center

    California Univ., Los Angeles. Center for Mental Health in Schools.

    Most school districts employ student support or "pupil services professionals," such as school psychologists, counselors, and social workers. These personnel perform services connected with mental health and psychosocial problems. The format usually is a combination of centrally based and school-based services. Amelioration of the full continuum…

  2. Addressing the Needs of Students with Autism and Other Disabilities in China: Perspectives from the Field

    ERIC Educational Resources Information Center

    Zhang, Dorothy; Spencer, Vicky G.

    2015-01-01

    Autism is a developmental disability that has gained increasing attention during the past several decades in China. The two case studies presented in this article examined the perspectives of two school leaders on educating students with autism in China. Two school principals, one from a public school and one from a private school, were…

  3. College Students' Views of Work-Life Balance in STEM Research Careers: Addressing Negative Preconceptions

    ERIC Educational Resources Information Center

    Tan-Wilson, Anna; Stamp, Nancy

    2015-01-01

    In career discussions, female undergraduates said that if they were to attend graduate school in science, technology, engineering, and mathematics (STEM) and were to follow a career based on their research training, they would have to give up having a family. A subsequent survey showed that many students, both men and women, thought work-life…

  4. Forum on Addressing Performance Gaps of Low-Performing Students: Implications for Assessment and Instruction

    ERIC Educational Resources Information Center

    Warren, S.; Christensen, L.; Shyyan, V.; Thurlow, M.

    2013-01-01

    Sixty-two individuals representing sixteen states, three school districts, eleven testing and testing-related companies, and eleven other organizations participated in a forum on June 19, 2013, in National Harbor, Maryland, to discuss the performance gaps of low-performing students and their implications for assessment and instruction. The forum…

  5. Addressing Dilemmas of Social Justice Mathematics Instruction through Collaboration of Students, Educators, and Researchers

    ERIC Educational Resources Information Center

    Kokka, Kari

    2015-01-01

    Social justice mathematics educators explicitly aim to develop students' sociopolitical consciousness in addition to teaching mathematics content (Gutiérrez 2013; Gutstein 2006). Sociopolitical consciousness refers to Paulo Freire's (1970) concept of "conscientização," or learning to perceive social, political, and economic…

  6. Extending Transition to Address Guardianship Alternatives: An Issue Concerning Students Who Have Intellectual Disability

    ERIC Educational Resources Information Center

    Millar, Dorothy Squatrito

    2014-01-01

    As students who have intellectual disability reach or have reached the age of majority, concerns regarding their competence to make informed decisions are often raised, as is the issue of adult guardianship. Guardianship refers to when a judge appoints an adult to be the guardian of another adult (ward) who has been determined to be unable to care…

  7. Orchestration: Providing Teachers with Scaffolding to Address Curriculum Standards and Students' Pace of Learning

    ERIC Educational Resources Information Center

    Díaz, Anita; Nussbaum, Miguel; Ñopo, Hugo; Maldonado-Carreño, Carolina; Corredor, Javier

    2015-01-01

    While investment in technology for use in the classroom is increasing, studies still do not reveal significant improvements in learning. Investigations have shown that aligning the design of learning experiences with students' needs creates synergy in the teaching and learning classroom processes. This can be achieved through orchestration, the…

  8. Addressing Physical Inactivity among Developmentally Disabled Students through Visual Schedules and Social Stories

    ERIC Educational Resources Information Center

    Zimbelman, Merilee; Paschal, Angelia; Hawley, Suzanne R.; Molgaard, Craig A.; St. Romain, Theresa

    2007-01-01

    Introduction: This project tested visual schedules and social stories in a physical education setting in order to increase the physical activity of developmentally disabled students. Method: This cohort study design involved 17 physical education teachers in a training course with an initial survey and 7-month post-survey. The initial survey…

  9. Addressing the Needs of Underprepared Students in Higher Education: Does College Remediation Work?

    ERIC Educational Resources Information Center

    Bettinger, Eric P.; Long, Bridget Terry

    2009-01-01

    Each year , thousands graduate high school academically underprepared for college. Many must take remedial or developmental postsecondary coursework, and there is a growing debate about the effectiveness of such programs. This paper examines the effects of remediation using a unique data set of over 28,000 students. To account for selection…

  10. Pedagogical Tools to Address Clinical Anatomy and Athletic Training Student Learning Styles

    ERIC Educational Resources Information Center

    Mazerolle, Stephanie; Yeargin, Susan

    2010-01-01

    Context: A thorough knowledge of anatomy is needed in four of the six domains of athletic training: prevention, injury/condition recognition, immediate care, and treatment/rehabilitation. Students with a solid foundation can achieve competency in these specific domains. Objective: To provide educators with pedagogical tools to promote a deeper…

  11. Common Misconceptions in the Use of Drugs for the Reading/Learning Disabled Child.

    ERIC Educational Resources Information Center

    Papazian, Clement E.

    The author presents a "working model" approach to use with parents in explaining the nature of their reading/learning disabled child's problem, with particular emphasis on medication intervention. Ten misconceptions regarding attentional deficit disorder (ADD) are addressed: (1) a neurological examination and a brain wave test are essential in…

  12. Zeroing in on Number and Operations, Pre-K-K: Key Ideas and Common Misconceptions

    ERIC Educational Resources Information Center

    Dacey, Linda; Collins, Anne

    2011-01-01

    "The Zeroing in on Number and Operations" series, which aligns with the Common Core State Standards and the NCTM Standards on Focal Points, features easy-to-use tools for teaching key concepts in number and operations and for addressing common misconceptions. Sharing the insights they've gained through decades of mathematics teaching and research,…

  13. Zeroing in on Number and Operations, Grades 7-8: Key Ideas and Common Misconceptions

    ERIC Educational Resources Information Center

    Collins, Anne; Dacey, Linda

    2010-01-01

    "The Zeroing in on Number and Operations" series, which aligns with the Common Core State Standards and the NCTM Standards and Focal Points, features easy-to-use tools for teaching key concepts in number and operations and for addressing common misconceptions. Sharing the insights they've gained in decades of mathematics teaching and research,…

  14. Zeroing in on Number and Operations, Grades 5-6: Key Ideas and Common Misconceptions

    ERIC Educational Resources Information Center

    Collins, Anne; Dacey, Linda

    2010-01-01

    "The Zeroing in on Number and Operations" series, which aligns with the Common Core State Standards and the NCTM Sandards and Focal Points, features easy-to-use tools for teaching key concepts in number and operations and for addressing common misconceptions. Sharing the insights they've gained through decades of mathematics teaching and research,…

  15. Zeroing in on Number and Operations, Grades 3-4: Key Ideas and Common Misconceptions

    ERIC Educational Resources Information Center

    Dacey, Linda; Collins, Anne

    2010-01-01

    "The Zeroing in on Number and Operations" series, which aligns with the Common Core State Standards and the NCTM Standards and Focal Points, features easy-to-use tools for teaching key concepts in number and operations and for addressing common misconceptions. Sharing the insights they've gained in decades of mathematics teaching and research,…

  16. Zeroing in on Number and Operations, Grades 1-2: Key Ideas and Common Misconceptions

    ERIC Educational Resources Information Center

    Dacey, Linda; Collins, Anne

    2010-01-01

    "The Zeroing in on Number and Operations" series, which aligns with the Common Core State Standards and the NCTM Standards on Focal Points, features easy-to-use tools for teaching key concepts in number and operations and for addressing common misconceptions. Sharing the insights they've gained through decades of mathematics teaching and research,…

  17. Myths, Misconceptions, and Misunderstandings: A Different Spin on Coriolis--Applying Frame of Reference

    ERIC Educational Resources Information Center

    DiSpezio, Michael A.

    2011-01-01

    This article addresses misconceptions surrounding the Coriolis force and describes how it should be presented as a function within inertial and noninertial frames of reference. Not only does this demonstrate the nature of science as it strives to best interpret the natural world (and presents alternative explanations), but it offers a rich…

  18. Miners' Misconceptions of Flow Distribution Within Circuits as a Factor Influencing Underground Mining Accidents.

    NASA Astrophysics Data System (ADS)

    Passaro, Perry David

    Misconceptions can be thought of as naive approaches to problem solving that are perceptually appealing but incorrect and inconsistent with scientific evidence (Piaget, 1929). One type of misconception involves flow distributions within circuits. This concept is important because miners' conceptual errors about flow distribution changes within complex circuits may be in part responsible for fatal mine disasters. Based on the theory that misconceptions of flow distribution changes within circuits were responsible for underground mine disasters involving mine ventilation circuits, a series of studies was undertaken with mining engineering students, professional mining engineers, as well as mine foremen, mine supervisors, mine rescue members, mine maintenance personnel, mining researchers and working miners to identify these conceptual errors and errors in mine ventilation procedures. Results indicate that misconceptions of flow distribution changes within circuits exist in over 70 percent of the subjects sampled. It is assumed that these misconceptions of flow distribution changes within circuits result in errors of judgment when miners are faced with inferring and changing ventilation arrangements when two or more mine sections are connected. Furthermore, it is assumed that these misconceptions are pervasive in the mining industry and may be responsible for at least two mine ventilation disasters. The findings of this study are consistent with Piaget's (1929) model of figurative and operative knowledge. This model states that misconceptions are in part due to a lack of knowledge of dynamic transformations and how to apply content information. Recommendations for future research include the development of an interactive expert system for training miners with ventilation arrangements. Such a system would meet the educational recommendations made by Piaget (1973b) by involving a hands-on approach that allows discovery, interaction, the opportunity to make mistakes and

  19. Addressing students' difficulties with Faraday's law: A guided problem solving approach

    NASA Astrophysics Data System (ADS)

    Zuza, Kristina; Almudí, José-Manuel; Leniz, Ane; Guisasola, Jenaro

    2014-06-01

    In traditional teaching, the fundamental concepts of electromagnetic induction are usually quickly analyzed, spending most of the time solving problems in a more or less rote manner. However, physics education research has shown that the fundamental concepts of the electromagnetic induction theory are barely understood by students. This article proposes an interactive teaching sequence introducing the topic of electromagnetic induction. The sequence has been designed based on contributions from physics education research. Particular attention is paid to the relationship between experimental findings (macroscopic level) and theoretical interpretation (microscopic level). An example of the activities that have been designed will also be presented, describing the implementation context and the corresponding findings. Since implementing the sequence, a considerable number of students have a more satisfactory grasp of the electromagnetic induction explicative model. However, difficulties are manifested in aspects that require a multilevel explanation, referring to deep structures where the system description is better defined.

  20. Addressing the role of medical students using community mobilization and social media in the Ebola response.

    PubMed

    Chapman, Helena J; Animasahun, Victor J; Tade, Adesoji E; Naveed, Asad

    2016-06-01

    Health professions education in the 21st century should incorporate both community mobilization and social media strategies. First, community mobilization facilitates change by educating community members with evidence-based, high-quality and up-to-date health information and empowering their active participation in target health initiatives. Second, advancements in technology and globalization foster the development of innovative communication technologies used as a key tool in the 'roll out' of community health initiatives during epidemics such as Ebola virus disease. In August 2014, medical students of Sierra Leone and Guinea used these dual health promotional strategies in the Kick Ebola Out campaign to educate community members about transmission of the Ebola virus and preventive measures, as well as to reduce perceptions related to stigma or fear of disease transmission. In this report, we describe how medical students, who are trained in basic and clinical sciences, evidence-based practices, and social determinants of health, can serve as human resources for health and facilitate dynamic communication strategies to educate and empower both medical students and community members for local or national health initiatives. PMID:27216169

  1. The Effect of Computer-Assisted Teaching on Remedying Misconceptions: The Case of the Subject "Probability"

    ERIC Educational Resources Information Center

    Gurbuz, Ramazan; Birgin, Osman

    2012-01-01

    The aim of this study is to determine the effects of computer-assisted teaching (CAT) on remedying misconceptions students often have regarding some probability concepts in mathematics. Toward this aim, computer-assisted teaching materials were developed and used in the process of teaching. Within the true-experimental research method, a pre- and…

  2. Organic Chemistry Educators' Perspectives on Fundamental Concepts and Misconceptions: An Exploratory Study

    ERIC Educational Resources Information Center

    Duis, Jennifer M.

    2011-01-01

    An exploratory study was conducted with 23 organic chemistry educators to discover what general chemistry concepts they typically review, the concepts they believe are fundamental to introductory organic chemistry, the topics students find most difficult in the subject, and the misconceptions they observe in undergraduate organic chemistry…

  3. An Analogy-Based Computer Tutor for Remediating Physics Misconceptions. Draft.

    ERIC Educational Resources Information Center

    Murray, Tom; And Others

    This paper evaluates the strengths and limitations of a computer tutor designed to help students understand physics concepts. The tutor uses a teaching strategy called "bridging analogies" that previous research has demonstrated to be successful in one-to-one tutoring. The strategy is designed to remedy misconceptions by appealing to existing…

  4. Reality versus Perception: Using Research to Resolve Misconceptions about Developmental Programs and Promote Credibility and Acceptance

    ERIC Educational Resources Information Center

    Overby, Bronte A.

    2004-01-01

    In this article, the author uses a comparison of various measures of success for developmental students at Patrick Henry Community College with the faculty's perceptions of these measures to break down misconceptions and stereotypes about developmental education and provide ever-needed credibility and acceptance for developmental programs.…

  5. An Inventory on Rotational Kinematics of a Particle: Unravelling Misconceptions and Pitfalls in Reasoning

    ERIC Educational Resources Information Center

    Mashood, K. K.; Singh, Vijay A.

    2012-01-01

    Student difficulties regarding the angular velocity ([image omitted]) and angular acceleration ([image omitted]) of a particle have remained relatively unexplored in contrast to their linear counterparts. We present an inventory comprising multiple choice questions aimed at probing misconceptions and eliciting ill-suited reasoning patterns. The…

  6. An alternative laboratory designed to address ethical concerns associated with traditional TAS2R38 student genotyping.

    PubMed

    LaBonte, Michelle L; Beers, Melissa A

    2015-01-01

    The TAS2R38 alleles that code for the PAV/AVI T2R38 proteins have long been viewed as benign taste receptor variants. However, recent studies have demonstrated an expanding and medically relevant role for TAS2R38. The AVI variant of T2R38 is associated with an increased risk of both colorectal cancer and Pseudomonas aeruginosa-associated sinus infection and T2R38 variants have been implicated in off-target drug responses. To address ethical concerns associated with continued student TAS2R38 gene testing, we developed an alternative to the traditional laboratory genotyping exercise. Instead of determining their own genotype, introductory level students isolated plasmid DNA containing a section of the human TAS2R38 gene from Escherichia coli. Following PCR-mediated amplification of a section of the TAS2R38 gene spanning the SNP at position 785, students determined their assigned genotype by restriction enzyme digestion and agarose gel electrophoresis. Using the course wide genotype and phenotype data, students found that there was an association between TAS2R38 genotype and the age of persistent P. aeruginosa acquisition in cystic fibrosis "patients." Assessment data demonstrated that students taking part in this new TAS2R38 laboratory activity made clear learning gains.

  7. Turkish Students' Force Meanings

    ERIC Educational Resources Information Center

    Menekse, Muhsin; Clark, Douglas B.; Ozdemir, Gokhan; D'angelo, Cynthia; Scheligh, Sharon

    2009-01-01

    What are Turkish pre, elementary, middle, and high school students' force ideas? And, how do Turkish students' non-normative force ideas differ or be similar to the well-known force misconceptions reported in the literature? Students have false and persistent beliefs about the physical world and they struggle with challenging misconceptions based…

  8. Policy Responses to Address Student "Brain Drain": An Assessment of Measures Intended to Reduce the Emigration of Singaporean International Students

    ERIC Educational Resources Information Center

    Ziguras, Christopher; Gribble, Cate

    2015-01-01

    For several decades, Singapore has experienced a high rate of outbound degree mobility with around 1 in 10 higher education students currently studying outside the country according to UNESCO figures. Singapore's successful economic development strategy, which has seen it become a key Asian hub for knowledge-intensive industries for…

  9. Impact of learning nutrition on medical students: their eating habits, knowledge and confidence in addressing dietary issues of patients.

    PubMed

    Shaikh, Shama; Dwivedi, Shraddha; Khan, Maroof A

    2011-12-01

    Nutrition is an important component in the treatment of acute and chronic diseases and is a cornerstone in strategies for disease prevention and health promotion. Despite the acknowledged importance of nutrition, there is evidence to indicate that the nutrition training of medical students is inadequate in both quality and quantity. The study aimed to know the dietary/eating habits of medical students, assess their knowledge on nutrition and to assess their confidence in addressing the dietary issues of patients. It was a cross-sectional study conducted on final year medical students, interns and postgraduate students of Moti Lal Nehru Government Medical College, Allahabad. The sampling was purposive and a total of 218 participated in the study voluntarily. Overall 55% of the students were less knowledgeable and only 45% of them were more knowledgeable. Most (62%) postgraduates were more knowledgeable (p < 0.001). Majority of them (89.9%) were having healthy eating habits. There was no association between their healthy habits and more knowledge (p > 0.340). Only 45.4% of them were confident in assessing the diet of patients and 44% of them were confident in recommending change of diet in patients. However this study shows no association between increase in the level of knowledge and confidence levels of the students (p > 0.339 and p > 0.109) suggesting that we need to incorporate innovative teaching methods to increase their confidence. Most students (79%) said that the medical curriculum was either just enough or not enough in preparing them to deal with the dietary issues of patients and 55% of them were of the opinion that the faculty should be trained in nutrition. The study results intend to stimulate active consideration of proper role of nutrition learning in medical education.

  10. Chemistry misconceptions associated with understanding calcium and phosphate homeostasis.

    PubMed

    Cliff, William H

    2009-12-01

    Successful learning of many aspects in physiology depends on a meaningful understanding of fundamental chemistry concepts. Two conceptual diagnostic questions measured student understanding of the chemical equilibrium underlying calcium and phosphate homeostasis. One question assessed the ability to predict the change in phosphate concentration when calcium ions were added to a saturated calcium phosphate solution. Fifty-two percent of the students correctly predicted that the phosphate concentration would decrease in accord with the common ion effect. Forty-two percent of the students predicted that the phosphate concentration would not change. Written explanations showed that most students failed to evoke the idea of competing chemical equilibria. A second question assessed the predicted change in calcium concentration after solid calcium phosphate was added to a saturated solution. Only 11% of the students correctly predicted no change in calcium concentration; 86% of the students predicted an increase, and many based their prediction on a mistaken application of Le Chatelier's principle to heterogeneous equilibria. These results indicate that many students possess misconceptions about chemical equilibrium that may hamper understanding of the processes of calcium and phosphate homeostasis. Instructors can help students gain greater understanding of these physiochemical phenomena by adopting strategies that enable students achieve more accurate conceptions of chemical equilibria. PMID:19948683

  11. College Students' Views of Work-Life Balance in STEM Research Careers: Addressing Negative Preconceptions.

    PubMed

    Tan-Wilson, Anna; Stamp, Nancy

    2015-01-01

    In career discussions, female undergraduates said that if they were to attend graduate school in science, technology, engineering, and mathematics (STEM) and were to follow a career based on their research training, they would have to give up having a family. A subsequent survey showed that many students, both men and women, thought work-life balance would be more difficult to achieve in a STEM research path than in other professions they were considering. Their views of STEM research being less family-friendly were more pronounced on issues of parental leaves and caring for children than finding a spouse/partner and landing two jobs in the same locality. To provide role models of work-life balance in STEM professions, we convened panels of dual-career couples who described how they worked together to raise their children while advancing their scientific careers. Our selection of panelists and topics of discussion were based on findings of social science research on work-life balance. On a survey with the same questions administered afterward, the changes in paired responses of male and female students with respect to all four issues showed a significant shift toward thinking that a research-based STEM career would be no more difficult than other careers they were considering.

  12. College Students' Views of Work-Life Balance in STEM Research Careers: Addressing Negative Preconceptions.

    PubMed

    Tan-Wilson, Anna; Stamp, Nancy

    2015-01-01

    In career discussions, female undergraduates said that if they were to attend graduate school in science, technology, engineering, and mathematics (STEM) and were to follow a career based on their research training, they would have to give up having a family. A subsequent survey showed that many students, both men and women, thought work-life balance would be more difficult to achieve in a STEM research path than in other professions they were considering. Their views of STEM research being less family-friendly were more pronounced on issues of parental leaves and caring for children than finding a spouse/partner and landing two jobs in the same locality. To provide role models of work-life balance in STEM professions, we convened panels of dual-career couples who described how they worked together to raise their children while advancing their scientific careers. Our selection of panelists and topics of discussion were based on findings of social science research on work-life balance. On a survey with the same questions administered afterward, the changes in paired responses of male and female students with respect to all four issues showed a significant shift toward thinking that a research-based STEM career would be no more difficult than other careers they were considering. PMID:26163564

  13. Qualitative Contributions to a Randomized Controlled Trial Addressing HIV/AIDS-Stigma in Medical Students

    PubMed Central

    Marzán-Rodríguez, Melissa; Varas-Díaz, Nelson; Neilands, Torsten

    2016-01-01

    Specialized training for healthcare professionals (HCP) in order to reduce HIV/AIDS related stigma must be part of a public health model for HIV/AIDS. Tested interventions to reduce HIV/AIDS related stigma among HCP have been mostly absent from these efforts. A qualitative approach was used to assess stigma reduction within a traditional randomized controlled design in order to better understand how our current stigma intervention worked and was understood by 2nd year medical students. After conducting a quantitative follow up survey one-year post intervention we conducted 20 in-depth qualitative interviews with a subsample of our intervention group participants as part of the overall evaluation process. Once the interviews were finished, we transcribed them and used NVivo (v.8) to organized the qualitative data. In the process of analyzing the qualitative data we identified core intervention areas participants described as useful for their training and development: (1) acquiring more HIV/AIDS-related knowledge, (2) increased skills for management of high stigma situations, and (3) the ability to identify socio-structural factors that foster HIV infection among clients. The gathered information is important in order to have a deep understanding of how attitudinal change happens as part of our intervention strategies. Keywords: HIV/AIDS, Stigma, Randomized Controlled Trial, Qualitative Evaluation, Medical Students, Puerto Rico PMID:26855975

  14. Misconceptions as necessary stepping stones

    NASA Astrophysics Data System (ADS)

    Blanton, Patricia

    2010-04-01

    I've been reading an online book called Ready, Set, Science! Putting Research to Work in K-8 Science Classrooms (www.nap.edu/catalog.php?record_id=11882) and have found the discussion very enlightening. I think that any beginning science teacher might want to look at this book for guidance in designing lessons and managing student discussions to help students become more thoughtful, productive, and independent learners. While the book gives examples of K-8 classrooms, the examples of classroom discourse could serve as a road map for teachers at any level who want to make their classrooms more student centered and a place where all learners are actively engaged.

  15. Students’ misconceptions about Newton's second law in outer space

    NASA Astrophysics Data System (ADS)

    Temiz, B. K.; Yavuz, A.

    2014-07-01

    Students’ misconceptions about Newton's second law in frictionless outer space were investigated. The research was formed according to an epistemic game theoretical framework. The term ‘epistemic’ refers to students’ participation in problem-solving activities as a means of constructing new knowledge. The term ‘game’ refers to a coherent activity that consists of moves and rules. A set of questions in which students are asked to solve two similar Newton's second law problems, one of which is on the Earth and the other in outer space, was administered to 116 undergraduate students. The findings indicate that there is a significant difference between students’ epistemic game preferences and race-type (outer space or frictional surface) question. So students who used Newton's second law on the ground did not apply this law and used primitive reasoning when it came to space. Among these students, voluntary interviews were conducted with 18 students. Analysis of interview transcripts showed that: (1) the term ‘space’ causes spontaneity among students that prevents the use of the law; (2) students hesitate to apply Newton's second law in space due to the lack of a condition—the friction; (3) students feel that Newton's second law is not valid in space for a variety of reasons, but mostly for the fact that the body in space is not in contact with a surface.

  16. Clarification of Selected Misconceptions in Physical Geography.

    ERIC Educational Resources Information Center

    Nelson, Burton D.; And Others

    1992-01-01

    Discusses some misconceptions relating to location and to the earth's hydrosphere, atmosphere, and lithosphere. Provides correction and explanation of various phenomena. Includes ocean names and sizes, sea level, coriolis effect, greenhouse effect, lightning, magma, and mass wasting. Suggests that myths can be dispelled by exposure combined with…

  17. Tracking Decimal Misconceptions: Strategic Instructional Choices

    ERIC Educational Resources Information Center

    Griffin, Linda B.

    2016-01-01

    Understanding the decimal system is challenging, requiring coordination of place-value concepts with features of whole-number and fraction knowledge (Moloney and Stacey 1997). Moreover, the learner must discern if and how previously learned concepts and procedures apply. The process is complex, and misconceptions will naturally arise. In a…

  18. Myths and Misconceptions of Acceleration

    ERIC Educational Resources Information Center

    Anderson, Daniel

    2008-01-01

    Accelerating students through school at a faster than normal rate is routinely met with skepticism and doubt pertaining to its effectiveness. In the research community, however, the topic is nearly dead. Research has continually supported this practice as effective when carefully implemented. This article attempts to debunk common myths (such as…

  19. Tackling Misconceptions about Linear Associations

    ERIC Educational Resources Information Center

    Huey, Maryann E.; Baker, Deidra L.

    2015-01-01

    Many teachers of required secondary school mathematics classes are introducing statistics and probability topics traditionally relegated to college or AP Statistics courses. As a result, they need guidance in preparing lesson plans and orchestrating effective classroom discussions. In this article, the authors will describe the students' learning…

  20. Development of a Three-Tier Test as a Valid Diagnostic Tool for Identification of Misconceptions Related to Carbohydrates

    ERIC Educational Resources Information Center

    Milenkovic, Dusica D.; Hrin, Tamara N.; Segedinac, Mirjana D.; Horvat, Sasa

    2016-01-01

    This study describes the development and application of a three-tier test as a valid and reliable tool in diagnosing students' misconceptions regarding some basic concepts about carbohydrates. The test was administrated to students of the Pharmacy Department at the University of Bijeljina (Serb Republic). The results denoted construct and content…

  1. Assessing Climate Misconceptions of Middle School Learners and Teachers

    NASA Astrophysics Data System (ADS)

    Sahagian, D. L.; Anastasio, D. J.; Bodzin, A.; Cirucci, L.; Bressler, D.; Dempsey, C.; Peffer, T.

    2012-12-01

    Middle School students and their teachers are among the many populations in the U.S. with misconceptions regarding the science or even reality of climate change. Teaching climate change science in schools is of paramount importance since all school-age children will eventually assume responsibility for the management and policy-making decisions of our planet. The recently published Framework for K-12 Science Education (National Research Council, 2012) emphasizes the importance of students understanding global climate change and its impacts on society. A preliminary assessment of over a thousand urban middles school students found the following from pretests prior to a climate literacy curriculum: - Do not understand that climate occurs on a time scale of decades (most think it is weeks or months) -Do not know the main atmospheric contributors to global warming -Do not understand the role of greenhouse gases as major contributors to increasing Earth's surface temperature -Do not understand the role of water vapor to trap heat and add to the greenhouse effect -Cannot identify some of the human activities that increase the amount of CO2 -Cannot identify sources of carbon emissions produced by US citizens -Cannot describe human activities that are causing the long-term increase of carbon -dioxide levels over the last 100 years -Cannot describe carbon reduction strategies that are feasible for lowering the levels of carbon dioxide in the atmosphere To address the lack of a well-designed middle school science climate change curriculum that can be used to help teachers promote the teaching and learning of important climate change concepts, we developed a 20-day Environmental Literacy and Inquiry (ELI): Climate Change curriculum in partnership with a local school district. Comprehension increased significantly from pre- to post-test after enactment of the ELI curriculum in the classrooms. This work is part of an ongoing systemic curriculum reform initiative to promote (1

  2. The Small Helm Project: an academic activity addressing international corruption for undergraduate civil engineering and construction management students.

    PubMed

    Benzley, Steven E

    2006-04-01

    This paper presents an academic project that addresses the issue of international corruption in the engineering and construction industry, in a manner that effectively incorporates several learning experiences. The major objectives of the project are to provide the students a learning activity that will 1) make a meaningful contribution within the disciplines being studied; 2) teach by experience a significant principle that can be valuable in numerous situations during an individual's career, and 3) engage the minds, experiences, and enthusiasm of the participants in a real ethical challenge that is prevalent in all of their chosen professional fields. The paper describes the full details of the project, the actual implementation of it during Winter Semester 2005, the experiences gained during the initial trial, and the modifications and improvements incorporated for future implementation.

  3. Addressing Reservations about Hospitality and Tourism Careers.

    ERIC Educational Resources Information Center

    Woods, Lynn L.

    2003-01-01

    Although colleges have been offering degrees in hospitality management, tourism, and recreation for more than 40 years, many misconceptions persist about these programs and the careers available to their graduates. This article explores some of the opportunities available to students with degrees in these majors and looks at how one school…

  4. Common Misconceptions, Advancements, and Updates in Pediatric Vaccination Administration.

    PubMed

    Oldfield, Benjamin J; Stewart, Rosalyn W

    2016-01-01

    Vaccines are among the greatest achievements in biomedicine and public health. Yet for a variety of reasons, some vaccine-preventable illnesses have experienced resurgences during the last decade. As such, there is a particular need for pediatric providers to be aware of the newest guidelines for vaccination administration to provide consistent and evidence-based recommendations and thoughtful reassurance to families. We aimed to enhance providers' understanding of pediatric vaccinations by highlighting recent changes in vaccination guidelines and addressing common knowledge gaps. This is not a comprehensive list or systematic review of vaccination recommendations. Rather, we present a collection of new developments and misconceptions we have found particularly relevant in our own experience in providing vaccination education at a training institution. PMID:26741872

  5. Common Misconceptions, Advancements, and Updates in Pediatric Vaccination Administration.

    PubMed

    Oldfield, Benjamin J; Stewart, Rosalyn W

    2016-01-01

    Vaccines are among the greatest achievements in biomedicine and public health. Yet for a variety of reasons, some vaccine-preventable illnesses have experienced resurgences during the last decade. As such, there is a particular need for pediatric providers to be aware of the newest guidelines for vaccination administration to provide consistent and evidence-based recommendations and thoughtful reassurance to families. We aimed to enhance providers' understanding of pediatric vaccinations by highlighting recent changes in vaccination guidelines and addressing common knowledge gaps. This is not a comprehensive list or systematic review of vaccination recommendations. Rather, we present a collection of new developments and misconceptions we have found particularly relevant in our own experience in providing vaccination education at a training institution.

  6. Addressing Common Student Technical Errors in Field Data Collection: An Analysis of a Citizen-Science Monitoring Project.

    PubMed

    Philippoff, Joanna; Baumgartner, Erin

    2016-03-01

    The scientific value of citizen-science programs is limited when the data gathered are inconsistent, erroneous, or otherwise unusable. Long-term monitoring studies, such as Our Project In Hawai'i's Intertidal (OPIHI), have clear and consistent procedures and are thus a good model for evaluating the quality of participant data. The purpose of this study was to examine the kinds of errors made by student researchers during OPIHI data collection and factors that increase or decrease the likelihood of these errors. Twenty-four different types of errors were grouped into four broad error categories: missing data, sloppiness, methodological errors, and misidentification errors. "Sloppiness" was the most prevalent error type. Error rates decreased with field trip experience and student age. We suggest strategies to reduce data collection errors applicable to many types of citizen-science projects including emphasizing neat data collection, explicitly addressing and discussing the problems of falsifying data, emphasizing the importance of using standard scientific vocabulary, and giving participants multiple opportunities to practice to build their data collection techniques and skills.

  7. Addressing Common Student Technical Errors in Field Data Collection: An Analysis of a Citizen-Science Monitoring Project

    PubMed Central

    Philippoff, Joanna; Baumgartner, Erin

    2016-01-01

    The scientific value of citizen-science programs is limited when the data gathered are inconsistent, erroneous, or otherwise unusable. Long-term monitoring studies, such as Our Project In Hawai’i’s Intertidal (OPIHI), have clear and consistent procedures and are thus a good model for evaluating the quality of participant data. The purpose of this study was to examine the kinds of errors made by student researchers during OPIHI data collection and factors that increase or decrease the likelihood of these errors. Twenty-four different types of errors were grouped into four broad error categories: missing data, sloppiness, methodological errors, and misidentification errors. “Sloppiness” was the most prevalent error type. Error rates decreased with field trip experience and student age. We suggest strategies to reduce data collection errors applicable to many types of citizen-science projects including emphasizing neat data collection, explicitly addressing and discussing the problems of falsifying data, emphasizing the importance of using standard scientific vocabulary, and giving participants multiple opportunities to practice to build their data collection techniques and skills. PMID:27047590

  8. Association between School District Policies That Address Chronic Health Conditions of Students and Professional Development for School Nurses on Such Policies

    ERIC Educational Resources Information Center

    Jones, S. Everett; Brener, Nancy D.; Bergren, Martha Dewey

    2015-01-01

    Supportive school policies and well-prepared school nurses can best address the needs of students with chronic health conditions. We analyzed nationally representative data from the 2012 School Health Policies and Practices Study to examine whether districts with policies requiring that schools provide health services to students with chronic…

  9. Reaching Each Student: National Challenge and Organizational Commitment. Addresses to the College Board National Forum, October 31-November 2, 1990, Boston, Massachusetts.

    ERIC Educational Resources Information Center

    College Board, New York, NY.

    Four speakers addressed the College Board National Forum on "Reaching Each Student" in the Fall of 1990 in Boston, Massachusetts. John F. Akers, Chairman of the Board at International Business Machines in his speech "Reaching Each Student: A Business Perspective" challenged the College Board to work with American business to change the educational…

  10. The Design and Evaluation of a Teaching-Learning Sequence Addressing the Solubility Concept with Turkish Secondary School Students. Special Issue

    ERIC Educational Resources Information Center

    Kabapinar, Filiz; Leach, John; Scott, Phil

    2004-01-01

    This paper reports upon a study addressing teaching and learning about solubility to Turkish first-year secondary school students (age 14-15). The principal aim of the research was to investigate the impact on students' understanding of solubility, of introducing a simple particle model of matter. A teaching intervention to fit within the existing…

  11. An unsolved electric circuit: a common misconception

    NASA Astrophysics Data System (ADS)

    Sree Harsha, N. R.; Sreedevi, A.; Prakash, Anupama

    2015-08-01

    Despite a number of theories in circuit analysis, little is known about the behaviour of ideal equal voltage sources in parallel, connected across a resistive load. We neither have any theory that can predict the voltage source that provides the load current, nor is there any method to test it experimentally. In a series of experiments performed on 100 students, it was found that this circuit is often misunderstood on symmetry grounds. This paper addresses this issue by showing how different circuit analysis methods fail to provide an answer.

  12. Enhancing Force Concept Inventory diagnostics to identify dominant misconceptions in first-year engineering physics

    NASA Astrophysics Data System (ADS)

    Martín-Blas, Teresa; Seidel, Luis; Serrano-Fernández, Ana

    2010-12-01

    This work presents the results of a study whose aim is to detect systematic errors about the concept of force among freshmen students. The researchers analysed the results of the Force Concept Inventory test, which was administered to two different groups of students. The results show that, although there were significant performance variations between the two groups, they, nonetheless, shared common incorrect answers that were consistently triggered by the same misconceptions. The analysis proposed in this paper could also be applied in other universities to reveal the students' a priori mindset in Newtonian mechanics and serve as a guideline for developing effective computer simulations or other tools.

  13. Misconceptions and Facts About Hypertrophic Cardiomyopathy.

    PubMed

    Argulian, Edgar; Sherrid, Mark V; Messerli, Franz H

    2016-02-01

    Hypertrophic cardiomyopathy is the most common genetic heart disease. Once considered relentless, untreatable, and deadly, it has become a highly treatable disease with contemporary management. Hypertrophic cardiomyopathy is one of cardiology's "great masqueraders." Mistakes and delays in diagnosis abound. Hypertrophic cardiomyopathy commonly "masquerades" as asthma, anxiety, mitral prolapse, and coronary artery disease. However, once properly diagnosed, patients with hypertrophic cardiomyopathy can be effectively managed to improve both symptoms and survival. This review highlights some of the misconceptions about hypertrophic cardiomyopathy. Providers at all levels should have awareness of hypertrophic cardiomyopathy to promptly diagnose and properly manage these individuals. PMID:26299316

  14. Misconceptions and facts about 'diastolic' heart failure.

    PubMed

    Argulian, Edgar; Messerli, Franz H

    2014-12-01

    Heart failure with preserved ejection fraction has become a fashionable diagnosis. An increasing number of elderly patients with dyspnea carry this diagnosis. Evaluation and management of these patients typically labeled as having "diastolic" heart failure are challenging, and misconceptions are common. No drug class has been shown to consistently provide outcome benefit. Therapeutic strategies based on the predominant pathophysiologic mechanism and stage of the disease currently remain the best option in tackling the perplexing syndrome of heart failure with preserved ejection fraction. PMID:24937156

  15. Re-Examining the Similarities between Teacher and Student Conceptions about Physical Science

    ERIC Educational Resources Information Center

    Burgoon, Jacob N.; Heddle, Mandy L.; Duran, Emilio

    2010-01-01

    There is a large body of research that has explored students' misconceptions about science phenomena. Less research, however, has been devoted to identifying teachers' misconceptions, but the results of the few existing studies demonstrate that teachers and students possess similar misconceptions. This study explored the physical science…

  16. Concept Mapping--An Effective Mode to Impart Content Knowledge for Elementary Student Teachers

    ERIC Educational Resources Information Center

    Gafoor, K. Abdul; Ragisha, K. K.

    2013-01-01

    Students hold many misconceptions in school science. Research reveals that teachers themselves, at times, are one source of misconceptions among students. A good number of such misconceptions, carried on to the next generation via school, are held by teachers; from their own school days and kept uncorrected even after their teacher education…

  17. Misconceptions in Science and Mathematics. Proceedings of the International Seminar. (Cornell University, Ithaca, NY, USA, June 20-22, 1983).

    ERIC Educational Resources Information Center

    Helm, Hugh; Novak, Joseph D.

    These proceedings include abstracts and/or complete papers on topics and research focusing on student misconceptions (ideas at variance with accepted views) in science and mathematics. Abstracts and papers are arranged according to nine general areas emphasized: (1) theoretical and philosophical perspectives; (2) instructional issues; (3) research…

  18. Describing and Analyzing Learning in Action: An Empirical Study of the Importance of Misconceptions in Learning Science

    ERIC Educational Resources Information Center

    Hamza, Karim M.; Wickman, Per-Olof

    2008-01-01

    Although misconceptions in science have been established in interview studies, their role during the learning process is poorly examined. In this paper, we use results from a classroom study to analyze to what extent nonscientific ideas in electrochemistry that students report in interviews enter into their learning in a more authentic setting. We…

  19. Understanding veterinary students' use of and attitudes toward the social networking site, Facebook, to assist in developing curricula to address online professionalism.

    PubMed

    Coe, Jason B; Weijs, Cynthia A; Muise, Amy; Christofides, Emily; Desmarais, Serge

    2012-01-01

    Social media is an increasingly common form of communication, with Facebook being the preferred social-networking site among post-secondary students. Numerous studies suggest post-secondary students practice high self-disclosure on Facebook. Research evaluating veterinary students' use of social media found a notable proportion of student-posted content deemed inappropriate. Lack of discretion in posting content can have significant repercussions for aspiring veterinary professionals, their college of study, and the veterinary profession they represent. Veterinarians-in-training at three veterinary colleges across Canada were surveyed to explore their use of and attitude toward the social networking site, Facebook. Students were invited to complete an online survey with questions relating to their knowledge of privacy in relation to using Facebook, their views on the acceptability of posting certain types of information, and their level of professional accountability online. Linear regression modeling was used to further examine factors related to veterinary students' disclosure of personal information on Facebook. Need for popularity (p<.01) and awareness of consequences (p<.001) were found to be positively and negatively associated, respectively, with students' personal disclosure of information on Facebook. Understanding veterinary students' use of and attitudes toward social media, such as Facebook, reveals a need, and provides a basis, for developing educational programs to address online professionalism. Educators and administrators at veterinary schools may use this information to assist in developing veterinary curricula that addresses the escalating issue of online professionalism. PMID:22951465

  20. Understanding veterinary students' use of and attitudes toward the social networking site, Facebook, to assist in developing curricula to address online professionalism.

    PubMed

    Coe, Jason B; Weijs, Cynthia A; Muise, Amy; Christofides, Emily; Desmarais, Serge

    2012-01-01

    Social media is an increasingly common form of communication, with Facebook being the preferred social-networking site among post-secondary students. Numerous studies suggest post-secondary students practice high self-disclosure on Facebook. Research evaluating veterinary students' use of social media found a notable proportion of student-posted content deemed inappropriate. Lack of discretion in posting content can have significant repercussions for aspiring veterinary professionals, their college of study, and the veterinary profession they represent. Veterinarians-in-training at three veterinary colleges across Canada were surveyed to explore their use of and attitude toward the social networking site, Facebook. Students were invited to complete an online survey with questions relating to their knowledge of privacy in relation to using Facebook, their views on the acceptability of posting certain types of information, and their level of professional accountability online. Linear regression modeling was used to further examine factors related to veterinary students' disclosure of personal information on Facebook. Need for popularity (p<.01) and awareness of consequences (p<.001) were found to be positively and negatively associated, respectively, with students' personal disclosure of information on Facebook. Understanding veterinary students' use of and attitudes toward social media, such as Facebook, reveals a need, and provides a basis, for developing educational programs to address online professionalism. Educators and administrators at veterinary schools may use this information to assist in developing veterinary curricula that addresses the escalating issue of online professionalism.