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…

Long Ago and Far Away: Preservice Teachers' (Mis)conceptions Surrounding Racism

ERIC Educational Resources Information Center

Wilson, Melissa Beth; Kumar, Tracey

2017-01-01

This study examines a large data set of preservice teachers' definitions of racism at the beginning and at the end of a teacher training program in the Southeastern United States. Using the methodology of Critical Content Analysis that is grounded in Critical Race Theory, the authors found that the majority of the definitions illustrate a removed,…

The state of the "state" debate in hypnosis: a view from the cognitive-behavioral perspective.

PubMed

Chaves, J F

1997-07-01

For most of the past 50 years, hypnosis research has been driven by a debate about whether hypnotic phenomena can be best described and understood as the product of an altered state of consciousness. The meanings of some of the pivotal concepts in this debate and the nature of the phenomena that gave rise to them were ambiguous at the outset and led to misconceptions and surplus meanings that have obscured the debate through most of its history. The nature of the posited hypnotic state and its assumed consequences have changed during this period, reflecting the abandonment of untenable versions of hypnotic state theory. Carefully conducted studies in laboratories around the world have refined our understanding of hypnotic phenomena and helped identify the critical variables that interact to elicit them. With the maturation of the cognitive-behavioral perspective and the growing refinement of state conceptions of hypnosis, questions arise whether the state debate is still the axis about which hypnosis research and theory pivots. Although heuristic value of this debate has been enormous, we must guard against the cognitive constraints of our own metaphors and conceptual frameworks.

Exploring high-achieving sixth grade students' erroneous answers and misconceptions on the angle concept

NASA Astrophysics Data System (ADS)

Bütüner, Suphi Önder; Filiz, Mehmet

2017-05-01

The aim of this research was to investigate high achievers' erroneous answers and misconceptions on the angle concept. The participants consisted of 233 grade 6 students drawn from eight classes in two well-established elementary schools of Trabzon, Turkey. All the participants were considered to be current achievers in mathematics, graded 4 or 5 out of 5, and selected via a purposive sampling method. Data were collected through six questions reflecting the learning competencies set out in the grade 6 curriculum in Turkey and the findings of previous studies that aimed to identify students' misconceptions of the angle concept. This questionnaire was then applied over a 40-minute period in each class. The findings were analysed by two researchers whose inter-rater agreement was computed as 0.97, or almost perfect. Thereafter, coding discrepancies were resolved, and consensus was established. We found that although the participants in this study were high achievers, they still held several misconceptions on the angle concept such as recognizing a straight angle or a right angle in different orientations. We also show how some of these misconceptions could have arisen due to the definitions or representations used in the textbook, and offer suggestions concerning their content in the future.

Analysis of statistical misconception in terms of statistical reasoning

NASA Astrophysics Data System (ADS)

Maryati, I.; Priatna, N.

2018-05-01

Reasoning skill is needed for everyone to face globalization era, because every person have to be able to manage and use information from all over the world which can be obtained easily. Statistical reasoning skill is the ability to collect, group, process, interpret, and draw conclusion of information. Developing this skill can be done through various levels of education. However, the skill is low because many people assume that statistics is just the ability to count and using formulas and so do students. Students still have negative attitude toward course which is related to research. The purpose of this research is analyzing students’ misconception in descriptive statistic course toward the statistical reasoning skill. The observation was done by analyzing the misconception test result and statistical reasoning skill test; observing the students’ misconception effect toward statistical reasoning skill. The sample of this research was 32 students of math education department who had taken descriptive statistic course. The mean value of misconception test was 49,7 and standard deviation was 10,6 whereas the mean value of statistical reasoning skill test was 51,8 and standard deviation was 8,5. If the minimal value is 65 to state the standard achievement of a course competence, students’ mean value is lower than the standard competence. The result of students’ misconception study emphasized on which sub discussion that should be considered. Based on the assessment result, it was found that students’ misconception happen on this: 1) writing mathematical sentence and symbol well, 2) understanding basic definitions, 3) determining concept that will be used in solving problem. In statistical reasoning skill, the assessment was done to measure reasoning from: 1) data, 2) representation, 3) statistic format, 4) probability, 5) sample, and 6) association.

What They Should Know About Menstruation.

ERIC Educational Resources Information Center

McNab, Warren L.

1985-01-01

Lists common misconceptions about menstruation and suggests a unit on menstrual education. Activities and guidelines are presented along with unit outline. The outline consists of six major areas: definition and purpose; history; anatomy and reproduction; physiology; protection and discomfort; and related topics. (DH)

Misconceptions of Synthetic Biology: Lessons from an Interdisciplinary Summer School

NASA Technical Reports Server (NTRS)

Verseux, Cyprien; Acevedo-Rocha, Carlos G.; Chizzolini, Fabio; Rothschild, Lynn J.

2016-01-01

In 2014, an international group of scholars from various fields analysed the "societal dimensions" of synthetic biology in an interdisciplinary summer school. Here, we report and discuss the biologists' observations on the general perception of synthetic biology by non-biologists who took part in this event. Most attendees mainly associated synthetic biology with contributions from the best-known public figures of the field, rarely mentioning other scientists. Media extrapolations of those contributions appeared to have created unrealistic expectations and irrelevant fears that were widely disconnected from the current research in synthetic biology. Another observation was that when debating developments in synthetic biology, semantics strongly mattered: depending on the terms used to present an application of synthetic biology, attendees reacted in radically different ways. For example, using the term "GMOs" (genetically modified organisms) rather than the term "genetic engineering" led to very different reactions. Stimulating debates also happened with participants having unanticipated points of view, for instance biocentrist ethicists who argued that engineered microbes should not be used for human purposes. Another communication challenge emerged from the connotations and inaccuracies surrounding the word "life", which impaired constructive debates, thus leading to misconceptions about the abilities of scientists to engineer or even create living organisms. Finally, it appeared that synthetic biologists tend to overestimate the knowledge of non-biologists, further affecting communication. The motivation and ability of synthetic biologists to communicate their work outside their research field needs to be fostered, notably towards policymakers who need a more accurate and technical understanding of the field to make informed decisions. Interdisciplinary events gathering scholars working in and around synthetic biology are an effective tool in addressing those issues.

Autonomy is a Right, Not a Feat: How Theoretical Misconceptions have Muddled the Debate on Dynamic Consent to Biobank Research.

PubMed

Johnsson, Linus; Eriksson, Stefan

2016-09-01

Should people be involved as active participants in longitudinal medical research, as opposed to remaining passive providers of data and material? We argue in this article that misconceptions of 'autonomy' as a kind of feat rather than a right are to blame for much of the confusion surrounding the debate of dynamic versus broad consent. Keeping in mind two foundational facts of human life, freedom and dignity, we elaborate three moral principles - those of autonomy, integrity and authority - to better see what is at stake. Respect for autonomy is to recognize the other's right to decide in matters that are important to them. Respect for integrity is to meet, in one's relationship with the other, their need to navigate the intersection between private and social life. Respect for authority is to empower the other - to help them to cultivate their responsibility as citizens. On our account, to force information onto someone who does not want it is not to respect that person's autonomy, but to violate integrity in the name of empowerment. Empowerment, not respect for autonomy, is the aim that sets patient-centred initiatives employing a dynamic consent model apart from other consent models. Whether this is ultimately morally justified depends on whether empowerment ought to be a goal of medical research, which is questionable. © 2016 John Wiley & Sons Ltd.

The effects of instruction on college nonmajors' conceptions of respiration and photosynthesis

NASA Astrophysics Data System (ADS)

Anderson, Charles W.; Sheldon, Theresa H.; Dubay, Joann

Students in a college nonscience majors' biology course took tests designed to reveal their conceptions of respiration and photosynthesis before and after course instruction. Even though most students had taken at least a full year of biology, serious misconceptions persisted. Most students gave definitions of respiration, photosynthesis, and food which were markedly different from those generally accepted by biologists. These incorrect definitions were associated with more fundamental misunderstandings about how plants and animals function. Most students could not explain how animal cells use either food or oxygen. They understood plants as vaguely analogous to animals, taking in food through their roots instead of mouths. Previous biology instruction seemed neither to improve student performance on the pretest nor to prepare them to master these conceptions during the course. Course instruction did improve student's understanding, but misconceptions persisted for many students. These results raise fundamental questions about the effectiveness of curriculum and instruction in current high school and college biology courses.

Rational Emotive Behavior Therapy Has a Humanistic Orientation-Definitely.

ERIC Educational Resources Information Center

Woods, Paul J.

1996-01-01

Challenges criticisms that rational emotive behavior therapy (REBT) is not humanistic. Responds to misconceptions regarding the term "rational" and concludes that, although REBT is closely identified with secular humanism, REBT can also be seen as a set of analytical and therapeutic skills that religious humanists can use. (RJM)

Voluntary euthanasia: ethical concepts and definitions.

PubMed

Sanders, K; Chaloner, C

Euthanasia is a highly emotive and contentious subject, giving rise to a great deal of debate. However, despite its frequent exposure in public and professional media, there appears to be a lack of clarity about the concepts and definitions used in the euthanasia debate. This suggests that discussions on this subject are inadequately informed and ineffectual. The ethical focus of the euthanasia debate concerns the moral legitimacy of 'voluntary euthanasia'. This article provides an overview and clarification of some of the key ethical issues at the centre of that debate.

Methylprednisolone for acute spinal cord injury: an increasingly philosophical debate.

PubMed

Bowers, Christian A; Kundu, Bornali; Hawryluk, Gregory W J

2016-06-01

Following publication of NASCIS II, methylprednisolone sodium succinate (MPSS) was hailed as a breakthrough for patients with acute spinal cord injury (SCI). MPSS use for SCI has since become very controversial and it is our opinion that additional evidence is unlikely to break the stalemate amongst clinicians. Patient opinion has the potential to break this stalemate and we review our recent findings which reported that spinal cord injured patients informed of the risks and benefits of MPSS reported a preference for MPSS administration. We discuss the implications of the current MPSS debate on translational research and seek to address some misconceptions which have evolved. As science has failed to resolve the MPSS debate we argue that the debate is an increasingly philosophical one. We question whether SCI might be viewed as a serious condition like cancer where serious side effects of therapeutics are tolerated even when benefits may be small. We also draw attention to the similarity between the side effects of MPSS and isotretinoin which is prescribed for the cosmetic disorder acne vulgaris. Ultimately we question how patient autonomy should be weighed in the context of current SCI guidelines and MPSS's status as a historical standard of care.

The Spiritual Life of Children

ERIC Educational Resources Information Center

Wilson, Ruth A.

2010-01-01

A misconception about spirituality is that it is tied to religion (i.e., belief in and reverence for a supernatural power). Yet, the term "spirituality" is derived from the word "spirit"--often defined as the vital principle or animating force within living things. This definition may reflect some overlap with what is generally covered in…

Science Under Attack! Public Policy, Science Education and the Emperor's New Clothes

DOE Office of Scientific and Technical Information (OSTI.GOV)

Krass, Lawrence

2005-12-05

The popular debate about the teaching of intelligent design in public schools is but one quandary for scientists and policy makers. Given recent developments which have worked to breed a general distrust of science, it is evident that researchers and politicians alike should be wary of using popular opinion as a guide for policy and pedagogy when it comes to science in public education. Dr. Krauss will qualify this complex issue and will address how educators, policy makers and scientists can work effectively to prevent public misconceptions of science.

Science Under Attack! Public Policy, Science Education, and the Emperor's New Clothes

DOE Office of Scientific and Technical Information (OSTI.GOV)

Krauss, Lawrence

2005-12-05

The popular debate about the teaching of intelligent design in public schools is but one quandary for scientists and policy makers. Given recent developments which have worked to breed a general distrust of science, it is evident that researchers and politicians alike should be wary of using popular opinion as a guide for policy and pedagogy when it comes to science in public education. Dr. Krauss will qualify this complex issue and will address how educators, policy makers and scientists can work effectively to prevent public misconceptions of science.

Beyond Mere Debate: Research Questions Related to the Debate over the SED Definition.

ERIC Educational Resources Information Center

Center, David B.

This paper addresses research implications of proposed modifications of the definition of "severe emotional disturbance" to include students with conduct disorders. Research questions focus on understanding the nature of antisocial, aggressive behavior in children and youth and identifying what services they need. Research is cited suggesting that…

Towards Detection of Learner Misconceptions in a Medical Learning Environment: A Subgroup Discovery Approach

ERIC Educational Resources Information Center

Poitras, Eric G.; Doleck, Tenzin; Lajoie, Susanne P.

2018-01-01

Ill-structured problems, by definition, have multiple paths to a solution and are multifaceted making automated assessment and feedback a difficult challenge. Diagnostic reasoning about medical cases meet the criteria of ill-structured problem solving since there are multiple solution paths. The goal of this study was to develop an adaptive…

Getting It Together: Promoting Drug-Free Communities. A Resource Guide for Developing Effective Youth Coalitions.

ERIC Educational Resources Information Center

Circle, Inc., McLean, VA.

This guide is designed to serve organizations and individuals working with youth on issues of alcohol and other drug (AOD) prevention. Chapter 1 examines why coalitions are needed, characteristics of prevention, misconceptions about alcohol and other drug use, community systems and alcohol and other drug use, definitions of coalitions and…

Education Looks at Poverty: Conceptions and Misconceptions.

ERIC Educational Resources Information Center

Levin, Benjamin

Poverty is one of the most important influences on educational attainment in Canada. Using Statistics Canada definitions, the overall poverty rate in Canada in 1991 was 16 percent; 4.2 million people fell below low income thresholds, and most poor families fell well below the cutoff ($21,000 for an urban family of four). The most notable change in…

11 CFR 100.92 - Candidate debates.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 11 Federal Elections 1 2011-01-01 2011-01-01 false Candidate debates. 100.92 Section 100.92 Federal Elections FEDERAL ELECTION COMMISSION GENERAL SCOPE AND DEFINITIONS (2 U.S.C. 431) Exceptions to Contributions § 100.92 Candidate debates. Funds provided to defray costs incurred in staging candidate debates...

11 CFR 100.154 - Candidate debates.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 11 Federal Elections 1 2010-01-01 2010-01-01 false Candidate debates. 100.154 Section 100.154 Federal Elections FEDERAL ELECTION COMMISSION GENERAL SCOPE AND DEFINITIONS (2 U.S.C. 431) Exceptions to Expenditures § 100.154 Candidate debates. Funds used to defray costs incurred in staging candidate debates in...

Literacy as Social Action in City Debate

ERIC Educational Resources Information Center

Cridland-Hughes, Susan

2012-01-01

This study examines critical literacy and the intersections of oral, aural, written, and performative literate practices in City Debate, an afterschool program dedicated to providing debate instruction to students in a major Southeastern city. Previous research into definitions and beliefs about literacy in an urban debate program over its twenty…

11 CFR 100.92 - Candidate debates.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 11 Federal Elections 1 2010-01-01 2010-01-01 false Candidate debates. 100.92 Section 100.92 Federal Elections FEDERAL ELECTION COMMISSION GENERAL SCOPE AND DEFINITIONS (2 U.S.C. 431) Exceptions to Contributions § 100.92 Candidate debates. Funds provided to defray costs incurred in staging candidate debates...

11 CFR 100.154 - Candidate debates.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 11 Federal Elections 1 2011-01-01 2011-01-01 false Candidate debates. 100.154 Section 100.154 Federal Elections FEDERAL ELECTION COMMISSION GENERAL SCOPE AND DEFINITIONS (2 U.S.C. 431) Exceptions to Expenditures § 100.154 Candidate debates. Funds used to defray costs incurred in staging candidate debates in...

Logical errors on proving theorem

NASA Astrophysics Data System (ADS)

Sari, C. K.; Waluyo, M.; Ainur, C. M.; Darmaningsih, E. N.

2018-01-01

In tertiary level, students of mathematics education department attend some abstract courses, such as Introduction to Real Analysis which needs an ability to prove mathematical statements almost all the time. In fact, many students have not mastered this ability appropriately. In their Introduction to Real Analysis tests, even though they completed their proof of theorems, they achieved an unsatisfactory score. They thought that they succeeded, but their proof was not valid. In this study, a qualitative research was conducted to describe logical errors that students made in proving the theorem of cluster point. The theorem was given to 54 students. Misconceptions on understanding the definitions seem to occur within cluster point, limit of function, and limit of sequences. The habit of using routine symbol might cause these misconceptions. Suggestions to deal with this condition are described as well.

Synthesis Guidebook. Volume 1. Methodology Definition

DTIC Science & Technology

1992-10-16

OV I. Introductiaa " Synthesis Transition Strategies (Williams 1990b), which discusses a strategy for the incremental transitioning of Synthesis into... strategies for mitigating those risks. Use checkpoints, reviews, and metrics to reveal flaws and misconceptions. 4. Interaction With Other Activities... markets and customer requirements lead to evolving product and process needs of Application Engineering projects. OV2-5 OV.2. Fundamentals of Synthesis

On 'Organized Crime' in the illicit antiquities trade: moving beyond the definitional debate.

PubMed

Dietzler, Jessica

The extent to which 'organized crime' is involved in illicit antiquities trafficking is unknown and frequently debated. This paper explores the significance and scale of the illicit antiquities trade as a unique transnational criminal phenomenon that is often said to be perpetrated by and exhibit traits of so-called 'organized crime.' The definitional debate behind the term 'organized crime' is considered as a potential problem impeding our understanding of its existence or extent in illicit antiquities trafficking, and a basic progression-based model is then suggested as a new tool to move beyond the definitional debate for future research that may help to elucidate the actors, processes and criminal dynamics taking place within the illicit antiquities trade from source to market. The paper concludes that researchers should focus not on the question of whether organized criminals- particularly in a traditionally conceived, mafia-type stereotypical sense- are involved in the illicit antiquities trade, but instead on the structure and progression of antiquities trafficking itself that embody both organized and criminal dynamics.

Beyond Capital High: On Dual Citizenship and the Strange Career of "Acting White"

ERIC Educational Resources Information Center

Fordham, Signithia

2008-01-01

In this article, I reflect on the strange career of the "burden of "acting White"" since it attracted widespread popular and academic attention over 20 years ago. I begin by noting that my original definition of "the burden of "acting White"" should not be confused with a prominent misconception of the problem as the "fear" of "acting White." I…

Teachers' Misconceptions and Questionable Practices when Using Putonghua as the Medium-of-Instruction: A Case Study of Hong Kong

ERIC Educational Resources Information Center

Tam, Angela Choi Fung

2012-01-01

Immediately after the handover of Hong Kong to China, the teaching of Chinese in Putonghua was promulgated by the Hong Kong SAR government as a long-term goal. However, no clear definition and guidance regarding Putonghua instruction has been provided to teachers to facilitate the smooth implementation of this change. A review of the literature…

What's in a Name? Definitions and Conceptualisations of Teleworking and Homeworking.

ERIC Educational Resources Information Center

Sullivan, Cath

2003-01-01

Discusses the debate over definitions of teleworking and other home-based working. Argues that project-specific definitions are useful and inevitable. Challenges the assertion that a single definition should be used by all research. (Contains 36 references.) (JOW)

Analysis misconception of integers in microteaching activities

NASA Astrophysics Data System (ADS)

Setyawati, R. D.; Indiati, I.

2018-05-01

This study view to analyse student misconceptions on integers in microteaching activities. This research used qualitative research design. An integers test contained questions from eight main areas of integers. The Integers material test includes (a) converting the image into fractions, (b) examples of positive numbers including rational numbers, (c) operations in fractions, (d) sorting fractions from the largest to the smallest, and vice versa; e) equate denominator, (f) concept of ratio mark, (g) definition of fraction, and (h) difference between fractions and parts. The results indicated an integers concepts: (1) the students have not been able to define concepts well based on the classification of facts in organized part; (2) The correlational concept: students have not been able to combine interrelated events in the form of general principles; and (3) theoretical concepts: students have not been able to use concepts that facilitate in learning the facts or events in an organized system.

Reply to ‘Comment on “On the Clausius equality and inequality”’

NASA Astrophysics Data System (ADS)

Anacleto, Joaquim; Pereira, Mário G.; Ferreira, J. M.

2013-01-01

We address Bizarro's comment on a paper by Anacleto (2011 Eur. J. Phys. 32 279). Bizarro claims that (i) Anacleto's approach is either incomplete or incorrect; (ii) one problem is the definition of dissipative work; and (iii) additional ambiguities and misconceptions may stem from his explanations. We contend that (i) both authors present exactly the same definition of dissipative work; and (ii) it is possible to obtain a more general expression to evaluate the entropy change that comprises the expressions developed by both authors—indicating that Anacleto's approach is correct and coherent, and that the criticism of the paper is therefore unfounded.

5 CFR 891.102 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... the District of Columbia, and includes an Official Reporter of Debates of the Senate and a person employed by the Official Reporters of Debates of the Senate in connection with the performance of their...

5 CFR 891.102 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... the District of Columbia, and includes an Official Reporter of Debates of the Senate and a person employed by the Official Reporters of Debates of the Senate in connection with the performance of their...

The Affirmative Action Debate: A Critical Reflection

ERIC Educational Resources Information Center

van Wyk, Berte

2010-01-01

In this article I contend that we cannot divorce affirmative action from issues about race and racism. Further, debates on affirmative action have to acknowledge the power of words/concepts/definitions and how they can be constructed and used for the purposes of domination or liberation. I argue that, in debating affirmative action, we have to…

Industry Interests in the HDTV Debate.

ERIC Educational Resources Information Center

Neil, Suzanne Chambliss

This analysis of the pattern of industrial interests in the current debate over high definition television systems argues that the debate involves more than just television; rather, it is an expression of a shift in the conceptualization of the nature of standards, one which conceives of standards as guidelines for the development of specific…

Defining the system of care concept and philosophy: to update or not to update?

PubMed

Stroul, Beth A; Blau, Gary M

2010-02-01

This commentary considers the task of updating the system of care concept and philosophy within its historical context, reviewing the original intent of the definition and clarifying misconceptions about its meaning. The authors identify the aspects of the concept and philosophy that should be updated based on the latest thinking, experience, and data, such as incorporating applicability to a broader range of populations, increasing the emphasis on the core values, specifying desired outcomes, and adding accountability as a critical element. An updated definition and values and principles are proposed, and the importance of always presenting the definition along with the accompanying specification of the philosophy is emphasized in order to increase its utility in assisting the field to move from theory to practice.

Undergraduate Students' Conceptions of Natural and Anthropogenic Climate Change

NASA Astrophysics Data System (ADS)

Trenbath, K. L.

2011-12-01

Scientists and educators strive to improve climate literacy throughout society, whether through communication of research findings or though classroom teaching. Despite these efforts, climate change misconceptions exist in students and the general public. When educators present evidence that contradicts misconceptions, students may begin to struggle with their inaccurate ideas and perhaps transition towards a scientifically-accepted understanding. These transitions, called conceptual change, can occur in college climate change courses. The purpose of this presentation is to describe college students' ideas of natural and anthropogenic climate change and the way these ideas change throughout a climate change course. This presentation is based on five case studies of undergraduate students in a large lecture-hall course dedicated to climate change. Each case study student represents a different level of climate change understanding at the beginning of the semester. These case studies and subsequent cross-case analyses result from a qualitative research study using interviews, field notes, artifact analysis, coding and categorization, and research memos. The cases show shifts in all five students' ideas of natural and anthropogenic climate change. During the first month of class, the three lower achieving students expressed uncertainty about the increase in average global temperatures due to anthropogenic climate change. At the end of the semester, these students explained that warming from climate change is natural, yet the rate of this warming is increasing due to human activities. Two of the lower achieving students constructed definitions of climate change different than the definition used by the professor in the classroom. These students solidified the idea that the term "climate change" describes the change that results from natural forcings only, while the term "global warming" describes change in the climate that results from human-caused forcings. Their constructed definition removes human-causes from association with the word "climate change", which may influence their climate change understanding. Of the two higher achieving students, one emphasized anthropogenic climate change at the beginning of the semester, but later focused on natural climate change during his interviews. The other high achieving student included tangential environmental topics in her descriptions of climate change throughout the entire semester, thus conflating climate change's definition. These alternative definitions of climate change indicate that the learners constructed hybrid conceptions in order to incorporate class content with their prior ideas. These hybrid conceptions indicate that the students' understandings lie somewhere between misconceptions and conceptual change. Since the students demonstrated these hybrid conceptions at the end of class, perhaps more time is needed for the students to process the information. These case studies identify the gaps the professor should address for conceptual change to fully occur.

Current Debates in the Study of the Industrial Revolution.

ERIC Educational Resources Information Center

Beaudoin, Steven M.

2000-01-01

Provides an overview of the literature on the debates surrounding the industrial revolution using four categories: (1) definition and characteristics; (2) context and causation; (3) impacts and scope; and (4) industrialization as a worldwide phenomenon. (CMK)

Perceptions of secondary technical schools students in Assiut, upper Egypt, about AIDS: Effect of an educational intervention.

PubMed

Selim, Mohei El-Din A; El-Shereef, Etemad A A

2010-01-01

Acquired Immunodeficiency Syndrome (AIDS) is a great threat to the youth. The aim is to assess the knowledge of secondary technical schools students on AIDS, identify related misconceptions, and measure the effect of a short health education program on their level of knowledge. This quasi-experimental study was done on 575 secondary technical schools students in Assiut City, recruited through a two-stage stratified cluster sampling. A self-administered anonymous questionnaire was used to collect data. A health education program was implemented, and its effect assessed through pre-post testing. The age range of the students was 16 to 20 years, with more girls (57.0%). Only 30.8% had satisfactory knowledge about AIDS in the pretest. Statistically significant improvements in knowledge were revealed after program implementation (P<0.001). Students who were Muslim, of urban residence, and had mobile phones had significantly higher scores (P=0.037, 0.004, 0.038 respectively). The most common misconceptions were the definition of AIDS according to transmission, and phobias related to transmission, which decreased after the intervention. Multivariate analysis showed that the statistically significant independent predictors of the change in knowledge score after the intervention were age, religion and the health education program. Secondary technical schools students in Assiut city have a major deficiency in knowledge and many misconceptions regarding AIDS. The educational intervention had a positive impact on their knowledge, but a less marked effect on misconceptions. Knowledge was affected by age and religious belief. It is recommended that more health educational efforts tailored to needs and with approaches suitable to community cultures and values be introduced.

What is a mental/psychiatric disorder? From DSM-IV to DSM-V.

PubMed

Stein, D J; Phillips, K A; Bolton, D; Fulford, K W M; Sadler, J Z; Kendler, K S

2010-11-01

The distinction between normality and psychopathology has long been subject to debate. DSM-III and DSM-IV provided a definition of mental disorder to help clinicians address this distinction. As part of the process of developing DSM-V, researchers have reviewed the concept of mental disorder and emphasized the need for additional work in this area. Here we review the DSM-IV definition of mental disorder and propose some changes. The approach taken here arguably takes a middle course through some of the relevant conceptual debates. We agree with the view that no definition perfectly specifies precise boundaries for the concept of mental/psychiatric disorder, but in line with a view that the nomenclature can improve over time, we aim here for a more scientifically valid and more clinically useful definition.

Tabulation of asbestos-related terminology

USGS Publications Warehouse

Lowers, Heather; Meeker, Greg

2002-01-01

The term asbestos has been defined in numerous publications including many State and Federal regulations. The definition of asbestos often varies depending on the source or publication in which it is used. Differences in definitions also exist for the asbestos-related terms acicular, asbestiform, cleavage, cleavage fragment, fiber, fibril, fibrous, and parting. An inexperienced reader of the asbestos literature would have difficulty understanding these differences and grasping many of the subtleties that exist in the literature and regulatory language. Disagreement among workers from the industrial, medical, mineralogical, and regulatory communities regarding these definitions has fueled debate as to their applicability to various morphological structures and chemical compositions that exist in the amphibole and serpentine groups of minerals. This debate has significant public health, economic and legal implications. This report summarizes asbestos-related definitions taken from a variety of academic, industrial, and regulatory sources. This summary is by no means complete but includes the majority of significant definitions currently applied in the discipline.

Second Law based definition of passivity/activity of devices

NASA Astrophysics Data System (ADS)

Sundqvist, Kyle M.; Ferry, David K.; Kish, Laszlo B.

2017-10-01

Recently, our efforts to clarify the old question, if a memristor is a passive or active device [1], triggered debates between engineers, who have had advanced definitions of passivity/activity of devices, and physicists with significantly different views about this seemingly simple question. This debate triggered our efforts to test the well-known engineering concepts about passivity/activity in a deeper way, challenging them by statistical physics. It is shown that the advanced engineering definition of passivity/activity of devices is self-contradictory when a thermodynamical system executing Johnson-Nyquist noise is present. A new, statistical physical, self-consistent definition based on the Second Law of Thermodynamics is introduced. It is also shown that, in a system with uniform temperature distribution, any rectifier circuitry that can rectify thermal noise must contain an active circuit element, according to both the engineering and statistical physical definitions.

Defining and measuring patient safety.

PubMed

Pronovost, Peter J; Thompson, David A; Holzmueller, Christine G; Lubomski, Lisa H; Morlock, Laura L

2005-01-01

Despite the growing demand for improved safety in health care, debate remains regarding the magnitude of the problem and the degree to which harm is preventable. To a great extent, this debate stems from variation in the definition and methods for measuring safety, its "shadow" error, and the degree of preventability. This article reviews the definition of safety and error, discusses approaches to measuring safety, and provides a framework for investigating incidents that unveils how the systems under which care is delivered may contribute to adverse incidents.

The radioactive waste debate in the United States and nuclear technology for peaceful purposes

NASA Astrophysics Data System (ADS)

Tehan, Terrence Norbert

Many ethical, cultural, and economic concerns have accompanied the rapid growth of Western technology. Nuclear technology in particular has experienced considerable opposition because of its perceived dangers, especially disposal of atomic waste. While this field of science remains in its infancy, many legal, political and ecological groups oppose any further application of nuclear technology--including the significant medical, environmental, and economic benefits possible from a safe and responsible application of nuclear energy. Complete and objective knowledge of this technology is needed to balance a healthy respect for the danger of atomic power with its many advantages. This study focuses on one aspect of nuclear technology that has particularly aroused political and social controversy: nuclear waste. Finding ways of disposing safely of nuclear waste has become an extremely volatile issue because of the popular misconception that there is no permanent solution to this problem. This investigation will demonstrate that the supposedly enduring waste problem has been resolved in several industrial countries that now outstrip the United States in safe commercial applications of nuclear science. This dissertation offers a reasoned and objective contribution to the continuing national debate on the peaceful uses of nuclear technology. This debate becomes more crucial as the nation seeks a dependable substitute for the non-renewable sources of energy now rapidly being exhausted.

Defining Probability in Sex Offender Risk Assessment.

PubMed

Elwood, Richard W

2016-12-01

There is ongoing debate and confusion over using actuarial scales to predict individuals' risk of sexual recidivism. Much of the debate comes from not distinguishing Frequentist from Bayesian definitions of probability. Much of the confusion comes from applying Frequentist probability to individuals' risk. By definition, only Bayesian probability can be applied to the single case. The Bayesian concept of probability resolves most of the confusion and much of the debate in sex offender risk assessment. Although Bayesian probability is well accepted in risk assessment generally, it has not been widely used to assess the risk of sex offenders. I review the two concepts of probability and show how the Bayesian view alone provides a coherent scheme to conceptualize individuals' risk of sexual recidivism.

The Students’ misconceptions profile on chapter gas kinetic theory

NASA Astrophysics Data System (ADS)

Jauhariyah, M. N. R.; Suprapto, N.; Suliyanah; Admoko, S.; Setyarsih, W.; Harizah, Z.; Zulfa, I.

2018-03-01

Students have conception and misconceptions in the learning process. Misconceptions are caused by the teacher, students, and learning source. In the previous study, the researcher developed a misconception diagnosis instrument using three-tier on chapter gas kinetic theory. There are 14 items including 5 sub-chapters on gas kinetic theory. The profile of students’ misconceptions shows that students have misconceptions in each sub-chapter. The cause of misconceptions came from preconceptions, associative thinking, reasoning, intuition, and false negative. The highest cause of misconception in this chapter is student’s humanistic thinking.

ERIC First Analysis: 1980-81 National High School Debate Resolutions (How Can the Interests of United States Consumers Best Be Served?).

ERIC Educational Resources Information Center

Wagner, David L.

The five chapters of this book are intended to prepare high school debaters and their coaches for the efficient investigation of the 1980-81 High Scbool Debate Problem Area and Resolutions. The first chapter contains an overview of the problem area--consumer interests--describing the basic concepts of regulation and risk, the definitions of the…

Minkowski spacetime and Lorentz invariance: The cart and the horse or two sides of a single coin?

NASA Astrophysics Data System (ADS)

Acuña, Pablo

2016-08-01

Michel Janssen and Harvey Brown have driven a prominent recent debate concerning the direction of an alleged arrow of explanation between Minkowski spacetime and Lorentz invariance of dynamical laws in special relativity. In this article, I critically assess this controversy with the aim of clarifying the explanatory foundations of the theory. First, I show that two assumptions shared by the parties-that the dispute is independent of issues concerning spacetime ontology, and that there is an urgent need for a constructive interpretation of special relativity-are problematic and negatively affect the debate. Second, I argue that the whole discussion relies on a misleading conception of the link between Minkowski spacetime structure and Lorentz invariance, a misconception that in turn sheds more shadows than light on our understanding of the explanatory nature and power of Einstein's theory. I state that the arrow connecting Lorentz invariance and Minkowski spacetime is not explanatory and unidirectional, but analytic and bidirectional, and that this analytic arrow grounds the chronogeometric explanations of physical phenomena that special relativity offers.

Challenges since Wikipedia: the availability of Rorschach information online and internet users' reactions to online media coverage of the Rorschach-Wikipedia debate.

PubMed

Schultz, Douglas S; Loving, James L

2012-01-01

We conducted 2 studies to assess the availability of Rorschach information online and Internet users' attitudes since the inkblots were published on Wikipedia. In the first study, the authors conducted 2 Google searches for Web sites containing Rorschach-related information. The top 88 results were classified by level of threat to test security; 19% posed a direct threat. The authors also found Web sites authored by psychologists that divulged sensitive Rorschach information. In the second study, 588 comments to online news stories covering the Rorschach-Wikipedia debate were coded as expressing favorable or unfavorable opinions regarding the field of psychology, psychologists, and the Rorschach. Eight percent of comments described unfavorable opinions toward psychology, 15% contained unfavorable opinions toward psychologists, and 35% portrayed unfavorable opinions of the Rorschach. Common themes and popular misconceptions of the Rorschach contained in these comments are described. Implications and recommendations for practice are discussed. Limitations, including the second study's narrow sample and self-selection bias, are also detailed.

Benefit sharing: it's time for a definition.

PubMed

Schroeder, D

2007-04-01

Benefit sharing has been a recurrent theme in international debates for the past two decades. However, despite its prominence in law, medical ethics and political philosophy, the concept has never been satisfactorily defined. In this conceptual paper, a definition that combines current legal guidelines with input from ethics debates is developed. Philosophers like boxes; protective casings into which they can put concisely-defined concepts. Autonomy is the human capacity for self-determination; beneficence denotes the virtue of good deeds, coercion is the intentional threat of harm and so on. What about benefit sharing? Does the concept have a box and are the contents clearly defined? The answer to this question has to be no. The concept of benefit sharing is almost unique in that various disciplines use it regularly without precise definitions. In this article, a definition for benefit sharing is provided, to eliminate unnecessary ambiguity.

Benefit sharing: it's time for a definition

PubMed Central

Schroeder, D

2007-01-01

Benefit sharing has been a recurrent theme in international debates for the past two decades. However, despite its prominence in law, medical ethics and political philosophy, the concept has never been satisfactorily defined. In this conceptual paper, a definition that combines current legal guidelines with input from ethics debates is developed. Philosophers like boxes; protective casings into which they can put concisely‐defined concepts. Autonomy is the human capacity for self‐determination; beneficence denotes the virtue of good deeds, coercion is the intentional threat of harm and so on. What about benefit sharing? Does the concept have a box and are the contents clearly defined? The answer to this question has to be no. The concept of benefit sharing is almost unique in that various disciplines use it regularly without precise definitions. In this article, a definition for benefit sharing is provided, to eliminate unnecessary ambiguity. PMID:17400617

Mind as Organization: An Optimistic Metaphorical Base for the Study of Intrapersonal Communications.

ERIC Educational Resources Information Center

Neumann, David S.

The mind as organization metaphor asserts an optimistic and multi-faceted foundation for the examination of intrapersonal communication. Definitions of intrapersonal communication have not been developed without debate and controversy. As with many other ambiguous terms and definitions in the field of communication, an operational definition of…

Common student misconceptions in exercise physiology and biochemistry.

PubMed

Morton, James P; Doran, Dominic A; Maclaren, Don P M

2008-06-01

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 of level 1, 2, and 3 undergraduate students enrolled in physiology and biochemistry-related modules of the BSc Sport Science degree at the authors' institute. Of the 10 misconceptions proposed by the authors, 9 misconceptions were confirmed. Of these nine misconceptions, only one misconception appeared to have been alleviated by the current teaching strategy employed during the progression from level 1 to 3 study. The remaining eight misconceptions prevailed throughout the course of the degree program, suggesting that students enter and leave university with the same misconceptions in certain areas of exercise physiology and biochemistry. The possible origins of these misconceptions are discussed, as are potential teaching strategies to prevent and/or remediate them for future years.

Uncovering students' misconceptions by assessment of their written questions.

PubMed

Olde Bekkink, Marleen; Donders, A R T Rogier; Kooloos, Jan G; de Waal, Rob M W; Ruiter, Dirk J

2016-08-24

Misconceptions are ideas that are inconsistent with current scientific views. They are difficult to detect and refractory to change. Misconceptions can negatively influence how new concepts in science are learned, but are rarely measured in biomedical courses. Early identification of misconceptions is of critical relevance for effective teaching, but presents a difficult task for teachers as they tend to either over- or underestimate students' prior knowledge. A systematic appreciation of the existing misconceptions is desirable. This explorative study was performed to determine whether written questions generated by students can be used to uncover their misconceptions. During a small-group work (SGW) session on Tumour Pathology in a (bio)medical bachelor course on General Pathology, students were asked to write down a question about the topic. This concerned a deepening question on disease mechanisms and not mere factual knowledge. Three independent expert pathologists determined whether the content of the questions was compatible with a misconception. Consensus was reached in all cases. Study outcomes were to determine whether misconceptions can be identified in students' written questions, and if so, to measure the frequency of misconceptions that can be encountered, and finally, to determine if the presence of such misconceptions is negatively associated with the students' course formal examination score. A subgroup analysis was performed according to gender and discipline. A total of 242 students participated in the SGW sessions, of whom 221 (91 %) formulated a question. Thirty-six questions did not meet the inclusion criteria. Of the 185 questions rated, 11 % (n = 20) was compatible with a misconception. Misconceptions were only found in medical students' questions, not in biomedical science students' questions. Formal examination score on Tumour Pathology was 5.0 (SD 2.0) in the group with misconceptions and 6.7 (SD 2.4) in the group without misconceptions (p = 0.003). This study demonstrates that misconceptions can be uncovered in students' written questions. The occurrence of these misconceptions was negatively associated with the formal examination score. Identification of misconceptions creates an opportunity to repair them during the remaining course sessions, in advance of the formal examination.

"Scientific" Label in Law Stirs Debate

ERIC Educational Resources Information Center

Viadero, Debra

2007-01-01

This article reports that a quiet debate is unfolding over proposals to tinker with No Child Left Behind Act's (NCLB) definition of what constitutes "scientifically based research" in education while other ideas for revamping it are taking center stage. Sprinkled through the federal education statute more than 100 times, the references…

Giving information on medicinal products to the general public--in search of a definition to safeguard the patient.

PubMed

Faeh, Andrea

2014-04-01

Information on medicinal products is vital for enabling patients to give informed consent to the use of a specific product. Within the European Union (EU) the debate about how much information about prescription-only medicinal products should be made available to patients has gone on for the past five years with no definite conclusion yet. This contribution assesses the current legislation and the ongoing debate in order to identify the challenges and the prospect of new legislation, and consider its potential implications for the scope for advertising and for patient safety.

Competing definitions: a public policy analysis of the federal recreational fee demonstration program

Treesearch

Thomas A. E. More

2003-01-01

Problem definition theory specifies that however controls the definition of a problem is in a unique position to control debate over the issue, influence others, and determine the problem's place on the agenda. This paper uses a rhetorical analysis and a questionnaire survey of congressional aides to examine the federal Recreational Fee Demonstration Program....

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.

Nature, Nurture and Neuroscience: Some Future Directions for Historians of Education

ERIC Educational Resources Information Center

Aldrich, Richard

2014-01-01

Following a short introduction this article is divided into three main sections. The first provides definitions and brief histories of the nature-nurture debate and of neuroscience. The second section shows how in recent decades neuroscientific research has impacted on the debate with particular reference to our understanding of human intelligence…

The Net Neutrality Debate: The Basics

ERIC Educational Resources Information Center

Greenfield, Rich

2006-01-01

Rich Greenfield examines the basics of today's net neutrality debate that is likely to be an ongoing issue for society. Greenfield states the problems inherent in the definition of "net neutrality" used by Common Cause: "Network neutrality is the principle that Internet users should be able to access any web content they choose and…

Sustainable rare diseases business and drug access: no time for misconceptions.

PubMed

Rollet, Pierrick; Lemoine, Adrien; Dunoyer, Marc

2013-07-23

Legislative incentives enacted in Europe through the Regulation (EC) No. 141/2000 to incentivize orphan drug development have over the last 12 years constituted a powerful impetus toward R&D directed at the rare diseases population. However, despite therapeutic promises contained in these projects and significant economic impact linked to burgeoning R&D expenditures, the affordability and value of OMPs has become a topic of health policy debate in Europe fueled by the perception that OMPs have high acquisition costs, and by misconceptions around pricing dynamics and rare-diseases business models. In order to maintain sustainable patient access to new and innovative therapies, it is essential to address these misconceptions, and to ensure the successful continuation of a dynamic OMPs R&D within rare-diseases public health policy. Misconceptions abound regarding the pricing of rare diseases drugs and reflect a poor appreciation of the R&D model and the affordability and value of OMPs. Simulation of potential financial returns of small medium sized rare diseases companies focusing on high priced drugs show that their economic returns are likely to be close to their cost of capital. Research in rare diseases is a challenging endeavour characterised by high fixed costs in which companies accrue substantial costs for several years before potentially generating returns from the fruits of their investments. Although heavily dependent upon R&D capabilities of each individual company or R&D organization, continuous flow of R&D financial investment should allow industry to increasingly include efficiencies in research and development in cost considerations to its customers. Industry should also pro-actively work on facilitating development of a specific value based pricing approach to help understanding what constitute value in rare diseases. Policy makers must reward innovation based upon unmet need and patient outcome. Broader understanding by clinicians, the public, and policy makers of the complexity of clinical programs to deliver OMPs to market is required to better comprehend the decisions needed and made by industry. In parallel, an overt effort to consider the impact of public policies on R&D investments is key to enable policy makers to better reconcile the incentives provided by public policy decisions and companies investments decisions in a more positive manner.

Sustainable rare diseases business and drug access: no time for misconceptions

PubMed Central

2013-01-01

Legislative incentives enacted in Europe through the Regulation (EC) No. 141/2000 to incentivize orphan drug development have over the last 12 years constituted a powerful impetus toward R&D directed at the rare diseases population. However, despite therapeutic promises contained in these projects and significant economic impact linked to burgeoning R&D expenditures, the affordability and value of OMPs has become a topic of health policy debate in Europe fueled by the perception that OMPs have high acquisition costs, and by misconceptions around pricing dynamics and rare-diseases business models. In order to maintain sustainable patient access to new and innovative therapies, it is essential to address these misconceptions, and to ensure the successful continuation of a dynamic OMPs R&D within rare-diseases public health policy. Misconceptions abound regarding the pricing of rare diseases drugs and reflect a poor appreciation of the R&D model and the affordability and value of OMPs. Simulation of potential financial returns of small medium sized rare diseases companies focusing on high priced drugs show that their economic returns are likely to be close to their cost of capital. Research in rare diseases is a challenging endeavour characterised by high fixed costs in which companies accrue substantial costs for several years before potentially generating returns from the fruits of their investments. Although heavily dependent upon R&D capabilities of each individual company or R&D organization, continuous flow of R&D financial investment should allow industry to increasingly include efficiencies in research and development in cost considerations to its customers. Industry should also pro-actively work on facilitating development of a specific value based pricing approach to help understanding what constitute value in rare diseases. Policy makers must reward innovation based upon unmet need and patient outcome. Broader understanding by clinicians, the public, and policy makers of the complexity of clinical programs to deliver OMPs to market is required to better comprehend the decisions needed and made by industry. In parallel, an overt effort to consider the impact of public policies on R&D investments is key to enable policy makers to better reconcile the incentives provided by public policy decisions and companies investments decisions in a more positive manner. PMID:23879976

Measurement Myths and Misconceptions.

ERIC Educational Resources Information Center

Goodwin, Laura D.; Goodwin, William L.

1999-01-01

Presents frequently encountered measurement misconceptions and various measurement "rules." Origins of the misconceptions and rules are described, along with the reasons why they are problematic. Alternate approaches or considerations are given. Misconceptions discussed pertain to the estimation of internal consistency reliability and item…

Students’ Misconceptions on Properties of Rectangles

NASA Astrophysics Data System (ADS)

Ningrum, R. W.; Yulianti, M.; Helingo, D. D. Z.; Budiarto, M. T.

2018-01-01

This research aims to describe students’ misconception of junior high school on the concept of the properties of rectangles and the alternative to overcome them. This research was qualitative descriptive research using test with the CRI (Certainty of Response Index) method and interview method. There were three students as subjects in this study who was identified to have the most misconceptions among students in the class . Based on the data analysis, the subjects showed similar misconceptions. One of student misconception was on the properties of rectangles. Student thought that rectangles were always regularly shaped, or in other word no rectangle was irregular shaped. Students’ misconception caused by picture given to the problem. The misconceptions may due to the lack of understanding of rectangle properties. Alternatives can be done such as re-explain (remediation) or by using cognitive conflict strategies. In particular, our results indicated that 8th grade students had misconceptions in understanding the properties of rectangles. By knowing the misconceptions, students can possibly know how new knowledge is interpreted as well as having an impact on student’s ability to learn correct information in the future.

Definition of the rectum and level of the peritoneal reflection - still a matter of debate?

PubMed

Kenig, Jakub; Richter, Piotr

2013-09-01

Pathological lesions of the rectum are common and their management requires detailed knowledge of pelvic anatomy. There has been considerable debate as to the definition of the rectum and the variability of the level of the peritoneal reflection. The lack of a clear consensus was proven in the research by McCullen et al. regarding the current pattern of practice for the investigation of primary rectal cancer by general surgeons. To carry out bibliographic research on the definition of the rectum and level of the peritoneal reflection. A web-based published literature search of PubMed, Ovid Medline, Science Direct and Springer was made. The paper presents the current definitions of proximal and distal margin of the rectum and level of peritoneal reflection based not only on the results of tests on cadavers but also on living humans. The results of tests on living humans allow more accurate qualification of patients for local excision, which is particularly important for patients with colorectal cancer.

Re-evaluating concepts of biological function in clinical medicine: towards a new naturalistic theory of disease.

PubMed

Chin-Yee, Benjamin; Upshur, Ross E G

2017-08-01

Naturalistic theories of disease appeal to concepts of biological function, and use the notion of dysfunction as the basis of their definitions. Debates in the philosophy of biology demonstrate how attributing functions in organisms and establishing the function-dysfunction distinction is by no means straightforward. This problematization of functional ascription has undermined naturalistic theories and led some authors to abandon the concept of dysfunction, favoring instead definitions based in normative criteria or phenomenological approaches. Although this work has enhanced our understanding of disease and illness, we need not necessarily abandon naturalistic concepts of function and dysfunction in the disease debate. This article attempts to move towards a new naturalistic theory of disease that overcomes the limitations of previous definitions and offers advantages in the clinical setting. Our approach involves a re-evaluation of concepts of biological function employed by naturalistic theories. Drawing on recent insights from the philosophy of biology, we develop a contextual and evaluative account of function that is better suited to clinical medicine and remains consistent with contemporary naturalism. We also show how an updated naturalistic view shares important affinities with normativist and phenomenological positions, suggesting a possibility for consilience in the disease debate.

Assessing what to address in science communication.

PubMed

Bruine de Bruin, Wändi; Bostrom, Ann

2013-08-20

As members of a democratic society, individuals face complex decisions about whether to support climate change mitigation, vaccinations, genetically modified food, nanotechnology, geoengineering, and so on. To inform people's decisions and public debate, scientific experts at government agencies, nongovernmental organizations, and other organizations aim to provide understandable and scientifically accurate communication materials. Such communications aim to improve people's understanding of the decision-relevant issues, and if needed, promote behavior change. Unfortunately, existing communications sometimes fail when scientific experts lack information about what people need to know to make more informed decisions or what wording people use to describe relevant concepts. We provide an introduction for scientific experts about how to use mental models research with intended audience members to inform their communication efforts. Specifically, we describe how to conduct interviews to characterize people's decision-relevant beliefs or mental models of the topic under consideration, identify gaps and misconceptions in their knowledge, and reveal their preferred wording. We also describe methods for designing follow-up surveys with larger samples to examine the prevalence of beliefs as well as the relationships of beliefs with behaviors. Finally, we discuss how findings from these interviews and surveys can be used to design communications that effectively address gaps and misconceptions in people's mental models in wording that they understand. We present applications to different scientific domains, showing that this approach leads to communications that improve recipients' understanding and ability to make informed decisions.

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.

A Report of Undergraduates' Bonding Misconceptions.

ERIC Educational Resources Information Center

Nicoll, Gayle

2001-01-01

Describes misconceptions related to electronegativity, bonding, geometry, and microscopic representations that undergraduate students hold. Investigates the stability of misconceptions as a function of educational level, indicating that some students' misconceptions relating to bonding are resistant to change despite increased chemistry education.…

Debates about the Intelligentsia as a Means of Its Self-Identification

ERIC Educational Resources Information Center

Fadeeva, L. A.

2009-01-01

The characteristics of the Russian intelligentsia, and even its definition, have been debated since the nineteenth century and continue to be a source of disagreement in Putin's Russia. The array of problems relating to the intelligentsia continues to be an inseparable element of ideas about historical experience and its fate that, in conjunction…

Squad as Community--A Group Communication Perspective on the Debate Workplace.

ERIC Educational Resources Information Center

Shelton, Michael W.

Virtually everyone involved with forensics has, at one time or another, seen or heard references to debate teams or squads as "groups." Many questions concerning the label "group," however, exist. A brief examination of definitions of the term group by scholars in the field of small group communication confirms that T. M.…

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…

Debate: Open radical prostatectomy vs. laparoscopic vs. robotic.

PubMed

Nelson, Joel B

2007-01-01

Surgical removal of clinically localized prostate cancer remains the most definitive treatment for the disease. The emergence of laparoscopic and robotic radical prostatectomy (RP) as alternatives to open RP has generated considerable discussion about the real and relative merits of each approach. Such was the topic of a debate that took place during the 2006 Society of Urologic Oncology meeting. The participants were Dr. William Catalona, Northwestern University, advocating for open RP, Dr. Betrand Guillonneau, Memorial Sloan Kettering Cancer Center advocating for laparoscopic RP, and Dr. Mani Menon, Henry Ford Hospital, advocating for robotic RP. The debate was moderated by Dr. Joel Nelson, University of Pittsburgh. This paper summarizes that debate.

Terms vs. Concepts--The Case of Weight

ERIC Educational Resources Information Center

Taibu, Rex

2017-01-01

Terminological and conceptual issues surrounding the definition of scientific terms have bothered teachers and students for many years. Some terms such as "energy" are not even usually defined, although they appear in different contexts of scientific communication, and others such as "weight" have debatable definitions, and for…

Science Education Using a Computer Model-Virtual Puget Sound

NASA Astrophysics Data System (ADS)

Fruland, R.; Winn, W.; Oppenheimer, P.; Stahr, F.; Sarason, C.

2002-12-01

We created an interactive learning environment based on an oceanographic computer model of Puget Sound-Virtual Puget Sound (VPS)-as an alternative to traditional teaching methods. Students immersed in this navigable 3-D virtual environment observed tidal movements and salinity changes, and performed tracer and buoyancy experiments. Scientific concepts were embedded in a goal-based scenario to locate a new sewage outfall in Puget Sound. Traditional science teaching methods focus on distilled representations of agreed-upon knowledge removed from real-world context and scientific debate. Our strategy leverages students' natural interest in their environment, provides meaningful context and engages students in scientific debate and knowledge creation. Results show that VPS provides a powerful learning environment, but highlights the need for research on how to most effectively represent concepts and organize interactions to support scientific inquiry and understanding. Research is also needed to ensure that new technologies and visualizations do not foster misconceptions, including the impression that the model represents reality rather than being a useful tool. In this presentation we review results from prior work with VPS and outline new work for a modeling partnership recently formed with funding from the National Ocean Partnership Program (NOPP).

Pay No Attention to That Data Behind the Curtain: On Angry Birds, Happy Children, Scholarly Squabbles, Publication Bias, and Why Betas Rule Metas.

PubMed

Ferguson, Christopher J

2015-09-01

This article responds to five comments on my "Angry Birds" meta-analysis of video game influences on children (Ferguson, 2015, this issue). Given ongoing debates on video game influences, comments varied from the supportive to the self-proclaimed "angry," yet hopefully they and this response will contribute to constructive discussion as the field moves forward. In this reply, I address some misconceptions in the comments and present data that challenge the assumption that standardized regression coefficients are invariably unsuitable for meta-analysis or that bivariate correlations are invariably suitable for meta-analysis. The suitability of any data should be considered on a case-by-case basis, and data indicates that the coefficients included in the "Angry Birds" meta-analysis did not distort results. Study selection, effect size extraction, and interpretation improved upon problematic issues in other recent meta-analyses. Further evidence is also provided to support the contention that publication bias remains problematic in video game literature. Sources of acrimony among scholars are explored as are areas of agreement. Ultimately, debates will only be resolved through a commitment to newer, more rigorous methods and open science. © The Author(s) 2015.

Validity of student’s misconceptions diagnosis on chapter Kinetic Theory of Gases using three-tier diagnostic test

NASA Astrophysics Data System (ADS)

Jauhariyah, M. N. R.; Zulfa, I.; Harizah, Z.; Setyarsih, W.

2018-04-01

In the learning process, students still have misconceptions although the concept has been taught by the teacher. One of the causes of misconceptions comes from the students themselves. The teacher often does not know that students have misconceptions because the assessment that has been given does not review the cause of misconception that occurs in students. Students have misconception especially in Abstract concept like in chapter Kinetic Theory of Gases. Because of that, this study made three tier diagnostic instrument test to diagnose student’s misconception in chapter Kinetic Theory of Gases. Moreover, it is also done an analysis in order to know the quality of instrument that has been made. According to the trials, the percentage of average internal validity is about 84.6% which means it is in proper to use and the reliability of instrument is 0.752, meaning reliable to use. This instrument used to diagnose the students’ misconceptions on chapter Kinetic Theory of Gases.

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.

Prevalence and Persistence of Misconceptions in Tree Thinking.

PubMed

Kummer, Tyler A; Whipple, Clinton J; Jensen, Jamie L

2016-12-01

Darwin described evolution as "descent with modification." Descent, however, is not an explicit focus of most evolution instruction and often leaves deeply held misconceptions to dominate student understanding of common ancestry and species relatedness. Evolutionary trees are ways of visually depicting descent by illustrating the relationships between species and groups of species. The ability to properly interpret and use evolutionary trees has become known as "tree thinking." We used a 20-question assessment to measure misconceptions in tree thinking and compare the proportion of students who hold these misconceptions in an introductory biology course with students in two higher-level courses including a senior level biology course. We found that misconceptions related to reading the graphic ( reading the tips and node counting ) were variably influenced across time with reading the tips decreasing and node counting increasing in prevalence. On the other hand, misconceptions related to the fundamental underpinnings of evolutionary theory ( ladder thinking and similarity equals relatedness ) proved resistant to change during a typical undergraduate study of biology. A possible new misconception relating to the length of the branches in an evolutionary tree is described. Understanding the prevalence and persistence of misconceptions informs educators as to which misconceptions should be targeted in their courses.

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…

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"…

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…

Prognosis research: why is Dr. Lydgate still waiting?

PubMed

Hemingway, Harry

2006-12-01

Understanding prognosis--the future risk of adverse outcomes among people with existing disease--plays third fiddle behind clinical research into therapeutic interventions and novel diagnostic technologies. Diseases show marked variations in a wide range of prognostic outcomes, yet these variations have seldom been the subject of systematic and sustained epidemiologic and multidisciplinary research. This is important to prioritize hypotheses for testing in intervention studies in groups, and to refine tools for prognostication in individuals. Methodologic standards for the design, conduct, analysis and reporting of prognosis research are required. Training is needed for the clinicians, policymakers, and payers who use prognostic information. Here, arguments detracting from the potential scope of prognosis research are rebutted and misconceptions addressed with the aim of stimulating debate on the evolving role of prognosis research.

Autopsy in Islam and current practice in Arab Muslim countries.

PubMed

Mohammed, Madadin; Kharoshah, Magdy A

2014-03-01

Autopsy, or post-mortem examination, is the dissection of a dead body. It is performed for many reasons. Attitudes toward dead bodies vary with religious beliefs and cultural and geographical backgrounds. We have carried out an extensive literature review to determine the Islamic view and current practice of Autopsy, in at least four Arab countries which published their experiences. Several research articles have studied the history of Islamic Autopsy as well as the current situation and legal debates about it. The overwhelming conclusion is that data is lacking. More must be published from Arabic Muslim countries and more research done to correct misconceptions. We also recommend more application of non-invasive Autopsy. Copyright © 2014 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.

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.

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…

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…

Factors Contributing to Students' Misconceptions in Learning Covalent Bonds

ERIC Educational Resources Information Center

Erman, Erman

2017-01-01

This study aims to identify students' misconceptions regarding covalent bonds. Seventy-seven graduate students in the middle of Indonesia participated in the study. Data were collected in three stages. First, misconceptions were identified by using the Semi Open Diagnostic Test. Ten students who experienced the worst misconceptions were…

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…

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…

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…

Modelling Student Misconceptions Using Nested Logit Item Response Models

ERIC Educational Resources Information Center

Yildiz, Mustafa

2017-01-01

Student misconceptions have been studied for decades from a curricular/instructional perspective and from the assessment/test level perspective. Numerous misconception assessment tools have been developed in order to measure students' misconceptions relative to the correct content. Often, these tools are used to make a variety of educational…

The Earthquake Information Test: Validating an Instrument for Determining Student Misconceptions.

ERIC Educational Resources Information Center

Ross, Katharyn E. K.; Shuell, Thomas J.

Some pre-instructional misconceptions held by children can persist through scientific instruction and resist changes. Identifying these misconceptions would be beneficial for science instruction. In this preliminary study, scores on a 60-item true-false test of knowledge and misconceptions about earthquakes were compared with previous interview…

The Prevalence of Pedagogy-Related Research in Applied Linguistics: Extending the Debate

ERIC Educational Resources Information Center

Rose, Heath; McKinley, Jim

2017-01-01

In this article, we respond to the special issue "Definitions for Applied Linguistics", where the past and future of applied linguistics are discussed, and the place of pedagogy in the field's scope is debated. In the issue, Hellermann (2015) uses data from 1980 to 1984 and 2009 to 2013 to show a shift in the field towards an emerging…

Privatizing the English National Health Service: an irregular verb?

PubMed

Powell, Martin; Miller, Robin

2013-10-01

This article explores different stakeholder perspectives of "privatization" in the English National Health Service (NHS). Much of the academic literature makes empirical claims about privatization on the basis of absent or shaky definitions of the term, resulting in much of the debate on this issue largely being a "non-debate," where opponents talk past rather than to each other. We aim to throw light on privatization by applying the lens of the "three-dimensional" approach (ownership, finance, and regulation) of the mixed economy of welfare to the views of key voices within these debates. These stakeholder perspectives are political (parliamentary debates), public (opinion polls), clinical provider (British Medical Association and Royal College of Nursing), and campaigning groups. We argue that in terms of grammar, "privatize" seems to be an irregular verb: I want more private-sector involvement; you wish to privatize the NHS. The term privatization is multidimensional, and definitions and operationalizations of the term are often implicit, unclear, and conflicting, resulting in differing accounts of the occurrence, chronology, and degree of privatization in the NHS. Stakeholders have divergent interests, and they use "privatization" as a way to express them, resulting in a Tower of Babel.

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…

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…

Eliminate with Created Argument Environment after Evaluated and Categorized Misconceptions in an Ontological Sense

ERIC Educational Resources Information Center

Kinik Topalsan, Aysegul; Bayram, Hale

2017-01-01

This study aimed to ascertain misconceptions of students about basic physical concepts in the "Force and Motion" unit of secondary school seventh class curriculum, to eliminate the misconceptions with created argument environment and traditional approaches after evaluated, and categorize these misconceptions in an ontological sense.…

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…

Misconceptions of Selected Science Concepts Held by Elementary School Students

ERIC Educational Resources Information Center

Doran, Rodney L.

1972-01-01

Describes a test, administered as a motion picture, designed to measure misconceptions about the particle model of matter held by students in grades two through six. Reliability values for tests of eight misconceptions are given and the correlations of misconception scores with measures of IQ, reading, mathematics, and science ability reported.…

Detection of Misconceptions about Colour and an Experimentally Tested Proposal to Combat Them

ERIC Educational Resources Information Center

Martinez-Borreguero, Guadalupe; Perez-Rodriguez, Angel Luis; Suero-Lopez, Maria Isabel; Pardo-Fernandez, Pedro Jose

2013-01-01

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…

Misconceptions in the Earth Sciences: A Cross-Age Study.

ERIC Educational Resources Information Center

Schoon, Kenneth J.

Misconceptions interfere with the formation of new insights and provide a faulty foundation. This causes difficulty in the learning of new materials. Therefore, effective teachers strive to know which misconceptions students have, and then develop a plan by which these suspected misconceptions can be corrected or averted. This paper reports on an…

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…

Does Prior Knowledge Matter? Do Lamarckian Misconceptions Exist? A Critique of Geraedts and Boersma (2006)

ERIC Educational Resources Information Center

Enderle, Patrick J.; Smith, Mike U.; Southerland, Sherry

2009-01-01

The existence, preponderance, and stability of misconceptions related to evolution continue as foci of research in science education. In their 2006 study, Geraedts and Boersma question the existence of stable Lamarckian misconceptions in students, challenging the utility of Conceptual Change theory in addressing any such misconceptions. To support…

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

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.

Factors associated with misconceptions about HIV transmission among ever-married women in Bangladesh.

PubMed

Mondal, Md Nazrul Islam; Hoque, Nazrul; Chowdhury, Md Rocky Khan; Hossain, Md Sabbir

2015-01-01

The human immunodeficiency virus (HIV) epidemic continues to be associated with misconceptions and misinformed opinions, which increase the risk of HIV transmission. Therefore, the present study aimed to identify the determinant factors among different socioeconomic and demographic factors affecting misconceptions about HIV transmission among ever-married women in Bangladesh. Data and necessary information of 9,272 ever-married women were extracted from the Bangladesh Demographic and Health Survey 2011. Three types of misconceptions were considered. Both bivariate and multivariate analyses were used as the statistical tools to determine the factors affecting misconceptions about HIV transmission. The results revealed that misconceptions are more prevalent among women who are older, less educated, have husbands who are less educated, live in rural areas, have poor economic conditions, and have less access to mass media. The respondent's age, education, husband's education, place of residence, wealth index, and exposure to mass media are significantly associated with the misconceptions. Finally, logistic regression analysis identified age, education, place of residence, wealth index, and exposure to mass media as significant predictors. Because socioeconomic factors are the key determinants of misconceptions about HIV transmission, intervention programs should be aimed at HIV prevention via education and awareness programs to reduce misconceptions as important parts of the prevention strategy.

Prevalence and Persistence of Misconceptions in Tree Thinking†

PubMed Central

Kummer, Tyler A.; Whipple, Clinton J.; Jensen, Jamie L.

2016-01-01

Darwin described evolution as “descent with modification.” Descent, however, is not an explicit focus of most evolution instruction and often leaves deeply held misconceptions to dominate student understanding of common ancestry and species relatedness. Evolutionary trees are ways of visually depicting descent by illustrating the relationships between species and groups of species. The ability to properly interpret and use evolutionary trees has become known as “tree thinking.” We used a 20-question assessment to measure misconceptions in tree thinking and compare the proportion of students who hold these misconceptions in an introductory biology course with students in two higher-level courses including a senior level biology course. We found that misconceptions related to reading the graphic (reading the tips and node counting) were variably influenced across time with reading the tips decreasing and node counting increasing in prevalence. On the other hand, misconceptions related to the fundamental underpinnings of evolutionary theory (ladder thinking and similarity equals relatedness) proved resistant to change during a typical undergraduate study of biology. A possible new misconception relating to the length of the branches in an evolutionary tree is described. Understanding the prevalence and persistence of misconceptions informs educators as to which misconceptions should be targeted in their courses. PMID:28101265

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…

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…

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…

Blended/Hybrid Courses: A Review of the Literature and Recommendations for Instructional Designers and Educators

ERIC Educational Resources Information Center

Helms, Samuel A.

2014-01-01

This article explores some of the literature on blended/hybrid learning and identifies recommendations for instructional designers and faculty. Terminology and definitions are discussed first including the debate between the words "blended" and "hybrid." A working definition for the article is discussed but the article does not…

Identifying Cell-Related Misconceptions among Fifth Graders and Removing Misconceptions Using a Microscope

ERIC Educational Resources Information Center

Hasiloglu, Mehmet Akif; Eminoglu, Selma

2017-01-01

The aim of this study is to identify cell-related misconceptions among fifth graders attending middle schools in Turkey and examine the impact of microscopy on the elimination of these misconceptions. The study was conducted with the participation of 87 fifth grade students (schoolchildren are nearly 11 years old) attending a middle school in Agri…

Development and Application of a Four-Tier Test to Assess Pre-Service Physics Teachers' Misconceptions about Geometrical Optics

ERIC Educational Resources Information Center

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

2017-01-01

Background: Correct identification of misconceptions is an important first step in order to gain an understanding of student learning. More recently, four-tier multiple choice tests have been found to be effective in assessing misconceptions. Purpose: The purposes of this study are (1) to develop and validate a four-tier misconception test to…

Revealing physical education students’ misconception in sport biomechanics

NASA Astrophysics Data System (ADS)

Kartiko, D. C.

2018-04-01

The aim of this research is reveal Physical Education students’ misconception in several concepts of Sport Biomechanics. The Data of misconception collected by standard question of Diagnostic Test that given to 30 students of Physical Education, Faculty of Sport, State University of Surabaya in academic year 2017/2018. Diagnostic Test completed with CRI (Certainty of Response Index) in order to collect data of students’ certain in answered test. The data result of diagnostic test analysed through compilation graph of CRI right, CRI wrong and right fraction in every single question. Furthermore, students’ answer result of diagnostic test categorized in to 4 quadrants, these: correct concepts, lucky guess, misconceptions, and lack of knowledge. Its categorizing data to know percentage of misconceptions that arise in every concept tested. These sport biomechanics concepts tested are limited on frictional force, deference of distance and displacement, deference of velocity and acceleration, and free fall motion. The result obtained arise misconception in frictional force 52,78%; deference of distance and displacement 36,67%; deference of velocity and acceleration 56,67%; and free fall motion 53,33%. Result of t-test in diagnostic test misconception percentage showed that percentage of misconception arises in every student above 50%.

Concept Inventory Development Reveals Common Student Misconceptions about Microbiology †

PubMed Central

Briggs, Amy G.; Hughes, Lee E.; Brennan, Robert E.; Buchner, John; Horak, Rachel E. A.; Amburn, D. Sue Katz; McDonald, Ann H.; Primm, Todd P.; Smith, Ann C.; Stevens, Ann M.; Yung, Sunny B.; Paustian, Timothy D.

2017-01-01

Misconceptions, or alternative conceptions, are incorrect understandings that students have incorporated into their prior knowledge. The goal of this study was the identification of misconceptions in microbiology held by undergraduate students upon entry into an introductory, general microbiology course. This work was the first step in developing a microbiology concept inventory based on the American Society for Microbiology’s Recommended Curriculum Guidelines for Undergraduate Microbiology. Responses to true/false (T/F) questions accompanied by written explanations by undergraduate students at a diverse set of institutions were used to reveal misconceptions for fundamental microbiology concepts. These data were analyzed to identify the most difficult core concepts, misalignment between explanations and answer choices, and the most common misconceptions for each core concept. From across the core concepts, nineteen misconception themes found in at least 5% of the coded answers for a given question were identified. The top five misconceptions, with coded responses ranging from 19% to 43% of the explanations, are described, along with suggested classroom interventions. Identification of student misconceptions in microbiology provides a foundation upon which to understand students’ prior knowledge and to design appropriate tools for improving instruction in microbiology. PMID:29854046

Heritability in the genomics era--concepts and misconceptions.

PubMed

Visscher, Peter M; Hill, William G; Wray, Naomi R

2008-04-01

Heritability allows a comparison of the relative importance of genes and environment to the variation of traits within and across populations. The concept of heritability and its definition as an estimable, dimensionless population parameter was introduced by Sewall Wright and Ronald Fisher nearly a century ago. Despite continuous misunderstandings and controversies over its use and application, heritability remains key to the response to selection in evolutionary biology and agriculture, and to the prediction of disease risk in medicine. Recent reports of substantial heritability for gene expression and new estimation methods using marker data highlight the relevance of heritability in the genomics era.

[Extreme (complicated, ultra-high) refractive errors: terminological misconceptions!?

PubMed

Avetisov, S E

2018-01-01

The article reviews development mechanisms of different refractive errors accompanied by marked defocus of light rays reaching the retina. Terminology used for such ametropias includes terms extreme, ultra-high and complicated. Justification of their usage for primary ametropias, whose symptom complex is based on changes in axial eye length, is an ongoing discussion. To comply with thesaurus definitions of 'diagnosis' and 'pathogenesis', to characterize refractive and anatomical-functional disorders in patients with primary ametropias it is proposed to use the terms 'hyperaxial and hypoaxial syndromes' with elaboration of specific symptoms instead of such expressions as extreme (ultra-high) myopia and hypermetropia.

The role of diet in acne: facts and controversies.

PubMed

Davidovici, Batya B; Wolf, Ronni

2010-01-01

Acne is the most prevalent skin condition. It has a substantial effect on the quality of life of teenagers worldwide. Among acne patients from different societies and cultures, diet is uniformly regarded as a major cause in the pathogenesis of acne. We reviewed the up-to-date literature regarding acne and culprit foods such as dairy products, chocolate, and fatty foods. Unfortunately, after reviewing the existing data, there are no answers but there are definitely more questions, because there is no clear proof about whether these issues are facts or misconceptions. Copyright 2010. Published by Elsevier Inc.

ADHD knowledge, misconceptions, and treatment acceptability.

PubMed

Sciutto, Mark J

2015-02-01

Despite the availability of several effective treatments, many children with ADHD do not receive adequate services. A variety of factors may influence help-seeking behavior among families of children with ADHD. This study explores two factors that may influence help-seeking decisions: knowledge and misconceptions of ADHD and treatment acceptability. A total of 196 participants completed measures of ADHD knowledge and use of information sources prior to rating the acceptability of two interventions: stimulant medication and sugar elimination diets. Higher levels of ADHD misconceptions were associated with lower acceptance of medication and higher acceptance of dietary interventions. However, analysis of individual misconceptions suggests that specific misconceptions are differentially related to perceptions of individual treatments. It may be important for clinicians to assess and deliberately target specific misconceptions as part of treatment for ADHD. © 2013 SAGE Publications.

Students’ misconceptions on solubility equilibrium

NASA Astrophysics Data System (ADS)

Setiowati, H.; Utomo, S. B.; Ashadi

2018-05-01

This study investigated the students’ misconceptions of the solubility equilibrium. The participants of the study consisted of 164 students who were in the science class of second year high school. Instrument used is two-tier diagnostic test consisting of 15 items. Responses were marked and coded into four categories: understanding, misconception, understand little without misconception, and not understanding. Semi-structured interviews were carried out with 45 students according to their written responses which reflected different perspectives, to obtain a more elaborated source of data. Data collected from multiple methods were analyzed qualitatively and quantitatively. Based on the data analysis showed that the students misconceptions in all areas in solubility equilibrium. They had more misconceptions such as in the relation of solubility and solubility product, common-ion effect and pH in solubility, and precipitation concept.

Teaching Weight-Gravity and Gravitation in Middle School. Testing a New Instructional Approach

NASA Astrophysics Data System (ADS)

Galili, Igal; Bar, Varda; Brosh, Yaffa

2016-12-01

This study deals with the school instruction of the concept of weight. The historical review reveals the major steps in changing weight definition reflecting the epistemological changes in physics. The latest change drawing on the operation of weighing has been not widely copied into physics education. We compared the older instruction based on the gravitational definition of weight with the newer one based on the operational definition. The experimental teaching was applied in two versions, simpler and extended. The study examined the impact of this instruction on the middle school students in regular teaching environment. The experiment involved three groups ( N = 486) of 14-year-old students (ninth grade). The assessment drew on a written questionnaire and personal interviews. The elicited schemes of conceptual knowledge allowed to evaluate the impact on students' pertinent knowledge. The advantage of the new teaching manifested itself in the significant decrease of the well-known misconceptions such as "space causes weightlessness," "weight is an unchanged property of the body considered," and "heavier objects fall faster". The twofold advantage—epistemological and conceptual—of the operational definition of weight supports the correspondent curricular changes of its adoption.

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 be possible to reduce the prevalence of misconceptions in both countries if a better understanding could be developed of how, and why, undergraduates use certain erroneous analogies, and why some teaching approaches seem more effective in reducing the prevalence of misconceptions than others.

Perceptions and Misconceptions Regarding Climate Change: Politics versus Education

NASA Astrophysics Data System (ADS)

Gil, Elia O.

Climate change has been increasingly becoming a commonly debated topic among the public (Lambert & Bleicher, 2013). This is especially true with scientists and educators (Cooney, 2010). Terminology, politics, and misconceptions can bias perceptions. Scientists also tend to disagree over the cause of climate change and the data resulting from different studies (Idso, Carter, & Singer, 2016). The pilot study was conducted to examine perceptions of preservice teachers regarding climate change. There were forty participants, comprised of twenty Hispanic, nineteen Anglo American, and one African American, enrolled in a required course for future science educators in a medium-sized south Texas university. The pilot study included pre- and post-tests distributed to all of the participants and one on one interviews with three randomly selected pre-service teachers. The post-test results showed a significant difference in statements about the belief that climate change is real, about there being enough scientific evidence to prove the climate is changing, and the belief we are experiencing an extinction event due to climate change. While one lesson on climate change may not prove to be enough to change all of the participants' perceptions, there were some pre-service teachers who did begin to think differently about the impact of human activities and became more aware of climate change issues. The findings from this research show how beneficial a lesson on climate change can be to the future careers of science educators and in turn contribute considerably to the education of future students.

Beyond the Academic Journal: Unfreezing Misconceptions About Mental Illness and Gun Violence Through Knowledge Translation to Decision-Makers.

PubMed

Horwitz, Joshua; Grilley, Anna; Kennedy, Orla

2015-06-01

In a policy arena characterized by polarized debate, such as the consideration of legal interventions to prevent gun violence, research evidence is an important tool to inform decision-making processes. However, unless the evidence is communicated to stakeholders who can influence policy decisions, the research will often remain an academic exercise with little practical impact. The Educational Fund to Stop Violence's process of "unfreezing" individual perceptions and conventional interpretations of the relationship between mental illness and gun violence, forming a consensus, and translating this knowledge to stakeholders through state discussion forums is one way to inform policy change. The recent passage of gun violence prevention legislation in California provides an example of successfully closing the knowledge translation gap between research and decision-making processes. Copyright © 2015 John Wiley & Sons, Ltd.

In touch to teach: Do nurse educators need to maintain or possess recent clinical practice to facilitate student learning?

PubMed

Leonard, Laurence; McCutcheon, Karen; Rogers, Katherine M A

2016-01-01

In recent years UK university-based nurse educators have seen a reduction in their responsibilities for nursing students' practice-based assessments. Many university-based nurse educators feel that this lack of input into students' clinical assessments leaves them open to criticism as they are perceived to be less "in-touch" with clinical practice and that their knowledge to teach nursing students is diminished as a result. This paper examines and debates some interpretations of the term "recent clinical practice" and challenges the misconception among many in the profession, as well as government and professional bodies, that university-based nurse educators require recent clinical practice to effectively teach students and enhance the student learning experience in the academic university setting. Copyright © 2015 Elsevier Ltd. All rights reserved.

Common Misconceptions about Cholesterol

MedlinePlus

... Venous Thromboembolism Aortic Aneurysm More Common Misconceptions about Cholesterol Updated:Jan 29,2018 How much do you ... are some common misconceptions — and the truth. High cholesterol isn’t a concern for children. High cholesterol ...

Through the minefield: teaching climate change in a misinformation-rich environment

NASA Astrophysics Data System (ADS)

Bedford, D. P.; Cook, J.; Schuenemann, K. C.; Mandia, S. A.; Cowtan, K.; Nuccitelli, D.

2016-12-01

It is now widely accepted that students enter science classrooms with their own, often erroneous, pre-existing models of basic scientific concepts. These misconceptions can interfere with student learning. However, the science of climate change is perhaps distinctive in that a deliberate effort has been undertaken by a variety of individuals and institutions to promulgate and perpetuate misconceptions. Both formal and informal efforts to communicate the science of climate change must therefore contend with the effects of these misconceptions, which may be passionately held and in strong opposition to the findings of peer-reviewed research. This presentation reports on the current state of research on misinformation and misconceptions; identifies common mistakes made in attempting to address misconceptions; and details a model which can help to avoid making most, if not all, of these common mistakes. In sum, research in cognitive psychology has shown that misconceptions are extraordinarily difficult to remove, with individuals commonly rejecting information that does not fit with their existing mental models. Attempts to address misconceptions directly can backfire if too much emphasis is placed on the misconception (i.e. leading with the myth) or by reinforcing the misconception at the expense of more accurate explanations (the familiarity backfire effect). Thus, a preferred approach involves a "myth sandwich" of facts followed by myth, followed by an explanation of how the myth distorts the facts. The misconception is therefore sandwiched between facts. This approach has been tested in a widely subscribed MOOC (Denial 101X, by Cook et al., 2015), and a textbook (Bedford and Cook, 2016). This presentation provides fundamental background on effective climate change myth debunking, and will include preliminary data regarding the efficacy of the "myth sandwich" approach.

A Compilation and Review of over 500 Geoscience Misconceptions

NASA Astrophysics Data System (ADS)

Francek, Mark

2013-01-01

This paper organizes and analyses over 500 geoscience misconceptions relating to earthquakes, earth structure, geologic resources, glaciers, historical geology, karst (limestone terrains), plate tectonics, rivers, rocks and minerals, soils, volcanoes, and weathering and erosion. Journal and reliable web resources were reviewed to discover (1) the frequency of misconceptions by subject matter, group (primary, middle-school, high-school, middle-/high-school, college, pre-service teachers, in-service teachers, and undefined) and source (journal versus web); and (2) the pattern of misconceptions across age groups and (3) directions for future research. A total of 502 misconceptions were discovered, with over 40% targeting a middle- and high-school audience. Plate tectonics comprised 19% of all misconceptions, with another 14% and 13% associated with weathering/erosion and historical geology, respectively. Over 80% of all the misconceptions were derived from peer-reviewed journals or web sources, the rest originated from reliable sources on the World Wide Web. The supernatural origin for many of the geoscience phenomena listed here is abandoned by middle school, but in other cases, some misconceptions seem robust through adulthood. Examples of such misconceptions include the origin/pattern of earthquakes, thickness of the earth's crust, oil's origin, movement mechanisms for glaciers, co-existence of humans and dinosaurs, water movement within karst terrains, the nature of plate boundaries, the power of water as an agent of geomorphic change, what constitutes a mineral and a rock, thickness of the soil layer, the distribution of volcanoes, and the difference between weathering and erosion.

Technology and Technological Knowledge: A Challenge for School Curricula

ERIC Educational Resources Information Center

Gibson, Ken

2008-01-01

In contrast to subjects such as mathematics and the sciences, it has been argued that technology education lacks a clear definition and a clearly defined knowledge base. This discursive article seeks to inform the debate by highlighting the matter of subject definition and in addition to examine the key issue of the knowledge which underpins…

Challenges and Questions Concerning "Culturally-Sensitive Design"

ERIC Educational Resources Information Center

Perkins, Ross A.

2008-01-01

Since the inception of the field of anthropology, scholars have debated a definition for the word "culture." The number of definitions available and the diverging schools of thought means that there is little hope for consensus on the issue, if in fact consensus need be reached. But such an impasse poses a dilemma for people who are involved with…

Diagnosing alternative conceptions of Fermi energy among undergraduate students

NASA Astrophysics Data System (ADS)

Sharma, Sapna; Ahluwalia, Pardeep Kumar

2012-07-01

Physics education researchers have scientifically established the fact that the understanding of new concepts and interpretation of incoming information are strongly influenced by the preexisting knowledge and beliefs of students, called epistemological beliefs. This can lead to a gap between what students actually learn and what the teacher expects them to learn. In a classroom, as a teacher, it is desirable that one tries to bridge this gap at least on the key concepts of a particular field which is being taught. One such key concept which crops up in statistical physics/solid-state physics courses, and around which the behaviour of materials is described, is Fermi energy (εF). In this paper, we present the results which emerged about misconceptions on Fermi energy in the process of administering a diagnostic tool called the Statistical Physics Concept Survey developed by the authors. It deals with eight themes of basic importance in learning undergraduate solid-state physics and statistical physics. The question items of the tool were put through well-established sequential processes: definition of themes, Delphi study, interview with students, drafting questions, administration, validity and reliability of the tool. The tool was administered to a group of undergraduate students and postgraduate students, in a pre-test and post-test design. In this paper, we have taken one of the themes i.e. Fermi energy of the diagnostic tool for our analysis and discussion. Students’ responses and reasoning comments given during interview were analysed. This analysis helped us to identify prevailing misconceptions/learning gaps among students on this topic. How spreadsheets can be effectively used to remove the identified misconceptions and help appreciate the finer nuances while visualizing the behaviour of the system around Fermi energy, normally sidestepped both by the teachers and learners, is also presented in this paper.

Current Public Knowledge Pertaining to Traumatic Brain Injury: Influence of Demographic Factors, Social Trends, and Sport Concussion Experience on the Understanding of Traumatic Brain Injury Sequelae.

PubMed

Merz, Zachary C; Van Patten, Ryan; Lace, John

2017-03-01

The current study aimed to assess current broad traumatic brain injury (TBI)-related knowledge in the general public, as well as understanding regarding specific TBI-related conditions including post-concussive syndrome (PCS) and chronic traumatic encephalopathy (CTE). Data were collected from 307 domestic and 73 international individuals via online researcher-developed survey instrumentation utilizing the Amazon Mechanical Turk marketplace, a recently developed website that allows for a streamlined process of survey-based participant recruitment and data collection. Participants completed background demographics questions, a 31-item true/false questionnaire pertaining to TBI-related knowledge, and an inquiry related to willingness to allow (future) child(ren) to participate in several popular U.S. sports. The overall accuracy rate of our U.S. sample was 61%. No accuracy differences were present for gender or geographic region (p's > .05). Participants who self-reported a prior concussion diagnosis, who reported receiving formal concussion training, and who endorsed participation in collegiate, semi-professional, or professional athletic competition, all exhibited lower accuracy rates than the respective comparison groups (p's < .001). Finally, individual item analysis revealed the presence of significant misconceptions pertaining to PCS and CTE. Misconceptions regarding TBI remain highly prevalent within the general public and may be explained, to some extent, by inefficiencies in current TBI-education practices. Moreover, misconceptions regarding PCS and CTE are also prevalent and likely reflect inconsistencies in the scientific literature, coupled with misleading media reports. To combat these trends, greater emphasis must be placed on construct definition within the field and streamlined, efficient communication with the general public. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Text Based Analogy in Overcoming Student Misconception on Simple Electricity Circuit Material

NASA Astrophysics Data System (ADS)

Hesti, R.; Maknun, J.; Feranie, S.

2017-09-01

Some researcher have found that the use of analogy in learning and teaching physics was effective enough in giving comprehension in a complicated physics concept such as electrical circuits. Meanwhile, misconception become main cause that makes students failed when learning physics. To provide teaching physics effectively, the misconception should be resolved. Using Text Based Analogy is one of the way to identifying misconceptions and it is enough to assist teachers in conveying scientific truths in order to overcome misconceptions. The purpose of the study to investigate the use of text based analogy in overcoming students misconception on simple electrical circuit material. The samples of this research were 28 of junior high school students taken purposively from one high school in South Jakarta. The method use in this research is pre-experimental and design in one shot case study. Students who are the participants of sample have been identified misconception on the electrical circuit material by using the Diagnostic Test of Simple Electricity Circuit. The results of this study found that TBA can replace the misconceptions of the concept possessed by students with scientific truths conveyed in the text in a way that is easily understood so that TBA is strongly recommended to use in other physics materials.

Development and Application of a Novel Rasch-based Methodology for Evaluating Multi-Tiered Assessment Instruments: Validation and utilization of an undergraduate diagnostic test of the water cycle

NASA Astrophysics Data System (ADS)

Romine, William L.; Schaffer, Dane L.; Barrow, Lloyd

2015-11-01

We describe the development and validation of a three-tiered diagnostic test of the water cycle (DTWC) and use it to evaluate the impact of prior learning experiences on undergraduates' misconceptions. While most approaches to instrument validation take a positivist perspective using singular criteria such as reliability and fit with a measurement model, we extend this to a multi-tiered approach which supports multiple interpretations. Using a sample of 130 undergraduate students from two colleges, we utilize the Rasch model to place students and items along traditional one-, two-, and three-tiered scales as well as a misconceptions scale. In the three-tiered and misconceptions scales, high confidence was indicative of mastery. In the latter scale, a 'misconception' was defined as mastery of an incorrect concept. We found that integrating confidence into mastery did little to change item functioning; however, three-tiered usage resulted in higher reliability and lower student ability estimates than two-tiered usage. The misconceptions scale showed high efficacy in predicting items on which particular students were likely to express misconceptions, and revealed several tenacious misconceptions that all students were likely to express regardless of ability. Previous coursework on the water cycle did little to change the prevalence of undergraduates' misconceptions.

Analizing Student Biology Education Misconception And Scientific Argumentation Ability Using Diagnostic Question Clusters (Dqcs) Of Molecular Genetic Concept

NASA Astrophysics Data System (ADS)

Nurlaila, L.; Sriyati, S.; Riandi

2017-02-01

The purpose of this research is to describe the profile of misconceptions and scientific argumentation ability using Diagnostic Question Cluster (DQCs) of molecular genetics concept. This research use descriptive research method and biology education students as a research subject. The Instrument that used in this research are DQCs, sheets interviews, observations, and field notes. The DQCs tested by writing and oral that used to analyze misconceptions and scientific argumentation ability. Sheets interviews, observations and field notes, are used to analyze the possible factors causing misconceptions and scientific argumentation ability. The results showed that misconception of molecular genetics are: DNA (23.75%), genes (18.75%) of chromosomes (15%) and protein synthesis (5.5%). The pattern of the highest misconceptions owned Misconception-Understand Partial. The average scientific argumentation ability is 55% and still categorized warrant (W). The pattern of the scientific argumentation abilities formed is level 2 to level 2 that consists of the arguments in the form of a claim with a counter claim that accompanied by data, collateral (warrant) or support (backing) but does not contain a disclaimer (rebutal).

Cardiac misconceptions in healthcare workers.

PubMed

Angus, Neil; Patience, Fiona; Maclean, Elizabeth; Corrigall, Helen; Bradbury, Ian; Thompson, David R; Atherton, Iain; Leslie, Stephen J

2012-12-01

Cardiac misconceptions are common and may have a detrimental effect on patients. Such misconceptions may be introduced or reinforced by vague and inconsistent advice from healthcare staff and can adversely affect health outcomes. To assess whether level of cardiac misconceptions significantly differs between groups of healthcare staff based on occupation. The 22-item York cardiac beliefs questionnaire (YCBQ) was administered to a convenience sample of healthcare staff (n = 263) in direct contact with cardiac patients. Data was also collected on the occupation of healthcare staff and years worked. Medical staff had the lowest mean score (17.5, CI 15.6-19.4), indicating fewest misconceptions, and unqualified healthcare workers had the highest mean score (32.1, CI 28.4-35.7). Analysis by ANOVA indicated differences between staff groups to be statistically significant (F = 17.66, p < 0.001). Length of time worked was found to be significantly associated with cardiac misconception score (Pearson's r = - 0.243, p < 0.001). Further analysis demonstrated that significant differences between mean group scores remained when years worked was defined as a covariate, F = 15.68, p < 0.001). There is significant variability in cardiac misconceptions in different groups of healthcare staff. Education to correct cardiac misconceptions should be particularly targeted at unqualified healthcare staff. The importance of maintaining appropriate ratios of qualified to unqualified healthcare staff in the care of cardiac patients is supported by this study.

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…

The Initial Knowledge State of High School Astronomy Students

NASA Astrophysics Data System (ADS)

Sadler, Philip Michael

1992-01-01

This study of 1,414 high school earth science and astronomy students characterizes the prevalence of their astronomical misconceptions. The multiple-choice instrument was prepared by scouring the literature on scientific misconceptions for evidence of preconceptions and from the author's interviews with students. Views that were incorrect, but espoused by a large fraction of students, were included as distractors. Results have been analyzed using classical test theory. A linear multiple regression model has helped to show the relative contributions of demographic and school factors to the number of misconceptions held by students. The instrument was found to be a reliable and valid test of students' misconceptions. The mean student score was 34 percent. Fifty-one student misconceptions were revealed by this test, nineteen of which were preferred by students to the correct answer. Several misconceptions appeared more frequently among the higher-performing students. Significant differences in student performance were found in several subgroups based upon schooling and demographic factors. Twenty -five percent out of a total of 30 percent of the variance in total test score could be accounted for by gender, race, and math level courses taken. Grade level and previous enrollment in an earth science course were not found to be predictive of total score. Mother's education proved to be of small import; level of father's education was not significant. This test is a useful addition to instruments that measure student misconceptions. It could find application in tests of effective intervention for conceptual learning. Significantly shortened versions of this instrument that account for 75 and 90 percent of the variance in the forty-seven-item instrument are recommended. Such tests of misconceptions may be somewhat disheartening to teachers and their students. A test made up of only misconception questions will probably have average total scores less than 40 percent. If teachers are to test their students using misconception questions, they should adjust grading policies to reflect this lower average score.

Investigation to reduce students’ misconception in energy material

NASA Astrophysics Data System (ADS)

Wijayanti, M. D.; Raharjo, S. B.; Saputro, S.; Mulyani, S.

2018-05-01

The purpose of this study is to analyse the misconception of Teacher Candidate of Elementary School (PGSD) on energy materials. This research is expected to be a common misconception in teaching and learning activities. One solution to overcome misconceptions is by investigation. This study uses qualitative research. The subject of this research needs 35 students. Data analysis is done by comparing the observation and test results. The results of this study is the result of students learning outcomes through cycle I and cycle II. The first cycle is due to overweight misconceptions of 18.57% and cycle II of 35.71%. Misconception can be caused by a procedural negligence. Students of PGSD Are examined to show if they understood in a simple movement problem which needs a neverse proportionality concept, to find out a way to prevent misunderstanding. The examination may consist of the question of energy materials by different representation for each student. The conceptual knowledge of the students show incorrectness because they feel confused of existing knowledge they got in their daily lives. It can cause scientific misunderstanding. The declining in student misconceptions is caused by investigation process. Search and data collection are helpful in improving their thinking skills.

Identification misconception of primary school teacher education students in changes of matters using a five-tier diagnostic test

NASA Astrophysics Data System (ADS)

Bayuni, T. C.; Sopandi, W.; Sujana, A.

2018-05-01

This research was conducted on third grade students (III) semester six, with sample number 84 respondents. The method used in this research is descriptive method. This article identifies the misconceptions of Primary School Teacher Education students by using a five tier diagnostic test research instrument, a question adapted to three chemical representations accompanied by an open reason and a level of confidence in the choice of answers. The categorization of the five tier diagnostic test scoring is divided into four namely, understand the concept, lack of concept, misconception and not understand the concept. Questionnaire in the form of a closed questionnaire is used to determine the factors that cause misconception. The data obtained is misconception has the highest percentage on the concept of substance properties and changes in its form. The highest incidence of misconceptions is due to self-factors. The conclusion is that five tier diagnostic tests can be used to uncover misconceptions of elementary school teachers and assist teachers in presenting lesson material tailored to the chemical representation so that students can understand the concept of the nature of matter and change its form well.

An Analogy-Based Computer Tutor for Remediating Physics Misconceptions.

ERIC Educational Resources Information Center

Murray, Tom; And Others

1990-01-01

Describes an intelligent tutoring system designed to help students remedy misconceptions of physics concepts based on a teaching strategy called bridging analogies. Highlights include tutoring strategies; misconceptions in science education; the example situation network; confidence checking; formative evaluation with college students, including…

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…

Misconceptions Regarding the Brain: The Neuromyths of Preservice Teachers

ERIC Educational Resources Information Center

Dündar, Sefa; Gündüz, Nazan

2016-01-01

Understanding preservice teachers' misconceptions regarding the brain and neuroscience (neuromyths) can provide information that helps teachers to apply neuroscience knowledge in an educational context. The objective of this study was to investigate these misconceptions. Following preliminary research, a questionnaire comprising 59 challenging…

Koko: Fact or Fiction?

ERIC Educational Resources Information Center

Ward, Ben

1999-01-01

Examines attempts to teach primates how to communicate using sign language. Much of the debate over whether it is possible to teach primates to communicate centers on the definition of language. (Author/VWL)

An inventory of student recollections of their past misconceptions as a tool for improved classroom astronomy instruction

NASA Astrophysics Data System (ADS)

Favia, Andrej

My Ph.D. research is about examining the persistence of 215 common misconceptions in astronomy. Each misconception is based on an often commonly-held incorrect belief by college students taking introductory astronomy. At the University of Maine, the course is taught in alternating semesters by Prof. Neil F. Comins and Prof. David J. Batuski. In this dissertation, I examine the persistence of common astronomy misconceptions by the administration of a retrospective survey. The survey is a new instrument in that it permits the student to indicate either endorsement or rejection of each misconception at various stages in the student's life. I analyze data from a total of 639 students over six semesters. I compare the survey data to the results of exams taken by the students and additional instruments that assess students' misconceptions prior to instruction. I show that the consistency of the students' recollection of their own misconceptions is on par with the consistency of responses between prelims and the final exam. I also find that students who report higher increased childhood interest in astronomy are more likely to have accurate recalls of their own past recollections. I then discuss the use of principal components analysis as a technique for describing the extent to which misconceptions are correlated with each other. The analysis yields logical groupings of subtopics from which to teach. I then present a brief overview of item response theory, the methodology of which calculates relative difficulties of the items. My analysis reveals orders to teach the associated topics in ways that are most effective at dispelling misconceptions during instruction. I also find that the best order to teach the associated concepts is often different for high school and college level courses.

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…

Two-Year Community: Resolving Misconceptions through Student Reflections

ERIC Educational Resources Information Center

Tawde, Mangala; Boccio, Dona; Kolack, Kevin

2017-01-01

Students arrive in college with significant prior knowledge including misconceptions that hinder their ability to learn new concepts correctly. Misconceptions, or "alternative beliefs," have been widely studied in the physical sciences at higher education institutions; however, there is a paucity of research concerning the community…

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)…

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.

Teaching Electric Circuits: Teachers' Perceptions and Learners' Misconceptions

NASA Astrophysics Data System (ADS)

Moodley, Kimera; Gaigher, Estelle

2017-06-01

An exploratory case study involving six grade 9 science teachers was undertaken to probe how teachers' understanding of learners' misconceptions relate to their perceptions about teaching simple circuits. The participants' understanding of documented misconceptions in electricity were explored by means of a questionnaire, while their perceptions about teaching electric circuits were also explored in the questionnaire, followed by a semi-structured interview. Results were analysed using content analysis and interpreted using pedagogical content knowledge as a theoretical lens. The results indicated that understanding learners' misconceptions did not always correlate with conceptual perceptions about teaching electric circuits. While fair understanding of misconceptions was demonstrated by teachers who studied Physics at undergraduate level, only those who also held qualifications in Education showed conceptual perceptions about teaching electricity. Teachers who did not study Science Education revealed technical perceptions, focused on facts, demonstrations and calculations. From these results, a developmental model for pedagogical content knowledge was proposed. It was recommended that teacher education programs should involve misconceptions and also facilitate the development of conceptual perceptions about teaching.

Student Misconceptions about Plants - A First Step in Building a Teaching Resource.

PubMed

Wynn, April N; Pan, Irvin L; Rueschhoff, Elizabeth E; Herman, Maryann A B; Archer, E Kathleen

2017-01-01

Plants are ubiquitous and found in virtually every ecosystem on Earth, but their biology is often poorly understood, and inaccurate ideas about how plants grow and function abound. Many articles have been published documenting student misconceptions about photosynthesis and respiration, but there are substantially fewer on such topics as plant cell structure and growth; plant genetics, evolution, and classification; plant physiology (beyond energy relations); and plant ecology. The available studies of misconceptions held on those topics show that many are formed at a very young age and persist throughout all educational levels. Our goal is to begin building a central resource of plant biology misconceptions that addresses these underrepresented topics, and here we provide a table of published misconceptions organized by topic. For greater utility, we report the age group(s) in which the misconceptions were found and then map them to the ASPB - BSA Core Concepts and Learning Objectives in Plant Biology for Undergraduates, developed jointly by the American Society of Plant Biologists and the Botanical Society of America.

Antiquity's Missive to Transhumanism1.

PubMed

Levin, Susan B

2017-06-01

To reassure those concerned about wholesale discontinuity between human existence and posthumanity, transhumanists assert shared ground with antiquity on vital challenges and aspirations. Because their claims reflect key misconceptions, there is no shared vision for transhumanists to invoke. Having exposed their misuses of Prometheus, Plato, and Aristotle, I show that not only do transhumanists and antiquity crucially diverge on our relation to ideals, contrast-dependent aspiration, and worthy endeavors but that illumining this divide exposes central weaknesses in transhumanist argumentation. What is more, antiquity's handling of these topics suggests a way through the impasse in current enhancement debates about human "nature" and helps to resolve a tension within transhumanists' accounts of what our best moments signify about the ontological requirements for real flourishing. © The Author 2017. Published by Oxford University Press, on behalf of the Journal of Medicine and Philosophy Inc. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Moving Beyond Misconceptions: A New Model for Learning Challenges in Cognition

NASA Astrophysics Data System (ADS)

Slater, T. F.; Slater, S. J.

2011-12-01

For over 40 years, the science education community has given its attention to cataloging the substantial body of "misconceptions" in individual's thinking about science, and to addressing the consequences of those misconceptions in the science classroom. Despite the tremendous amount of effort given to researching and disseminating information related to misconceptions, and the development of a theory of conceptual change to mitigate misconceptions, progress continues to be less than satisfying. An analysis of the literature and our own research has persuaded the CAPER Center for Astronomy and Physics Education Research to put forth model that will allow us to operate on students' learning difficulties in a more fruitful manner. Previously, much of the field's work binned erroneous student thinking into a single construct, and from that basis, curriculum developers and instructors addressed student misconceptions with a single instructional strategy. In contrast this model suggests that "misconceptions" are a mixture of at least four learning barriers: incorrect factual information, inappropriately applied mental algorithms (phenomenological primitives), insufficient cognitive structures (e.g. spatial reasoning), and affective/emotional difficulties. Each of these types of barriers should be addressed with an appropriately designed instructional strategy. Initial applications of this model to learning problems in the Earth & Space Sciences have been fruitful, suggesting that an effort towards categorizing persistent learning difficulties in the geosciences beyond the level of "misconceptions" may allow our community to craft tailored and more effective learning experiences for our students and the general public.

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

PubMed

Coley, John D; Tanner, Kimberly

2015-03-02

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. © 2015 J. D. Coley and K. Tanner. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Preservice Science Teachers' Attitudes towards Chemistry and Misconceptions about Chemical Kinetics

ERIC Educational Resources Information Center

Çam, Aylin; Topçu, Mustafa Sami; Sülün, Yusuf

2015-01-01

The present study investigates preservice science teachers' attitudes towards chemistry; their misconceptions about chemical kinetics; and relationships between pre-service science teachers' attitudes toward chemistry and misconceptions about chemical kinetics were examined. The sample of this study consisted of 81 freshman pre-service science…

Exploring Insulation with Ice Hands

ERIC Educational Resources Information Center

Taylor, Neil; Taylor, Subhashni; Littledyke, Michael

2017-01-01

Students often hold misconceptions about insulation, largely because they put on clothes to keep themselves warm--at least in winter in the cooler regions of Australia. The following activity is designed to identify students' misconceptions about insulation and provide an engaging, evidence-based activity to help address these misconceptions using…

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…

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,…

Student Misconceptions of an Electric Circuit: What Do They Mean?

ERIC Educational Resources Information Center

Fredette, Norman H.; Clement, John J.

1981-01-01

Discusses a common misconception in the area of electric circuits at the level of introductory college physics. The data, collected from clinical interviews, shed light on the cognitive sources of misconception. Also discusses some implications for laboratory approaches used in science courses. (Author/SK)

Flip-Flops in Students' Conceptions of State

ERIC Educational Resources Information Center

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

2012-01-01

The authors conducted a qualitative interview-based study to reveal students' misconceptions about state in sequential circuits. This paper documents 16 misconceptions of state, how students' conceptions of state shift and change, and students' methodological weaknesses. These misconceptions can be used to inform and direct instruction. This study…

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…

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…

Misconceptions in Physics amongst Nigerian Secondary School Students.

ERIC Educational Resources Information Center

Ivowi, U. M. O.

1984-01-01

Results obtained from a test administered to form five Nigerian students (aged 15-17) indicate that misconceptions in physics appear to be widespread among these students in roughly the same way as among South African students. Possible causes of these misconceptions are outlined and discussed. (JN)

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…

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…

[Exploration of the concept of genetic drift in genetics teaching of undergraduates].

PubMed

Wang, Chun-ming

2016-01-01

Genetic drift is one of the difficulties in teaching genetics due to its randomness and probability which could easily cause conceptual misunderstanding. The “sampling error" in its definition is often misunderstood because of the research method of “sampling", which disturbs the results and causes the random changes in allele frequency. I analyzed and compared the definitions of genetic drift in domestic and international genetic textbooks, and found that the definitions containing “sampling error" are widely adopted but are interpreted correctly in only a few textbooks. Here, the history of research on genetic drift, i.e., the contributions of Wright, Fisher and Kimura, is introduced. Moreover, I particularly describe two representative articles recently published about genetic drift teaching of undergraduates, which point out that misconceptions are inevitable for undergraduates during the studying process and also provide a preliminary solution. Combined with my own teaching practice, I suggest that the definition of genetic drift containing “sampling error" can be adopted with further interpretation, i.e., “sampling error" is random sampling among gametes when generating the next generation of alleles which is equivalent to a random sampling of all gametes participating in mating in gamete pool and has no relationship with artificial sampling in general genetics studies. This article may provide some help in genetics teaching.

Comments on "Opportunity Cost: A Reexamination": A Case in Point of No Free Lunch

ERIC Educational Resources Information Center

Stone, Daniel F.

2016-01-01

Ferraro and Taylor (2005) and Potter and Sanders (2012) have sparked a debate about the definition of opportunity cost (OC). This is, of course, ostensibly a very basic term, but Ferraro and Taylor said that most economists do not readily know its correct definition, and Potter and Sanders argued that this can be explained by the fact that there…

Development of an Instrument to Assess and Deliberate on the Integration of Mathematics into Student-Centered Science Learning

ERIC Educational Resources Information Center

Judson, Eugene

2013-01-01

It has long been noted in research literature that there does not exist a shared definition of integration of science and mathematics. Classifying a particular set of integration practices by one of many labels has limited value. Moving past the definition debate, this study describes the development and testing of the Mathematics Integrated into…

The Acceptable Face of Competence.

ERIC Educational Resources Information Center

Johnston, Rita; Sampson, Mark

1993-01-01

Reviews the debate over the compatibility of education for academic degrees the competency-based approach required by Britain's National Vocational Qualifications. Considers problems in the definition of competence and the methods of assessment. (SK)

Case Study: Formulating Questions That Address Student Misconceptions in a Case Study

ERIC Educational Resources Information Center

Prud'homme-Généreux, Annie

2017-01-01

Misconceptions are sometimes called "alternative conceptions" in acknowledgement of the fact that although these concepts are inaccurate, they are congruent with prior experiences. The idea that misconceptions must be addressed to improve learning is helpful to remember when developing a case study. Students will bring their existing…

Teaching Projectile Motion to Eliminate Misconceptions

ERIC Educational Resources Information Center

Prescott, Anne; Mitchelmore, Michael

2005-01-01

Student misconceptions of projectile motion are well documented, but their effect on the teaching and learning of the mathematics of motion under gravity has not been investigated. An experimental unit was designed that was intended to confront and eliminate misconceptions in senior secondary school students. The approach was found to be…

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…

Insights into Students' Conceptual Understanding Using Textual Analysis: A Case Study in Signal Processing

ERIC Educational Resources Information Center

Goncher, Andrea M.; Jayalath, Dhammika; Boles, Wageeh

2016-01-01

Concept inventory tests are one method to evaluate conceptual understanding and identify possible misconceptions. The multiple-choice question format, offering a choice between a correct selection and common misconceptions, can provide an assessment of students' conceptual understanding in various dimensions. Misconceptions of some engineering…

Resolution of Misconceptions of Latency and Adolescent Sicklers.

ERIC Educational Resources Information Center

Christy-Levine, Diane

Misconceptions regarding sickle cell disease are qualitatively different among latency age patients as compared to adolescents. The evolution and resolution of these misconceptions determine the effectiveness of self-help programs for sickle cell patients. The Mount Sinai Hospital Sickle Cell Counseling Service is a coordinated center for sickle…

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…

Revising Psychology Misconceptions by Integrating a Refutation-Style Text Framework into Poster Presentations

ERIC Educational Resources Information Center

Lassonde, Karla A.; Kolquist, Molly; Vergin, Megan

2017-01-01

Refutation-style texts have been considered a viable strategy for changing psychological misconceptions. The current study aims to integrate refutation-style texts into a classroom-based method of learning. Psychology students were administered a true/false misconception survey and then viewed several refutation-style poster presentations…

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…

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…

Comparing the Plate-Tectonics-Related Misconceptions of High School Students and University Undergraduates

ERIC Educational Resources Information Center

Kàdàr, Anett; Farsang, Andrea

2017-01-01

International research into the nature, emergence, and development of geographical misconceptions is substantial. However, Hungarian educational research lags behind in exploring this phenomenon in detail. The present study identified some plate-tectonics-related misconceptions of three distinctive groups of students: ninth-grade secondary school…

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…

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…

More Misconceptions to Avoid When Teaching about Plants

ERIC Educational Resources Information Center

Hershey, David R.

2005-01-01

As follow-up to a previous article "Avoid Misconceptions When Teaching about Plants," the author identifies fifty additional misconceptions. Undergeneralizations are added to the list of oversimplifications, obsolete concepts, terms, misidentifications, and flawed research. A glossary at the end of the article compares words used in botany with…

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)

Cultural misconceptions and public stigma against mental illness among Lebanese university students.

PubMed

Rayan, Ahmad; Fawaz, Mirna

2018-04-01

The purpose of this study was to examine cultural misconceptions about mental illness and how they are associated with the public stigma against mental illness among Lebanese university students. A sample of 203 participants completed the study. Data about cultural misconceptions, attitudes about mental illness, and public stigma of mental illness were obtained. The researchers examined the mean difference in public stigma according to cultural beliefs about mental illness. The majority of students believe that mental health professionals have inadequate knowledge and expertise to treat mental disorders. Various cultural misconceptions about mental illness were reported. Public stigma significantly differed based on these cultural misconceptions. Psychiatric nurses should play a vital role in reshaping the inappropriate cultural view about mental illness. © 2017 Wiley Periodicals, Inc.

Investigating Undergraduate Students’ Use of Intuitive Reasoning and Evolutionary Knowledge in Explanations of Antibiotic Resistance

PubMed Central

Richard, Melissa; Coley, John D.; Tanner, Kimberly D.

2017-01-01

Natural selection is a central concept throughout biology; however, it is a process frequently misunderstood. Bacterial resistance to antibiotic medications provides a contextual example of the relevance of evolutionary theory and is also commonly misunderstood. While research has shed light on student misconceptions of natural selection, minimal study has focused on misconceptions of antibiotic resistance. Additionally, research has focused on the degree to which misconceptions may be based in the complexity of biological information or in pedagogical choices, rather than in deep-seated cognitive patterns. Cognitive psychology research has established that humans develop early intuitive assumptions to make sense of the world. In this study, we used a written assessment tool to investigate undergraduate students’ misconceptions of antibiotic resistance, use of intuitive reasoning, and application of evolutionary knowledge to antibiotic resistance. We found a majority of students produced and agreed with misconceptions, and intuitive reasoning was present in nearly all students’ written explanations. Acceptance of a misconception was significantly associated with production of a hypothesized form of intuitive thinking (all p ≤ 0.05). Intuitive reasoning may represent a subtle but innately appealing linguistic shorthand, and instructor awareness of intuitive reasoning’s relation to student misunderstandings has potential for addressing persistent misconceptions. PMID:28821540

Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review.

PubMed

Halim, Audrey S; Finkenstaedt-Quinn, Solaire A; Olsen, Laura J; Gere, Anne Ruggles; Shultz, Ginger V

2018-06-01

Student misconceptions are an obstacle in science, technology, engineering, and mathematics courses and unless remediated may continue causing difficulties in learning as students advance in their studies. Writing-to-learn assignments (WTL) are characterized by their ability to promote in-depth conceptual learning by allowing students to explore their understanding of a topic. This study sought to determine whether and what types of misconceptions are elicited by WTL assignments and how the process of peer review and revision leads to remediation or propagation of misconceptions. We examined four WTL assignments in an introductory biology course in which students first wrote about content by applying it to a realistic scenario, then participated in a peer-review process before revising their work. Misconceptions were identified in all four assignments, with the greatest number pertaining to protein structure and function. Additionally, in certain contexts, students used scientific terminology incorrectly. Analysis of the drafts and peer-review comments generated six profiles by which misconceptions were addressed through the peer-review process. The prevalent mode of remediation arose through directed peer-review comments followed by correction during revision. It was also observed that additional misconceptions were elicited as students revised their writing in response to general peer-review suggestions.

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.

The Profile of Student Misconceptions on The Human and Plant Transport Systems

NASA Astrophysics Data System (ADS)

Ainiyah, M.; Ibrahim, M.; Hidayat, M. T.

2018-01-01

This research aims to identify misconceptions on the humans and plants transportation systems. The research was done in the 8th grade in Indonesia. Data were collected to use a three-tier test. This type of research was used survey design. Content analysis was used to analyze the misconception data. The results of this research were the location of misconception of each student is different. The highest misconceptions identified in this research, namely: a) arteries that drain blood to the heart (73.3%); b) veins that drain blood from the heart (70.0%); c) place of oxygen and carbon dioxide exchange occurs in the veins (66.7%); d) blood pressure in veins greater than in capillaries (63.3%); e) absorption of water occurs diffusion and absorption of minerals occurs osmosis (76.7%); f) transport of photosynthesis process occurs by diffusion (66.7%); g) photosynthesis process occurs during the day (63.3%); and h) process of evaporation of water through the leaves are guttation (56.7%). The results of this research show that the level of students misconceptions on the of human and plant transport systems is still high so that it can serve as a reference to improve the learning process and the reduction of student misconceptions.

The effectiveness of a structured educational intervention on disease-related misconception and quality of life in patients with irritable bowel syndrome.

PubMed

Yu, Wen-Zhen; Ouyang, Yan-Qiong; Zhang, Qian; Li, Kong-Ling; Chen, Ji-Hong

2014-01-01

A significant number of patients with irritable bowel syndrome hold misconceptions about their disease and experience more impaired quality of life compared with the general population and people suffering from other chronic diseases. This study was designed to explore the effectiveness of a structured educational intervention on disease-related misconceptions and quality of life in patients with irritable bowel syndrome in Wuhan, China. A convenience sample of 23 patients with irritable bowel syndrome participated in an educational program that consisted of 4 weekly sessions in a group setting. Instruments, including an irritable bowel syndrome-related misconception scale and irritable bowel syndrome quality-of-life scale, were used for evaluation at baseline and 3 months after the sessions. Three months after the structured educational intervention, the score for irritable bowel syndrome-related misconception was significantly decreased (p < .001), and the score for irritable bowel syndrome quality of life was significantly improved (p < .001). We conclude that the structured educational intervention seems to be a proper method to reduce the disease-related misconceptions and improve the quality of life in patients with irritable bowel syndrome. Planning and implementing such clinical education programs will be helpful in decreasing disease-related misconceptions and promoting quality of life in patients with irritable bowel syndrome.

Understanding Informality and Formality in Learning.

ERIC Educational Resources Information Center

Colley, Helen; Hodkinson, Phil; Malcolm, Janice

2003-01-01

Reviews definitions of and debates over distinctions among formal, informal, and nonformal learning. Outlines questions about four aspects of formality/informality with which to analyze learning situations: process, location/setting, purposes, and content. (SK)

A Analysis of Saudi Arabian High School Students' Misconceptions about Physics Concepts.

NASA Astrophysics Data System (ADS)

Al-Rubayea, Abdullah A. M.

This study was conducted to explore Saudi high students' misconceptions in selected physics concepts. It also detected the effects of gender, grade level and location of school on Saudi high school students' misconceptions. In addition, a further analysis of students' misconceptions in each question was investigated and a correlation between students' responses, confidence in answers and sensibleness was conducted. There was an investigation of sources of students' answers in this study. Finally, this study included an analysis of students' selection of reasons only in the instrument. The instrument used to detect the students' misconceptions was a modified form of the Misconception Identification in Science Questionnaire (MISQ). This instrument was developed by Franklin (1992) to detected students' misconceptions in selected physics concepts. This test is a two-tier multiple choice test that examines four areas of physics: Force and motion, heat and temperature, light and color and electricity and magnetism. This study included a sample of 1080 Saudi high school students who were randomly selected from six Saudi educational districts. This study also included both genders, the three grade levels of Saudi high schools, six different educational districts, and a city and a town in each educational district. The sample was equally divided between genders, grade levels, and educational districts. The result of this study revealed that Saudi Arabian high school students hold numerous misconceptions about selected physics concepts. It also showed that tenth grade students were significantly different than the other grades. The result also showed that different misconceptions are held by the students for each concept in the MISQ. A positive correlation between students' responses, confidence in answers and sensibleness in many questions was shown. In addition, it showed that guessing was the most dominant source of misconceptions. The result revealed that gender and grade level had an affect on students' choice of decision on the MISQ items. A positive change in the means of gender and grade levels in the multiple choice test and gender differences in selection of reason may be associated with specific concepts. No significant difference in frequencies of the reasons chosen by the student to justify their answers were found in most of the items (10 items).

A path forward in the debate over health impacts of endocrine disrupting chemicals.

PubMed

Zoeller, R Thomas; Bergman, Åke; Becher, Georg; Bjerregaard, Poul; Bornman, Riana; Brandt, Ingvar; Iguchi, Taisen; Jobling, Susan; Kidd, Karen A; Kortenkamp, Andreas; Skakkebaek, Niels E; Toppari, Jorma; Vandenberg, Laura N

2014-12-22

Several recent publications reflect debate on the issue of "endocrine disrupting chemicals" (EDCs), indicating that two seemingly mutually exclusive perspectives are being articulated separately and independently. Considering this, a group of scientists with expertise in basic science, medicine and risk assessment reviewed the various aspects of the debate to identify the most significant areas of dispute and to propose a path forward. We identified four areas of debate. The first is about the definitions for terms such as "endocrine disrupting chemical", "adverse effects", and "endocrine system". The second is focused on elements of hormone action including "potency", "endpoints", "timing", "dose" and "thresholds". The third addresses the information needed to establish sufficient evidence of harm. Finally, the fourth focuses on the need to develop and the characteristics of transparent, systematic methods to review the EDC literature. Herein we identify areas of general consensus and propose resolutions for these four areas that would allow the field to move beyond the current and, in our opinion, ineffective debate.

A Three-Tier Diagnostic Test to Assess Pre-Service Teachers' Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain

NASA Astrophysics Data System (ADS)

Ozge Arslan, Harika; Cigdemoglu, Ceyhan; Moseley, Christine

2012-07-01

This study describes the development and validation of a three-tier multiple-choice diagnostic test, the atmosphere-related environmental problems diagnostic test (AREPDiT), to reveal common misconceptions of global warming (GW), greenhouse effect (GE), ozone layer depletion (OLD), and acid rain (AR). The development of a two-tier diagnostic test procedure as described by Treagust constitutes the framework for this study. To differentiate a lack of knowledge from a misconception, a certainty response index is added as a third tier to each item. Based on propositional knowledge statements, related literature, and the identified misconceptions gathered initially from 157 pre-service teachers, the AREPDiT was constructed and administered to 256 pre-service teachers. The Cronbach alpha reliability coefficient of the pre-service teachers' scores was estimated to be 0.74. Content and face validations were established by senior experts. A moderate positive correlation between the participants' both-tiers scores and their certainty scores indicated evidence for construct validity. Therefore, the AREPDiT is a reliable and valid instrument not only to identify pre-service teachers' misconceptions about GW, GE, OLD, and AR but also to differentiate these misconceptions from lack of knowledge. The results also reveal that a majority of the respondents demonstrated limited understandings about atmosphere-related environmental problems and held six common misconceptions. Future studies could test the AREPDiT as a tool for assessing the misconceptions held by pre-service teachers from different programs as well as in-service teachers and high school students.

"She came out of mum's tummy the wrong way". (Mis)conceptions among siblings of children with rare disorders.

PubMed

Vatne, Torun M; Helmen, Ingerid Østborg; Bahr, David; Kanavin, Øivind; Nyhus, Livø

2015-04-01

Misconceptions or uncertainty about the rare disorder of a sibling may cause adjustment problems among children. New knowledge about their misconceptions may enable genetic counselors to provide targeted information and increase siblings' knowledge. This study aims to describe misconceptions and uncertainties of siblings of children with rare disorders. Content analysis was applied to videotapes of 11 support group sessions with 56 children aged 6 to 17. First, children's statements about the disorder (turns) were categorized into the categories "identity," "cause," "cure," "timeline," and "consequences" and then coded as medically "correct," "misunderstood," or "uncertain." Next, turns categorized as "misunderstood" or "uncertain" were analyzed to explore prominent trends. Associations between sibling age, type of disorder, and frequency of misconceptions or uncertainties were analyzed statistically. Approximately 16 % of the children's turns were found to involve misconceptions or uncertainty about the disorder, most commonly about the identity or cause of the disorder. Misconceptions seemed to originate from information available in everyday family life, generalization of lay beliefs, or through difficulties understanding abstract medical concepts. Children expressed uncertainty about the reasons for everyday experiences (e.g. the abnormal behavior they observed). A lack of available information was described as causing uncertainty. Misconceptions and uncertainties were unrelated to child age or type of disorder. The information needs of siblings should always be addressed during genetic counseling, and advice and support offered to parents when needed. Information provided to siblings should be based on an exploration of their daily experiences and thoughts about the rare disorder.

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…

The Relationship between the Process Skill of Prediction and Students' Misconceptions in Biology.

ERIC Educational Resources Information Center

Lavoie, Derrick R.

Misconceptions, shown to be prevalent in students even at the college level, may affect the cognitive process of making predictions in biology. The purpose of this study was to: (1) identify students' misconceptions about important biological concepts; (2) identify students' cognitive behaviors associated with making predictions about these…

"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…

Analysis of the Misconceptions of 7th Grade Students on Polygons and Specific Quadrilaterals

ERIC Educational Resources Information Center

Ozkan, Mustafa; Bal, Ayten Pinar

2017-01-01

Purpose: This study will find out student misconceptions about geometrical figures, particularly polygons and quadrilaterals. Thus, it will offer insights into teaching these concepts. The objective of this study, the question of "What are the misconceptions of seventh grade students on polygons and quadrilaterals?" constitutes the…

Using Test Data to Find Misconceptions in Secondary Science

ERIC Educational Resources Information Center

Fuchs, Travis T.; Arsenault, Mike

2017-01-01

Students, as well as teachers, often learn what makes sense to them, even when it is wrong. These misconceptions are a problem. The authors sought a quick, quantitative way of identifying student misconceptions in secondary science. Using the University of Toronto's National Biology Competition test data, this article presents a method of quickly…

Design Practices and Misconceptions: Helping Beginners in Engineering Design

ERIC Educational Resources Information Center

Crismond, David

2013-01-01

This article describes beginner habits and misconceptions related to design practices. Once teachers are aware of these habits and misconceptions, they can more easily recognize them and work to remedy them through instruction. Presented herein are eight practice habits. Each item begins with the practice, describes a related design habit or…

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…

Playing with Science: An Investigation of Young Children's Science Conceptions and Misconceptions

ERIC Educational Resources Information Center

Smolleck, Lori; Hershberger, Vanessa

2011-01-01

The purpose of this research was to investigate the conceptions and misconceptions of young children (ages 3-8) related to science concepts, skills, and phenomena. These conceptions and misconceptions were investigated within the framework of the Pennsylvania Early Learning Standards for Pre-Kindergarten and the Pennsylvania Standards for…

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…

Change in Elementary School Students' Misconceptions on Material Systems after a Theoretical-Practical Instruction

ERIC Educational Resources Information Center

Cañada-Cañada, Florentina; González-Gómez, David; Airado-Rodríguez, Diego; Melo Niño, Lina Viviana; Dávila Acedo, María Antonia

2017-01-01

Students get to Elementary School with a series of misconceptions which are not necessarily in agreement with the scientific knowledge. Misconceptions result from the student's attempts to understand their previous experiences resulting from their interaction with their environment and they must be taken into account in educational practice to…

Remediating Misconception on Climate Change among Secondary School Students in Malaysia

ERIC Educational Resources Information Center

Karpudewan, Mageswary; Roth, Wolff-Michael; Chandrakesan, Kasturi

2015-01-01

Existing studies report on secondary school students' misconceptions related to climate change; they also report on the methods of teaching as reinforcing misconceptions. This quasi-experimental study was designed to test the null hypothesis that a curriculum based on constructivist principles does not lead to greater understanding and fewer…

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…

Understandings and Misunderstandings of Eight Graders of Five Chemistry Concepts Found in Textbooks.

ERIC Educational Resources Information Center

Abraham, Michael R.; And Others

1992-01-01

Reports on misconceptions held by intermediate grade students concerning chemistry textbook concepts, on the relation of reasoning ability to those misconceptions, and on the extent that textbooks encourage misconceptions. Concludes that the level of understanding displayed for the selected concepts, in combination with the nature of students'…

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…

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…

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)

High School Students' Understanding of Food Webs: Identification of a Learning Hierarchy and Related Misconceptions.

ERIC Educational Resources Information Center

Griffiths, Alan K.; Grant, Bette A. C.

1985-01-01

Developed and validated a learning hierarchy for the concept "food web" (the hierarchy consisting of nine skill areas). Also investigated the misconceptions of 200 students related to these nine areas. Suggestions for applying the hierarchy model to remediation and resolution of the misconceptions are provided. (DH)

Particulate Nature of Matter Misconceptions Held by Middle and High School Students in Turkey

ERIC Educational Resources Information Center

Özgür Kapici, Hasan; Akcay, Hakan

2016-01-01

Misconceptions are one the biggest troubles for both teachers and students. In order to have scientifically valid knowledge, students should have meaningful conceptual understanding. Researchers have been designing studies based on different teaching methods so as to reach beneficial outcomes to handle with misconceptions. In this study, the main…

Development of Three-Tier Heat, Temperature and Internal Energy Diagnostic Test

ERIC Educational Resources Information Center

Gurcay, Deniz; Gulbas, Etna

2015-01-01

Background: Misconceptions are major obstacles to learning physics, and the concepts of heat and temperature are some of the common misconceptions that are encountered in daily life. Therefore, it is important to develop valid and reliable tools to determine students' misconceptions about basic thermodynamics concepts. Three-tier tests are…

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…

Addressing Misconceptions in Geometry through Written Error Analyses

ERIC Educational Resources Information Center

Kembitzky, Kimberle A.

2009-01-01

This study examined the improvement of students' comprehension of geometric concepts through analytical writing about their own misconceptions using a reflective tool called an ERNIe (acronym for ERror aNalyIsis). The purpose of this study was to determine whether the ERNIe process could be used to correct geometric misconceptions, as well as how…

Exploring Common Misconceptions and Errors about Fractions among College Students in Saudi Arabia

ERIC Educational Resources Information Center

Alghazo, Yazan M.; Alghazo, Runna

2017-01-01

The purpose of this study was to investigate what common errors and misconceptions about fractions exist among Saudi Arabian college students. Moreover, the study aimed at investigating the possible explanations for the existence of such misconceptions among students. A researcher developed mathematical test aimed at identifying common errors…

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…

The Origins of Force--Misconceptions and Classroom Controversy.

ERIC Educational Resources Information Center

Steinberg, Melvin S.

Misconceptions associated with the origins of force and the effectiveness of a bridging strategy for developing correct conceptual models in mechanics are identified for high school physics teachers in this paper. The situation investigated was whether a table exerts an upward force on a book. Student misconceptions related to this phenomenon as…

On Misconceptions about Behavior Analysis among University Students and Teachers

ERIC Educational Resources Information Center

Arntzen, Erik; Lokke, Jon; Lokke, Gunn; Eilertsen, Dag-Erik

2010-01-01

Students frequently show misconceptions regarding scientific psychology in general and basic concepts in behavior analysis in particular. We wanted to replicate the study by Lamal (1995) and to expand the study by including some additional statements. In the current study, the focus was on misconceptions about behavior analysis held by…

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.…

Student Misconceptions about Plants – A First Step in Building a Teaching Resource†

PubMed Central

Wynn, April N.; Pan, Irvin L.; Rueschhoff, Elizabeth E.; Herman, Maryann A. B.; Archer, E. Kathleen

2017-01-01

Plants are ubiquitous and found in virtually every ecosystem on Earth, but their biology is often poorly understood, and inaccurate ideas about how plants grow and function abound. Many articles have been published documenting student misconceptions about photosynthesis and respiration, but there are substantially fewer on such topics as plant cell structure and growth; plant genetics, evolution, and classification; plant physiology (beyond energy relations); and plant ecology. The available studies of misconceptions held on those topics show that many are formed at a very young age and persist throughout all educational levels. Our goal is to begin building a central resource of plant biology misconceptions that addresses these underrepresented topics, and here we provide a table of published misconceptions organized by topic. For greater utility, we report the age group(s) in which the misconceptions were found and then map them to the ASPB – BSA Core Concepts and Learning Objectives in Plant Biology for Undergraduates, developed jointly by the American Society of Plant Biologists and the Botanical Society of America. PMID:28912929

Great debate probes Pluto's planetary credentials

NASA Astrophysics Data System (ADS)

Gwynne, Peter

2008-09-01

It had all the trappings of an Olympic boxing final: two fiery competitors, a partisan crowd and the attention of the global press. But no individual gold medalist emerged from the Great Planet Debate held last month in Baltimore to discuss what type of astronomical object Pluto really is. Rather, the contest between Neil de-Grasse Tyson, director of New York's Hayden Planetarium, and Mark Sykes of the University of Arizona's Planetary Science Institute provided a view of how science deals with controversial issues of definition.

Military NGO Interaction: The Value of Cultural Competence

DTIC Science & Technology

2013-04-08

18-04-2013 2. REPORT TYPE Master of Military Studies Research Paper 3. DATES COVERED (From - To) September 2012 - April 2013 4. TITLE AND...Force and the American Red Cross. There has also been considerable discussion of the value of cultural training and cultural competence* This paper ...Definitions of the term “cultural competence” are still being debated. This paper will use the definition proposed by Brian R

Myths and misconceptions about tuberculosis transmission in Ghana

PubMed Central

2013-01-01

Background Myths and misconceptions about TB can serve as a barrier to efforts at reducing stigmatisation of people infected and affected by the disease. Understanding such drivers of myths and misconceptions is important for improving information, education and communication (IEC) efforts of national control and preventive interventions. This study therefore assesses the influence of interaction of spatial, socioeconomic and demographic characteristics on myths and misconceptions. Methods Data was drawn from male (N = 4,546) and female (N = 4,916) files of the 2008 Ghana Demographic and Health Survey. A myth and misconception variable was created from five-related constructs with internal consistency score of r = 0. 8802 for males (inter-item correlation: 0.5951) and for females, r = 0. 0.9312 (inter-item correlation: 0.7303). The Pearson Chi-square was used to test the bivariate relationship between the independent variables and the dependent variable. Logistic regression was subsequently used to explore the factors determining myths and misconceptions of TB transmission. Results Majority of Ghanaians (males: 66.75%; females: 66.13%) did not hold myths and misconceptions about TB transmission. Females resident in the Upper East (aOR = 0.31, CI = 0.17-0.55) and Upper West (aOR = 0.41, CI = 0.24-0.69) and males resident in the Northern (aOR = 0.23, CI = 0.13-0.39) and the Greater Accra (aOR = 0.25, CI = 0.16-0.39) regions were independently associated with no misconceptions about TB transmission. Significant differences were also found in education, ethnicity and age. Conclusion That spatial and other socioeconomic difference exists in myths and misconceptions suggest the need for spatial, socioeconomic and demographic segmentations in IEC on TB. This holds potentials for reaching out to those who are in critical need of information and education on the transmission processes of TB. PMID:24028419

Emotional complexity: Clarifying definitions and cultural correlates.

PubMed

Grossmann, Igor; Huynh, Alex C; Ellsworth, Phoebe C

2016-12-01

There is much debate about the notion of emotional complexity (EC). The debate concerns both the definition and the meaning of ostensible cultural differences in the construct. Some scholars have defined EC as the experience of positive and negative emotions together rather than as opposites, a phenomenon that seems more common in East Asia than North America. Others have defined EC as the experience of emotions in a differentiated manner, a definition that has yet to be explored cross-culturally. The present research explores the role of dialectical beliefs and interdependence in explaining cultural differences in EC according to both definitions. In Study 1, we examined the prevalence of mixed (positive-negative) emotions in English-language online texts from 10 countries varying in interdependence and dialecticism. In Studies 2-3, we examined reports of emotional experiences in 6 countries, comparing intraindividual associations between pleasant and unpleasant states, prevalence of mixed emotions, and emotional differentiation across and within-situations. Overall, interdependence accounted for more cross-cultural and individual variance in EC measures than did dialecticism. Moreover, emotional differentiation was associated with the experience of positive and negative emotions together rather than as opposites, but only when tested on the same level of analysis (i.e., within vs. across-situations). (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Implementation of ECIRR model based on virtual simulation media to reduce students’ misconception on kinetic theory of gases

NASA Astrophysics Data System (ADS)

Prastiwi, A. C.; Kholiq, A.; Setyarsih, W.

2018-03-01

The purposed of this study are to analyse reduction of students’ misconceptions after getting ECIRR with virtual simulation. The design of research is the pre-experimental design with One Group Pretest-Posttest Design. Subjects of this research were 36 students of class XI MIA-5 SMAN 1 Driyorejo Gresik 2015/2016 school year. Students misconceptions was determined by Three-tier Diagnostic Test. The result shows that the average percentage of misconceptions reduced on topics of ideal gas law, equation of ideal gases and kinetic theory of gases respectively are 38%, 34% and 38%.

A basic recursion concept inventory

NASA Astrophysics Data System (ADS)

Hamouda, Sally; Edwards, Stephen H.; Elmongui, Hicham G.; Ernst, Jeremy V.; Shaffer, Clifford A.

2017-04-01

Recursion is both an important and a difficult topic for introductory Computer Science students. Students often develop misconceptions about the topic that need to be diagnosed and corrected. In this paper, we report on our initial attempts to develop a concept inventory that measures student misconceptions on basic recursion topics. We present a collection of misconceptions and difficulties encountered by students when learning introductory recursion as presented in a typical CS2 course. Based on this collection, a draft concept inventory in the form of a series of questions was developed and evaluated, with the question rubric tagged to the list of misconceptions and difficulties.

Climate Consensus and `Misinformation': A Rejoinder to Agnotology, Scientific Consensus, and the Teaching and Learning of Climate Change

NASA Astrophysics Data System (ADS)

Legates, David R.; Soon, Willie; Briggs, William M.; Monckton of Brenchley, Christopher

2015-04-01

Agnotology is the study of how ignorance arises via circulation of misinformation calculated to mislead. Legates et al. (Sci Educ 22:2007-2017, 2013) had questioned the applicability of agnotology to politically-charged debates. In their reply, Bedford and Cook (Sci Educ 22:2019-2030, 2013), seeking to apply agnotology to climate science, asserted that fossil-fuel interests had promoted doubt about a climate consensus. Their definition of climate `misinformation' was contingent upon the post-modernist assumptions that scientific truth is discernible by measuring a consensus among experts, and that a near unanimous consensus exists. However, inspection of a claim by Cook et al. (Environ Res Lett 8:024024, 2013) of 97.1 % consensus, heavily relied upon by Bedford and Cook, shows just 0.3 % endorsement of the standard definition of consensus: that most warming since 1950 is anthropogenic. Agnotology, then, is a two-edged sword since either side in a debate may claim that general ignorance arises from misinformation allegedly circulated by the other. Significant questions about anthropogenic influences on climate remain. Therefore, Legates et al. appropriately asserted that partisan presentations of controversies stifle debate and have no place in education.

Hypernetwork generation for multi-modal transportation system modeling.

DOT National Transportation Integrated Search

2013-04-01

The transportation debate has evolved in recent decades to include ideas such as sustainability and livability alongside mobility and safety. Definitional complexities aside, there is no doubt that this evolution has created a national transportation...

The use of astronomy questions as an instrument to detect student's misconceptions regarding physics concepts at high school level by using CRI (Certainty of Response Index) as identification methods

NASA Astrophysics Data System (ADS)

Utami, D. N.; Wulandari, H. R. T.

2016-11-01

The aim of this research is to detect misconceptions in the concept of physics at high school level by using astronomy questions as a testing instrument. Misconception is defined as a thought or an idea that is different from what has been agreed by experts who are reliable in the field, and it is believed to interfere with the acquisition of new understanding and integration of new knowledge or skills. While lack of concept or knowledge can be corrected with the next instruction and learning, students who have misconceptions have to “unlearn” their misconception before learning a correct one. Therefore, the ability to differentiate between these two things becomes crucial. CRI is one of the methods that can identify efficiently, between misconceptions and lack of knowledge that occur in the students. This research used quantitative- descriptive method with ex-post-facto research approach. An instrument used for the test is astronomy questions that require an understanding of physics concepts to solve the problem. By using astronomy questions, it is expected to raise a better understanding such that a concept can be viewed from various fields of science. Based on test results, misconceptions are found on several topics of physics. This test also revealed that student's ability to analyse a problem is still quite low.

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.

The relationship between illness perceptions and cardiac misconceptions after Myocardial Infarction.

PubMed

Figueiras, Maria João; Maroco, João; Caeiro, Raúl; Monteiro, Rita; Trigo, Miguel

2015-01-01

Research about cardiac misconceptions has focused on identifying the most common erroneous beliefs and understanding their impact on patients' outcomes. However, less is known about the underlying structure of cardiac misconceptions and how they relate to other belief dimensions. The aims of the present study were: (a) to characterize illness perceptions and cardiac misconceptions in a sample of Myocardial Infarction (MI) patients; (b) to analyse the structure of an experimental Portuguese version of the York Cardiac Beliefs Questionnaire (YCBQ); and (c) to examine whether illness perceptions are likely to influence cardiac misconceptions. This cross-sectional study included 127 first-MI patients from both sexes, aged up to 70 years old. Confirmatory factor analysis and structural equation modelling were performed with AMOS. The main results showed that a two-dimension (stress avoidance and exercise avoidance) version of the YCBQ offered the best fit to the data. A significant impact of psychological attributions was observed on cardiac misconceptions, as well as a moderate impact of emotional response explaining 26% of the variance. Although exploratory, this study gives a significant contribution to research in this field, as clarification on the different concepts and the way they relate is needed. Our findings suggest that further investigation into the concepts of cardiac knowledge and cardiac misconceptions may have an important role in understanding health behaviours in the context of heart disease.

A Descriptive Study of Pre-Service Science Teachers' Misconceptions about Sinking-Floating

ERIC Educational Resources Information Center

Kiray, Seyit Ahmet; Aktan, Filiz; Kaynar, Hamza; Kilinc, Sena; Gorkemli, Tugce

2015-01-01

The purpose of this study is twofold. Firstly, it attempts to determine the pre-service science teachers' misconceptions about floating and sinking. Secondly, it aims to reveal the level of pre-service science teachers' misconceptions, scientific knowledge, lack of knowledge, and lack of confidence related to floating and sinking. To conduct the…

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…

Misconceptions about Human Rights and Women's Rights in Islam

ERIC Educational Resources Information Center

Syed, Khalida Tanvir

2008-01-01

This paper aims to clarify three current misconceptions about the Islamic faith and issues of human rights and women's rights in the West. The first misconception is that Muslims are terrorists because they believe in Jihad. It is factually the case that Islamic teachings stress the value of peace and prosperity for all human beings. The second…

Myths and Misconceptions about LGBTQ Youth: School Counselors' Role in Advocacy

ERIC Educational Resources Information Center

Abreu, Roberto L.; McEachern, Adriana G.; Kenny, Maureen C.

2017-01-01

Although schools are thought to be safe environments for all students, sexual minority and gender expansive (i.e., LGBTQ) students often feel unsafe and unwelcome as a result of misconceptions about their identity. This paper explores eight commonly held myths and misconceptions about LGBTQ youth. The role of professional school counselors (PSCs)…

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…

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…

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…

Sources of Stereotypes and Misconceptions of Aging: A Comparative Study of Cohort Differences.

ERIC Educational Resources Information Center

Kluge, Nancy A.; And Others

Traditional stereotypes and attitudes about the elderly are of interest to both researchers and health care providers. Misconceptions about the elderly and the sources of these misconceptions were examined in undergraduates (N=150) and in elderly subjects (N=50). Subjects completed the Miller-Dodder revision of Palmore's Facts on Aging Quiz One…

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…

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.

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…

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…

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)

Students' Misconceptions about the Ozone Layer and the Effect of Internet-Based Media on It

ERIC Educational Resources Information Center

Gungordu, Nahide; Yalcin-Celik, Ayse; Kilic, Ziya

2017-01-01

In this study, students' misconceptions about the ozone layer were investigated, looking specifically at the effect internet-based media has on the formation of these misconceptions. Quantitative and qualitative research approaches were used to perform the research. As part of the quantitative portion of the research, the descriptive survey…

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…

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…

Early Childhood Teachers' Misconceptions about Mathematics Education for Young Children in the United States

ERIC Educational Resources Information Center

Lee, Joon Sun; Ginsburg, Herbert P.

2009-01-01

In this article we discuss nine common misconceptions about learning and teaching mathematics for young children that are widespread among prospective and practicing early childhood teachers in the United States. These misconceptions include: 1. Young children are not ready for mathematics education; 2. Mathematics is for some bright kids with…

HIV/AIDS Misconceptions among Latinos: Findings from a Population-Based Survey of California Adults

ERIC Educational Resources Information Center

Ritieni, Assunta; Moskowitz, Joel; Tholandi, Maya

2008-01-01

Misconceptions about HIV/AIDS among Latino adults (N=454) in California were examined using data from a population-based telephone survey conducted in 2000. Common misconceptions concerning modes of HIV transmission included transmission via mosquito or animal bite (64.1%), public facilities (48.3%), or kissing someone on the cheek (24.8%). A…

Prevalence of Misconceptions, Dogmas, and Popular Views about Giftedness and Intelligence: A Case from Turkey

ERIC Educational Resources Information Center

Sak, Ugur

2011-01-01

The purpose of this study was to investigate the prevalence of misconceptions, dogmas and popular views about giftedness and intelligence among Turkish lay people. A survey questionnaire consisting of 12 forced-choice items about global misconceptions, dogmatic beliefs and popular views related to giftedness and intelligence was used to collect…

TASER® conducted electrical weapons: misconceptions in the scientific/medical and other literature.

PubMed

Jauchem, James R

2015-03-01

TASER(®) conducted electrical weapons (CEWs) have become an important law-enforcement tool. Controversial questions are often raised during discussion of some incidents in which the devices have been used. The main purpose of this paper is to point out some misconceptions about CEWs that have been published in the scientific/medical and other literature. This is a narrative review, using a multidisciplinary approach of analyzing reports from scientific/medical and other literature sources. In previous reports, durations of incapacitating effects and possible associations of CEWs with deaths-in-custody have often been overstated or exaggerated. Comparisons of CEW effects with "electrocution" are misleading. Clarification of these misconceptions may be important during policymaker decisions, practitioner operations, expert witness testimonies, and court proceedings. Despite misconceptions in the literature, CEWs can still be a valuable tool for law enforcement activities. Scientists, medical professionals, legal advisors, and investigators of police tactics should be aware of these misconceptions.

Identification and addressing reduction-related misconceptions

NASA Astrophysics Data System (ADS)

Gal-Ezer, Judith; Trakhtenbrot, Mark

2016-07-01

Reduction is one of the key techniques used for problem-solving in computer science. In particular, in the theory of computation and complexity (TCC), mapping and polynomial reductions are used for analysis of decidability and computational complexity of problems, including the core concept of NP-completeness. Reduction is a highly abstract technique that involves revealing close non-trivial connections between problems that often seem to have nothing in common. As a result, proper understanding and application of reduction is a serious challenge for students and a source of numerous misconceptions. The main contribution of this paper is detection of such misconceptions, analysis of their roots, and proposing a way to address them in an undergraduate TCC course. Our observations suggest that the main source of the misconceptions is the false intuitive rule "the bigger is a set/problem, the harder it is to solve". Accordingly, we developed a series of exercises for proactive prevention of these misconceptions.

Concept cartoons for diagnosing student’s misconceptions in the topic of buffers

NASA Astrophysics Data System (ADS)

Kusumaningrum, I. A.; Ashadi; Indriyanti, N. Y.

2018-05-01

Student’s misconceptions have been concerned over twenty years in the chemistry education research. It influences students to learn new knowledge and gain a correct concept. The buffer solution is found as a difficult topic due to student’s misconception. However, the research related this subject are still rare. Concept cartoon has been used as one of the effective tools to diagnose misconceptions. This study aims to identify the effectiveness of concept cartoon to diagnose them. The concept cartoon consists of three concept questions. 98 students of grade 11 as respondents of this research and followed by interview for selected students. The data obtain of the study are analyzed by using a scoring key. The detected misconceptions are about what buffers do, what buffers are, and how buffers are able to do what they do. Concept cartoon is potential as a basic tool for remedial teaching.

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…

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),…

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…

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…

Myth-Busting Is a Bust for Patient Education: Making Salient Older Adults' Misconceptions about Osteoarthritis Fails to Lead to Lasting Corrections

ERIC Educational Resources Information Center

Ansburg, Pamela I.

2016-01-01

Older adults hold many misconceptions about health and wellness that reduce their health literacy. To counter these misconceptions, health educators commonly turn to educational interventions that include myth-busting--making explicit health-related myths and refuting those myths. Because of typical age-related changes in memory functioning, there…

From No to Yes: The Impact of an Intervention on The Persistence of Algebraic Misconceptions among Secondary School Algebra Students

ERIC Educational Resources Information Center

Zielinski, Susan F.

2017-01-01

Many students enter high school with persistent algebraic misconceptions that limit their success in mathematics and, by extension, limit potential educational attainment and future earnings. The purpose of this study was to assess the effectiveness of a warm conceptual change based intervention on remediating algebraic misconceptions held by…

The Development of a Web-Based Assessment System to Identify Students' Misconception Automatically on Linear Kinematics with a Four-Tier Instrument Test

ERIC Educational Resources Information Center

Pujayanto, Pujayanto; Budiharti, Rini; Adhitama, Egy; Nuraini, Niken Rizky Amalia; Putri, Hanung Vernanda

2018-01-01

This research proposes the development of a web-based assessment system to identify students' misconception. The system, named WAS (web-based assessment system), can identify students' misconception profile on linear kinematics automatically after the student has finished the test. The test instrument was developed and validated. Items were…

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,…

The Nature of Middle School Mathematics Teachers' Pedagogical Content Knowledge: The Case of The Volume of Prisms

ERIC Educational Resources Information Center

Tekin-Sitrava, Reyhan; Isiksal-Bostan, Mine

2018-01-01

This study investigated middle school teachers' knowledge of students' misconceptions and the sources of these misconceptions related to the volume of prisms. This case study investigated four middle school teachers who taught 8th grade students in Ankara (Turkey). Based on the analysis of the data, two misconceptions related to the volume of…

Detailed Analysis of Misconceptions as a Basis for Developing Remedial Instruction: The Case of Photosynthesis.

ERIC Educational Resources Information Center

Amir, Ruth; Tamir, Pinchas

A great number of misconceptions in diverse subject areas as well as across age levels have been documented and described. Photosynthesis is one of the more intensively studied areas in biology. The purpose of this research was to carefully select and define misconceptions about photosynthesis needing remedial efforts. To achieve this, a specially…

Sources of Student Errors and Misconceptions in Algebra and Effectiveness of Classroom Practice Remediation in Machakos County--Kenya

ERIC Educational Resources Information Center

Mulungye, Mary M.; O'Connor, Miheso; Ndethiu, S.

2016-01-01

This paper is based on a study which sought to examine the various errors and misconceptions committed by students in algebra with the view to exposing the nature and origin of the errors and misconceptions in secondary schools in Machakos district. Teachers' knowledge on students' errors was investigated together with strategies for remedial…

Identification student’s misconception of heat and temperature using three-tier diagnostic test

NASA Astrophysics Data System (ADS)

Suliyanah; Putri, H. N. P. A.; Rohmawati, L.

2018-03-01

The objective of this research is to develop a Three-Tier Diagnostic Test (TTDT) to identify the student's misconception of heat and temperature. Stages of development include: analysis, planning, design, development, evaluation and revise. The results of this study show that (1) the quality of the three-tier type diagnostic test instrument developed has been expressed well with the following details: (a) Internal validity of 88.19% belonging to the valid category. (b) External validity of empirical construct validity test using Pearson Product Moment obtained 0.43 is classified and result of empirical construct validity test obtained false positives 6.1% and false negatives 5.9% then the instrument was valid. (c) Test reliability by using Cronbach’s Alpha of 0.98 which means acceptable. (d) The 80% difficulty level test is quite difficult. (2) Student misconceptions on the temperature of heat and displacement materials based on the II test the highest (84%), the lowest (21%), and the non-misconceptions (7%). (3) The highest cause of misconception among students is associative thinking (22%) and the lowest is caused by incomplete or incomplete reasoning (11%). Three-Tier Diagnostic Test (TTDT) could identify the student's misconception of heat and temperature.

[A glossary for discussion about abortion].

PubMed

Astete A, Carmen; Beca I, Juan Pablo; Lecaros U, Alberto

2014-11-01

Abortion and its diverse possible legal regulations is one of the major and toughest social controversies. This debate is even more problematic due to biases, prejudgments, different ideologies, beliefs, religious doctrines and political pressures. Chile has recently begun a new national discussion with an evident confusion, both in juridical and clinical terminology, which makes very difficult to achieve the necessary plural debate for a social and political consensus. The authors structured an academic collaborative project to create a glossary as a contribution for a discussion based on clearly defined notions about the different terms used in the abortion debate. Twenty-two concepts were selected and their definitions were reviewed and discussed by more than 50 different specialists. The final version of this glossary in Spanish language is presented.

Nudges and coercion: conceptual, empirical, and normative considerations.

PubMed

Cratsley, Kelso

2015-01-01

Given that the concept of coercion remains a central concern for bioethics, Quigley's (Monash Bioethics Rev 32:141-158, 2014) recent article provides a helpful analysis of its frequent misapplication in debates over the use of 'nudges'. In this commentary I present a generally sympathetic response to Quigley's argument while also raising several issues that are important for the larger debates about nudges and coercion. I focus on several closely related topics, including the definition of coercion, the role of empirical research, and the normative concerns at the core of these disputes. I suggest that while a degree of precision is certainly required when deploying the relevant concepts, perhaps informed by empirical data, we need to continue to push these debates towards more pressing normative considerations.

Refocusing International Astronomy Education Research Using a Cognitive Focus

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Slater, Stephanie J.

2015-08-01

For over 40 years, the international astronomy education community has given its attention to cataloging the substantial body of "misconceptions" in individual's thinking about astronomy, and to addressing the consequences of those misconceptions in the science classroom. Despite the tremendous amount of effort given to researching and disseminating information related to misconceptions, and the development of a theory of conceptual change to mitigate misconceptions, progress continues to be less than satisfying. An analysis of the literature and our own research has motivated the CAPER Center for Astronomy & Physics Education Research to advance a new model that allowing us to operate on students' astronomical learning difficulties in a more fruitful manner. Previously, much of the field's work binned erroneous student thinking into a single construct, and from that basis, curriculum developers and instructors addressed student misconceptions with a single instructional strategy. In contrast this model suggests that "misconceptions" are a mixture of at least four learning barriers: incorrect factual information, inappropriately applied mental algorithms (e.g., phenomenological primitives), insufficient cognitive structures (e.g., spatial reasoning), and affective/emotional difficulties. Each of these types of barriers should be addressed with an appropriately designed instructional strategy. Initial applications of this model to learning problems in astronomy and the space sciences have been fruitful, suggesting that an effort towards categorizing persistent learning difficulties in astronomy beyond the level of "misconceptions" may allow our community to craft tailored and more effective learning experiences for our students and the general public.

Prebiotics: why definitions matter

PubMed Central

Hutkins, Robert W; Krumbeck, Janina A; Bindels, Laure B; Cani, Patrice D; Fahey, George; Goh, Yong Jun; Hamaker, Bruce; Martens, Eric C; Mills, David A; Rastal, Robert A; Vaughan, Elaine; Sanders, Mary Ellen

2015-01-01

The prebiotic concept was introduced twenty years ago, and despite several revisions to the original definition, the scientific community has continued to debate what it means to be a prebiotic. How prebiotics are defined is important not only for the scientific community, but also for regulatory agencies, the food industry, consumers and healthcare professionals. Recent developments in community-wide sequencing and glycomics have revealed that more complex interactions occur between putative prebiotic substrates and the gut microbiota than previously considered. A consensus among scientists on the most appropriate definition of a prebiotic is necessary to enable continued use of the term. PMID:26431716

How do parents label their physical disciplinary practices? A focus on the definition of corporal punishment.

PubMed

Fréchette, Sabrina; Romano, Elisa

2017-09-01

The lack of consensus about the definition of corporal punishment (CP) contributes to the varying research findings and fuels the debate surrounding its use. Related to the problem of definitional variability is also the possibility that some parents may not be aware that their physical disciplinary strategies (PDS) are forms of CP. As a first step to move beyond the debate and to tailor educational efforts to change cultural norms and parents' behaviors, the objective of the current study was to clarify what parents self-label as CP. Using a sample of 338 Canadian parents, the study assessed the relationship between endorsement of CP and self-reports of specific PDS ranging in level of severity. Predictors (i.e., cultural norms, attitudes toward and childhood experiences of CP) of this relationship were investigated. Results revealed that general questions on CP may best reflect parental use of milder forms of PDS, such as spanking (Φ=0.62; r=-0.65) and slapping on the hand, arm, or leg (r=-0.47). Results also suggested that some parents (19.8%) do not endorse CP but use mild PDS. To move beyond the debate and to reach parents at risk of underreporting their use of CP, educational messages need to be tailored to specific and mild forms of PDS rather than to broad concepts such as CP. Moreover, factors such as attitudes toward corporal punishment (p ˂0.001) can help identify those parents who use PDS but who do not endorse CP. Copyright © 2017 Elsevier Ltd. All rights reserved.

Estimation of the limit of detection using information theory measures.

PubMed

Fonollosa, Jordi; Vergara, Alexander; Huerta, Ramón; Marco, Santiago

2014-01-31

Definitions of the limit of detection (LOD) based on the probability of false positive and/or false negative errors have been proposed over the past years. Although such definitions are straightforward and valid for any kind of analytical system, proposed methodologies to estimate the LOD are usually simplified to signals with Gaussian noise. Additionally, there is a general misconception that two systems with the same LOD provide the same amount of information on the source regardless of the prior probability of presenting a blank/analyte sample. Based upon an analogy between an analytical system and a binary communication channel, in this paper we show that the amount of information that can be extracted from an analytical system depends on the probability of presenting the two different possible states. We propose a new definition of LOD utilizing information theory tools that deals with noise of any kind and allows the introduction of prior knowledge easily. Unlike most traditional LOD estimation approaches, the proposed definition is based on the amount of information that the chemical instrumentation system provides on the chemical information source. Our findings indicate that the benchmark of analytical systems based on the ability to provide information about the presence/absence of the analyte (our proposed approach) is a more general and proper framework, while converging to the usual values when dealing with Gaussian noise. Copyright © 2013 Elsevier B.V. All rights reserved.

Physics Education: Effect of Micro-Teaching Method Supported by Educational Technologies on Pre-Service Science Teachers' Misconceptions on Basic Astronomy Subjects

ERIC Educational Resources Information Center

Gurbuz, Fatih

2016-01-01

The purpose of this research study is to explore pre-service science teachers' misconceptions on basic astronomy subjects and to examine the effect of micro teaching method supported by educational technologies on correcting misconceptions. This study is an action research. Semi- structured interviews were used in the study as a data collection…

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…

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…

Minutes of the Explosives Safety Seminar (21st) Held at Houston, Texas on 28-30 August 1984. Volume 1

DTIC Science & Technology

1984-08-01

34 debate? Probably neither. What I hoped it helped to do was to put the debate in proper perspective. Stressing the importance of definitions -- readiness...confusion surrounding our collective assault on the capability curve. I would like to conclude by stressing two points: • First, there is much more to the...hlooks (DARCOMR 365-100, Chapter 9-6). Cranes . The control board and all exposed wiring and switches should be guarded -.L (DARCOMR 385-100, para 9-5b

The Prescription Drug Pricing Moment: Using Public Health Analysis to Clarify the Fair Competition Debate on Prescription Drug Pricing and Consumer Welfare.

PubMed

Marciarille, Ann Marie

2017-03-01

Fair competition law and public health law talk past each other when discussing pharmaceutical pricing and distribution. The former cannot agree on the relevant definition of consumer welfare. The latter does not fully comprehend the highly complex but inherently collective nature of pharmaceutical drug acquisition in the United States. This essay proposes to inject public health discourse into this debate to enrich it, focus it, and render it more accessible to those who must live by its outcome.

Exploring SETAC's roles in the global dialogue on sustainability--an opening debate.

PubMed

McCormick, Ron; Kapustka, Larry; Stahl, Cynthia; Fava, Jim; Lavoie, Emma; Robertson, Cory; Sanderson, Hans; Scott, Heidi; Seager, Tom; Vigon, Bruce

2013-01-01

A combination platform-debate session was held at the Society of Environmental Toxicology and Chemistry (SETAC) North America annual meeting in Boston (November 2011). The session was organized by members of the Advisory Group on Sustainability, newly formed and approved as a global entity by the SETAC World Council just prior to the meeting. The platform portion of the session provided a historical backdrop for the debate that was designed to explore SETAC's role in the sustainability dialogue. The debate portion presented arguments for and against the proposition that "Science is the primary contribution of SETAC to the global dialogue on sustainability." Although the debate was not designed to achieve a definitive sustainability policy for SETAC, the audience clearly rejected the proposition, indicating a desire from the SETAC membership for an expanded role in global sustainability forums. This commentary details the key elements of the session, identifies the contribution the Advisory Group will have at the World Congress in Berlin (May 2012), and invites interested persons to become active in the Advisory Group. Copyright © 2012 SETAC.

The myth of hypnosis: the need for remythification.

PubMed

Meyerson, Joseph

2014-01-01

Myths or misconceptions concerning hypnosis are regarded among the major barriers to effective implementation of hypnosis. Contemporary hypnotherapists are expected to elicit patients' misconceptions and to provide explanations that distinguish between mystical and scientific perceptions of hypnosis and that offer a picture of the state of the art of hypnosis. Dealing with misconceptions on a rational and cognitive level seems to have the ability to change a patient's conscious knowledge and understanding of hypnosis. Nevertheless, deeply rooted and emotionally saturated misbeliefs with historical-cultural origins still prevail. This article focuses on the prehypnotic phase of therapy and proposes remythification to deal with the myth of hypnosis. This approach aims to promote the hypnotherapeutic process by utilizing myth-related misconceptions.

Misconceptions of positivism and five unnecessary science theoretic mistakes they bring in their train.

PubMed

Persson, Johannes

2010-05-01

Positivism is sometimes rejected for the wrong reasons. Influential textbooks on nursing research and in other disciplines tend to reinforce the misconceptions underlying these rejections. This is problematic, since it provides students of these disciplines with a poor basis for reflecting on epistemological and methodological perspectives. It is particularly common for positivist views on reality and causation to be obscured. The first part of this discussion paper identifies and explains the misconceptions about positivism as they appear in two influential textbooks. The second part pinpoints five mistakes these misconceptions easily result in when the researcher adopts an epistemological and methodological standpoint. Copyright 2009 Elsevier Ltd. All rights reserved.

Detecting and Reducing Science Teacher Candidate’s (STC) Misconception About Motion and Force By Using Force Concept Inventory (FCI) and problem Based Learning (PBL)

NASA Astrophysics Data System (ADS)

Oktarisa, Y.; Utami, I. S.; Denny, Y. R.

2017-02-01

This study has been done to 34 science teacher candidates of Teachers’ Training and Education Faculty of Sultan Ageng Tirtayasa University at their first year of study during 2015-2016 school years. This research focused on student’s misconception about motion and force and how Problem Based Learning (PBL) reducing it. Diagnostic test of misconception about motion and force has been detected by using Force Concept Inventory (FCI). FCI had been used in pretest and posttest, and to find the reducing of students’ misconception N-Gain pretest and posttest of each student had been calculated. Quasi experiment one group pretest and posttest had been used as the research method, and Problem Based Learning (PBL) used as the treatment of manipulation. After two weeks learning motion and force with PBL approach, N-gain which obtained prove that misconception about motion and force had been reducing.

Community benefit activities of private, nonprofit hospitals.

PubMed

Bazzoli, Gloria J; Clement, Jan P; Hsieh, Hui-Min

2010-12-01

The definition of hospital community benefits has been intensely debated for many years. Recently, consensus has developed about one group of activities being central to community benefits because of its focus on care for the poor and on needed community services for which any payments received are low relative to costs. Disagreements continue, however, about the treatment of bad debt expense and Medicare shortfalls. A recent revision of the Internal Revenue Service's Form 990 Schedule H, which is required of all nonprofit hospitals, highlights the agreed-on set of activities but does not dismiss the disputed items. Our study is the first to apply definitions used in the new IRS form to assess how conclusions about the adequacy of nonprofit hospital community benefits could be affected if bad debt expenses and Medicare shortfalls are included or excluded. Specifically, we examine 2005 financial data for California and Florida hospitals. Overall, we find that conclusions about community benefit adequacy are very different depending on which definition of community benefits is used. We provide thoughts on new directions for the current policy debate about the treatment of bad debts and Medicare shortfalls in light of these findings.

Can an Interactive Learning Path on a Tablet PC Counter Misconceptions on the Formation of Clouds and Wind?

ERIC Educational Resources Information Center

Steegen, An; Hasendonckx, Femke; De Cock, Mieke

2018-01-01

It is well-known that misconceptions exist on a range of topics. The origin of these misconceptions can be very different, but some of them can be understood by students struggling with the application of physics concepts in real life situations or in the context of another school subject, e.g. geography. In this paper, different strategies to…

Is It the Earth That Turns or the Sun That Goes behind the Mountains? Students' Misconceptions about the Day/Night Cycle after Reading a Science Text

ERIC Educational Resources Information Center

Vosniadou, Stella; Skopeliti, Irini

2017-01-01

The present research tested the hypothesis that the reading of science text can create new misconceptions in students with incongruent prior knowledge, and that these new misconceptions will be similar to the fragmented and synthetic conceptions obtained in prior developmental research. Ninety-nine third- and fifth-grade children read and recalled…

Glucose as the Sole Metabolic Fuel: Overcoming a Misconception Using Conceptual Change to Teach the Energy-Yielding Metabolism to Brazilian High School Students

ERIC Educational Resources Information Center

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.…

Investigating Undergraduate Students' Use of Intuitive Reasoning and Evolutionary Knowledge in Explanations of Antibiotic Resistance.

PubMed

Richard, Melissa; Coley, John D; Tanner, Kimberly D

2017-01-01

Natural selection is a central concept throughout biology; however, it is a process frequently misunderstood. Bacterial resistance to antibiotic medications provides a contextual example of the relevance of evolutionary theory and is also commonly misunderstood. While research has shed light on student misconceptions of natural selection, minimal study has focused on misconceptions of antibiotic resistance. Additionally, research has focused on the degree to which misconceptions may be based in the complexity of biological information or in pedagogical choices, rather than in deep-seated cognitive patterns. Cognitive psychology research has established that humans develop early intuitive assumptions to make sense of the world. In this study, we used a written assessment tool to investigate undergraduate students' misconceptions of antibiotic resistance, use of intuitive reasoning, and application of evolutionary knowledge to antibiotic resistance. We found a majority of students produced and agreed with misconceptions, and intuitive reasoning was present in nearly all students' written explanations. Acceptance of a misconception was significantly associated with production of a hypothesized form of intuitive thinking (all p ≤ 0.05). Intuitive reasoning may represent a subtle but innately appealing linguistic shorthand, and instructor awareness of intuitive reasoning's relation to student misunderstandings has potential for addressing persistent misconceptions. © 2017 M. Richard et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

IDENTIFICATION OF IRON PHASES IN BIOSOLIDS VIA MOSSBAUER SPECTROSCOPY

EPA Science Inventory

Continuous debate regarding inorganic and organic phases in biosolids as prominent sorbents of metals has yielded limited definitive data. We have demonstrated with X-ray absorption and X-ray fluorescence spectroscopies that metals in biosolids have a significant association with...

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 to review the cognitive concepts on which the subject relied during his manipulation of the ventilation system.

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 teaching strategies to adult students that is based on current research.

Relationships among selected physical science misconceptions held by preservice elementary teachers and four variables: Formal reasoning ability, working memory capacity, verbal intelligence, and field dependence/independence

NASA Astrophysics Data System (ADS)

Griffin, Leslie Little

The purpose of this study was to determine the relationship of selected cognitive abilities and physical science misconceptions held by preservice elementary teachers. The cognitive abilities under investigation were: formal reasoning ability as measured by the Lawson Classroom Test of Formal Reasoning (Lawson, 1978); working memory capacity as measured by the Figural Intersection Test (Burtis & Pascual-Leone, 1974); verbal intelligence as measured by the Acorn National Academic Aptitude Test: Verbal Intelligence (Kobal, Wrightstone, & Kunze, 1944); and field dependence/independence as measured by the Group Embedded Figures Test (Witkin, Oltman, & Raskin, 1971). The number of physical science misconceptions held by preservice elementary teachers was measured by the Misconceptions in Science Questionnaire (Franklin, 1992). The data utilized in this investigation were obtained from 36 preservice elementary teachers enrolled in two sections of a science methods course at a small regional university in the southeastern United States. Multiple regression techniques were used to analyze the collected data. The following conclusions were reached following an analysis of the data. The variables of formal reasoning ability and verbal intelligence were identified as having significant relationships, both individually and in combination, to the dependent variable of selected physical science misconceptions. Though the correlations were not high enough to yield strong predictors of physical science misconceptions or strong relationships, they were of sufficient magnitude to warrant further investigation. It is recommended that further investigation be conducted replicating this study with a larger sample size. In addition, experimental research should be implemented to explore the relationships suggested in this study between the cognitive variables of formal reasoning ability and verbal intelligence and the dependent variable of selected physical science misconceptions. Further research should also focus on the detection of a broad range of science misconceptions among preservice elementary teachers.

Pathology of pulmonary tuberculosis and non-tuberculous mycobacterial lung disease: Facts, misconceptions, and practical tips for pathologists.

PubMed

Jain, Deepali; Ghosh, Subha; Teixeira, Lucileia; Mukhopadhyay, Sanjay

2017-11-01

Most pathologists are familiar with the microscopic features of tuberculosis and the need to examine special stains for acid-fast bacteria (AFB) in cases of granulomatous lung disease. However, misconceptions do exist, including the concept that finding AFB in "caseating granulomas" confirms the diagnosis of tuberculosis. This dogma is attributable to the high prevalence of tuberculosis in many countries, as well as unfamiliarity with the microscopic spectrum of non-tuberculous mycobacterial lung disease. This review aims to provide surgical pathologists with practical tips to identify AFB, illustrate the histologic overlap between pulmonary tuberculosis and non-tuberculous mycobacterial lung disease, and highlight the importance of cultures in this setting. M. tuberculosis and non-tuberculous mycobacteria cannot be reliably differentiated either on the basis of the tissue reaction or by bacterial morphology on acid-fast stains. Although a presumptive clinical diagnosis of tuberculosis can be made without culture-confirmation, the only definitive means to determine the true identity of AFB is by cultures or molecular methods. Making this distinction is most critical when AFB are found in incidentally detected lung nodules in geographic locations where the incidence of tuberculosis is low, because in such settings AFB in necrotizing granulomas of the lung are more likely to be non-tuberculous mycobacteria than M. tuberculosis. Copyright © 2017 Elsevier Inc. All rights reserved.

The neurotoxicology of carbon monoxide - Historical perspective and review.

PubMed

Sykes, Oliver T; Walker, Edward

2016-01-01

Carbon monoxide (CO) has been recognized as a poison for centuries, and remains one of the most common causes of both accidental and deliberate poisoning worldwide. Despite this, there are widespread misconceptions with regards to the mechanisms, diagnosis and outcomes of CO induced poisoning such as the idea that CO poisoning is rare; that carboxyhaemoglobin levels above 20% and loss of consciousness are required before nervous system damage ensues; and that the binding of CO to haemoglobin is the only mechanism of toxicity. Prevention and diagnosis of CO poisoning is hampered by the lack of awareness of CO as a cause of illness, among both the general public and healthcare professionals. To complicate matters further there is no standardized definition of CO poisoning. Carboxyhaemoglobin levels are often used as a marker of CO poisoning, yet plasma levels rapidly reduce upon removal of the source and are therefore an unreliable biomarker of exposure and tissue damage. Adverse neuropsychiatric outcomes after CO poisoning are difficult to define, especially as they fluctuate, mimic other non-specific complaints, and are not present in all survivors. This paper challenges a number of misconceptions about CO poisoning which can result in misdiagnosis, and consequently in mismanagement. We illustrate how recent developments in the understanding of CO toxicology explain the particular susceptibility of the central nervous system to the effects of CO exposure. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

Health care ethics and health law in the Dutch discussion on end-of-life decisions: a historical analysis of the dynamics and development of both disciplines.

PubMed

Kater, Loes; Houtepen, Rob; De Vries, Raymond; Widdershoven, Guy

2003-12-01

Over the past three or four decades, the concept of medical ethics has changed from a limited set of standards to a broad field of debate and research. We define medical ethics as an arena of moral issues in medicine, rather than a specific discipline. This paper examines how the disciplines of health care ethics and health care law have developed and operated within this arena. Our framework highlights the aspects of jurisdiction (Abbott) and the assignment of responsibilities (Gusfield). This theoretical framework prompted us to study definitions and changing responsibilities in order to describe the development and interaction of health care ethics and health law. We have opted for the context of the Dutch debate about end-of-life decisions as a relevant case study. We argue that the specific Dutch definition of euthanasia as 'intentionally taking the life of another person by a physician, upon that person's request' can be seen as the result of the complex jurisdictional process. This illustrates the more general conclusion that the Dutch debate on end-of-life decisions and the development of the two disciplines must be understood in terms of mutual interaction.

Conceptual Change in Introductory-Level Astronomy Courses.

ERIC Educational Resources Information Center

Zeilik, Michael; Bisard, Walter

2000-01-01

Reports on students' preexisting knowledge and examines misconceptions among nonscience major undergraduate students. Focuses on evaluating results of misconceptions in selected astronomy courses. (YDS)

Microcanonical entropy for classical systems

NASA Astrophysics Data System (ADS)

Franzosi, Roberto

2018-03-01

The entropy definition in the microcanonical ensemble is revisited. We propose a novel definition for the microcanonical entropy that resolve the debate on the correct definition of the microcanonical entropy. In particular we show that this entropy definition fixes the problem inherent the exact extensivity of the caloric equation. Furthermore, this entropy reproduces results which are in agreement with the ones predicted with standard Boltzmann entropy when applied to macroscopic systems. On the contrary, the predictions obtained with the standard Boltzmann entropy and with the entropy we propose, are different for small system sizes. Thus, we conclude that the Boltzmann entropy provides a correct description for macroscopic systems whereas extremely small systems should be better described with the entropy that we propose here.

MENO-II: An AI-Based Programming Tutor.

DTIC Science & Technology

1983-08-01

TUTORing component then attempts to infer the misconception that might underlie the bug and present the student with remedial instruction. We tested the BUG...of the student’s program. The TUTORing component then attempts to inter the misconception that might underlie the bug and present the student with... student errors, MENO-11 can cope with 18 different types of program bugs. These bugs are tied explicitly to a knowledge base of potential misconceptions

Density on Dry Land.

ERIC Educational Resources Information Center

Libarkin, Julie C.; Crockett, Cynthia D.; Sadler, Philip M.

2003-01-01

Presents activities to dispel student misconceptions about density, particularly as it applies to buoyancy. Finds that misconceptions fall under three categories: (1) size; (2) shape; and (3) material. (NB)

REI: Revisited...Again.

ERIC Educational Resources Information Center

Lieberman, Laurence

1990-01-01

Lack of an agreed-upon definition for the Regular Education Initiative (REI) represents a significant obstacle to coherent debate. Three interpretations of the REI exist: merger of regular education and special education, partnership between regular and special education, and full integration of all children into regular classrooms. (JDD)

Community detection in networks: A user guide

NASA Astrophysics Data System (ADS)

Fortunato, Santo; Hric, Darko

2016-11-01

Community detection in networks is one of the most popular topics of modern network science. Communities, or clusters, are usually groups of vertices having higher probability of being connected to each other than to members of other groups, though other patterns are possible. Identifying communities is an ill-defined problem. There are no universal protocols on the fundamental ingredients, like the definition of community itself, nor on other crucial issues, like the validation of algorithms and the comparison of their performances. This has generated a number of confusions and misconceptions, which undermine the progress in the field. We offer a guided tour through the main aspects of the problem. We also point out strengths and weaknesses of popular methods, and give directions to their use.

Survey of public definitions of the term 'overdiagnosis' in the UK.

PubMed

Ghanouni, Alex; Meisel, Susanne F; Renzi, Cristina; Wardle, Jane; Waller, Jo

2016-04-06

To determine how 'overdiagnosis' is currently conceptualised among adults in the UK in light of previous research, which has found that the term is difficult for the public to understand and awareness is low. This study aimed to add to current debates on healthcare in which overdiagnosis is a prominent issue. An observational, web-based survey was administered by a survey company. Participants completed the survey at a time and location of their choosing. 390 consenting UK adults aged 50-70 years. Quota sampling was used to achieve approximately equal numbers in three categories of education and equal numbers of men and women. Participants were asked whether they had seen or heard the term 'overdiagnosis'. If they had, they were then invited to explain in a free-text field what they understood it to mean. If they had not previously encountered it, they were invited to say what they thought it meant. Responses were coded and interpreted using content analysis and descriptive statistics. Data from 390 participants were analysed. Almost a third (30.0%) of participants reported having previously encountered the term. However, their responses often indicated that they had no knowledge of its meaning. The most prevalent theme consisted of responses related to the diagnosis itself. Subthemes indicated common misconceptions, including an 'overly negative or complicated diagnosis', 'false-positive diagnosis' or 'misdiagnosis'. Other recurring themes consisted of responses related to testing (ie, 'too many tests'), treatment (eg, 'overtreatment') and patient psychology (eg, 'overthinking'). Responses categorised as consistent with 'overdiagnosis' (defined as detection of a disease that would not cause symptoms or death) were notably rare (n=10; 2.6%). Consistent with previous research, public awareness of 'overdiagnosis' in the UK is low and its meaning is often misunderstood or misinterpreted. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Survey of public definitions of the term ‘overdiagnosis’ in the UK

PubMed Central

Ghanouni, Alex; Meisel, Susanne F; Renzi, Cristina; Wardle, Jane; Waller, Jo

2016-01-01

Objectives To determine how ‘overdiagnosis’ is currently conceptualised among adults in the UK in light of previous research, which has found that the term is difficult for the public to understand and awareness is low. This study aimed to add to current debates on healthcare in which overdiagnosis is a prominent issue. Design An observational, web-based survey was administered by a survey company. Setting Participants completed the survey at a time and location of their choosing. Participants 390 consenting UK adults aged 50–70 years. Quota sampling was used to achieve approximately equal numbers in three categories of education and equal numbers of men and women. Primary outcome measures Participants were asked whether they had seen or heard the term ‘overdiagnosis’. If they had, they were then invited to explain in a free-text field what they understood it to mean. If they had not previously encountered it, they were invited to say what they thought it meant. Responses were coded and interpreted using content analysis and descriptive statistics. Results Data from 390 participants were analysed. Almost a third (30.0%) of participants reported having previously encountered the term. However, their responses often indicated that they had no knowledge of its meaning. The most prevalent theme consisted of responses related to the diagnosis itself. Subthemes indicated common misconceptions, including an ‘overly negative or complicated diagnosis’, ‘false-positive diagnosis’ or ‘misdiagnosis’. Other recurring themes consisted of responses related to testing (ie, ‘too many tests’), treatment (eg, ‘overtreatment’) and patient psychology (eg, ‘overthinking’). Responses categorised as consistent with ‘overdiagnosis’ (defined as detection of a disease that would not cause symptoms or death) were notably rare (n=10; 2.6%). Conclusions Consistent with previous research, public awareness of ‘overdiagnosis’ in the UK is low and its meaning is often misunderstood or misinterpreted. PMID:27053274

The Shi’a Crescent: A Misconception of Shi’a Alliance

DTIC Science & Technology

2014-12-01

wear the hijab , set up illegal sharia courts, and imposed their own brutal penalties.”47 The country’s demography was tolerant toward a sectarian... A MISCONCEPTION OF SHI’A ALLIANCE by Rowaida Alamiri December 2014 Thesis Advisor: Anne Marie Baylouny Second Reader Mohammed Hafez...Master ’s Thesis 4. TITLE AND SUBTITLE 5. FUNDING NUMBERS THE SHI’ A CRESCENT: A MISCONCEPTION OF SHI’ A ALLIANCE 6. AUTHOR(S) Rowaida Alamiri 7

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…

Click-On-Diagram Questions: a New Tool to Study Conceptions Using Classroom Response Systems

NASA Astrophysics Data System (ADS)

LaDue, Nicole D.; Shipley, Thomas F.

2018-06-01

Geoscience instructors depend upon photos, diagrams, and other visualizations to depict geologic structures and processes that occur over a wide range of temporal and spatial scales. This proof-of-concept study tests click-on-diagram (COD) questions, administered using a classroom response system (CRS), as a research tool for identifying spatial misconceptions. First, we propose a categorization of spatial conceptions associated with geoscience concepts. Second, we implemented the COD questions in an undergraduate introductory geology course. Each question was implemented three times: pre-instruction, post-instruction, and at the end of the course to evaluate the stability of students' conceptual understanding. We classified each instance as (1) a false belief that was easily remediated, (2) a flawed mental model that was not fully transformed, or (3) a robust misconception that persisted despite targeted instruction. Geographic Information System (GIS) software facilitated spatial analysis of students' answers. The COD data confirmed known misconceptions about Earth's structure, geologic time, and base level and revealed a novel robust misconception about hot spot formation. Questions with complex spatial attributes were less likely to change following instruction and more likely to be classified as a robust misconception. COD questions provided efficient access to students' conceptual understanding. CRS-administered COD questions present an opportunity to gather spatial conceptions with large groups of students, immediately, building the knowledge base about students' misconceptions and providing feedback to guide instruction.

Misconceptions About Sound Among Engineering Students

NASA Astrophysics Data System (ADS)

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

2012-12-01

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 extent to which they are held (quantitative aspect). Our second objective was to explore other misconceptions about wave aspects of sound. We have also considered the degree of consistency in the model of sound used by each student. Forty students answered a questionnaire including open-ended questions. Based on their free, spontaneous answers, the main results were as follows: a large majority of students answered most of the questions regarding the microscopic model of sound according to the scientifically accepted model; however, only a small number answered consistently. The main model misconception found was the notion that sound is propagated through the travelling of air particles, even in solids. Misconceptions and mental-model inconsistencies tended to depend on the engineering programme in which the student was enrolled. However, students in general were inconsistent also in applying their model of sound to individual sound properties. The main conclusion is that our students have not truly internalised the scientifically accepted model that they have allegedly learnt. This implies a need to design learning activities that take these findings into account in order to be truly efficient.

Is DNA Alive? A Study of Conceptual Change Through Targeted Instruction

NASA Astrophysics Data System (ADS)

Witzig, Stephen B.; Freyermuth, Sharyn K.; Siegel, Marcelle A.; Izci, Kemal; Pires, J. Chris

2013-08-01

We are involved in a project to incorporate innovative assessments within a reform-based large-lecture biochemistry course for nonmajors. We not only assessed misconceptions but purposefully changed instruction throughout the semester to confront student ideas. Our research questions targeted student conceptions of deoxyribonucleic acid (DNA) along with understanding in what ways classroom discussions/activities influence student conceptions. Data sources included pre-/post-assessments, semi-structured interviews, and student work on exams/assessments. We found that students held misconceptions about the chemical nature of DNA, with 63 % of students claiming that DNA is alive prior to instruction. The chemical nature of DNA is an important fundamental concept in science fields. We confronted this misconception throughout the semester collecting data from several instructional interventions. Case studies of individual students revealed how various instructional strategies/assessments allowed students to construct and demonstrate the scientifically accepted understanding of the chemical nature of DNA. However, the post-assessment exposed that 40 % of students still held misconceptions about DNA, indicating the persistent nature of this misconception. Implications for teaching and learning are discussed.

Misconceptions about high-fructose corn syrup: is it uniquely responsible for obesity, reactive dicarbonyl compounds, and advanced glycation endproducts?

PubMed

White, John S

2009-06-01

Misconceptions about high-fructose corn syrup (HFCS) abound in the scientific literature, the advice of health professionals to their patients, media reporting, product advertising, and the irrational behavior of consumers. Foremost among these is the misconception that HFCS has a unique and substantive responsibility for the current obesity crisis. Inaccurate information from ostensibly reliable sources and selective presentation of research data gathered under extreme experimental conditions, representing neither the human diet nor HFCS, have misled the uninformed and created an atmosphere of distrust and avoidance for what, by all rights, should be considered a safe and innocuous sweetener. In the first part of this article, common misconceptions about the composition, functionality, metabolism, and use of HFCS and its purported link to obesity are identified and corrected. In the second part, an emerging misconception, that HFCS in carbonated soft drinks contributes materially to physiological levels of reactive dicarbonyl compounds and advanced glycation endproducts, is addressed in detail, and evidence is presented that HFCS does not pose a unique dietary risk in healthy individuals or diabetics.

Reduction of cognitive conflict and learning style impact towards student-teacher's misconception load

NASA Astrophysics Data System (ADS)

A'yun, Kurroti; Suyono, Poedjiastoeti, Sri; Bin-Tahir, Saidna Zulfiqar

2017-08-01

The most crucial issue in education is a misconception that is caused by the misconception of the students themselves. Therefore, this study provided the solution to improve the quality of teaching chemistry in the schools through the remediation of misconceptions to the chemistry teacher candidates. This study employed a mixed method approach using concurrent embedded designs where it tended more to the qualitative research, but it still relied on the quantitative research in the assessment of the learning impact. The results of this study were the students with higher levels of cognitive conflict still have high loads of misconceptions (MC), it possibly due to the type of students' learning styles that is the sequential-global balanced. To facilitate the cognitive conflict character and the learning style of sequential-global balanced, the researchers created an integrated worksheet conceptual change with peer learning (WCCPL). The peer learning undertaken in the last stages of conceptual change of WCCPL can increase the resistance of students' concept in a category of knowing the concept significantly, but it should be examined in an in-depth study related to the long-term memory.

Unconscious emotional reasoning and the therapeutic misconception.

PubMed

Charuvastra, A; Marder, S R

2008-03-01

The "therapeutic misconception" describes a process whereby research volunteers misinterpret the intentions of researchers and the nature of clinical research. This misinterpretation leads research volunteers to falsely attribute a therapeutic potential to clinical research, and compromises informed decision making, therefore compromising the ethical integrity of a clinical experiment. We review recent evidence from the neurobiology of social cognition to provide a novel framework for thinking about the therapeutic misconception. We argue that the neurobiology of social cognition should be considered in any ethical analysis of how people make decisions about participating in clinical trials. The neurobiology of social cognition also suggests how the complicated dynamics of the doctor-patient relationship may unavoidably interfere with the process of obtaining informed consent. Following this argument we suggest new ways to prevent or at least mitigate the therapeutic misconception.

Discovering and Understanding Misconceptions in Fifth grade Academic Content Standards

NASA Astrophysics Data System (ADS)

Hicks, Adam; Blue, Jennifer

2008-10-01

Misconceptions are known to be prevalent among students, especially younger students. However, misconceptions can become engrained in the scientific thought process and linger throughout a person's life. This study examines the results on test questions regarding the physical and space science from the fifth grade Ohio Academic Content Standards (Ohio Department of Education, 2003). Tests have been developed to evaluate the Southwest Ohio Science Institutes (http://www.units.muohio.edu/sosi), which teach content knowledge to teachers. These tests have been given to fifth grade teachers who participated in the institutes and to their students. The same questions were also given to university students. Eventually, the results from all three groups will be compared to find the persistence of misconceptions. This presentation will focus on the results from the university students.

Global Warming - Myth or Reality?, The Erring Ways of Climatology

NASA Astrophysics Data System (ADS)

Leroux, Marcel

In the global-warming debate, definitive answers to questions about ultimate causes and effects remain elusive. In Global Warming: Myth or Reality? Marcel Leroux seeks to separate fact from fiction in this critical debate from a climatological perspective. Beginning with a review of the dire hypotheses for climate trends, the author describes the history of the 1998 Intergovernmental Panel on Climate Change (IPCC) and many subsequent conferences. He discusses the main conclusions of the three IPCC reports and the predicted impact on global temperatures, rainfall, weather and climate, while highlighting the mounting confusion and sensationalism of reports in the media.

"Glossing Over" Feminism?: A General Semantics Critique.

ERIC Educational Resources Information Center

Liepe-Levinson, Katherine; Levinson, Martin H.

1996-01-01

Discusses some concepts of contemporary feminism as exemplified in Christina Hoff Sommers's controversial book "Who Stole Feminism: How Women Have Betrayed Women." Also discusses (and takes issue with) Robert Pula's definition of feminism in "A General Semantics Glossary." Encourages readers to follow the debates of feminist…

Multicultural Education: Teachers' Perceptions and Preparation

ERIC Educational Resources Information Center

Alismail, Halah Ahmed

2016-01-01

This paper focuses on theory and practice in multicultural education as it pertains to the preparation of preservice teachers. The literature reviews the history and definition of multiculturalism and investigates multiple theoretical frameworks around the ongoing debate and issues of multicultural education. Teachers' perceptions of multicultural…

Parkinson's disease--the debate on the clinical phenomenology, aetiology, pathology and pathogenesis.

PubMed

Jenner, Peter; Morris, Huw R; Robbins, Trevor W; Goedert, Michel; Hardy, John; Ben-Shlomo, Yoav; Bolam, Paul; Burn, David; Hindle, John V; Brooks, David

2013-01-01

The definition of Parkinson's disease (PD) is changing with the expansion of clinical phenomenology and improved understanding of environmental and genetic influences that impact on the pathogenesis of the disease at the cellular and molecular level. This had led to debate and discussion with as yet, no general acceptance of the direction that change should take either at the level of diagnosis or of what should and should not be sheltered under an umbrella of PD. This article is one contribution to this on-going discussion. There are two different themes running through the article--widening the definition of PD/LBD/synucleinopathies and the heterogeneity that exists within PD itself from a clinical, pathological and genetic perspective. The conclusion reached is that in the future, further diagnostic categories will need to be recognized. These are likely to include--Parkinson's syndrome, Parkinson's syndrome likely to be Lewy body PD, clinical PD (defined by QSBB criteria), Lewy body disease (PD, LBD, REM SBD) and synucleinopathies (including LBD, MSA).

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…

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.

The case of Vipul Bhrigu and the federal definition of research misconduct.

PubMed

Rasmussen, Lisa M

2014-06-01

The Office of Research Integrity found in 2011 that Vipul Bhrigu, a postdoctoral researcher who sabotaged a colleague's research materials, was guilty of misconduct. However, I argue that this judgment is ill-considered and sets a problematic precedent for future cases. I first discuss the current federal definition of research misconduct and representative cases of research misconduct. Then, because this case recalls a debate from the 1990s over what the definition of "research misconduct" ought to be, I briefly recapitulate that history and reconsider the Bhrigu case in light of that history and in comparison to other cases involving tampering. Finally, I consider what the aim of a definition of research misconduct ought to be, and argue that the precedent set by the reasoning in this case is problematic.

Perceptions and practices of student binge drinking: an observational study of residential college students.

PubMed

Clinkinbeard, Samantha S; Johnson, Michael A

2013-01-01

Professionals have debated the use of the term binge drinking over the past couple of decades, yet little attention has been paid to college student perceptions. We explored how students at one university qualitatively defined binge drinking; whether their own definitions coincided with those adopted by researchers; and whether students' own definitions varied according to their behavior. The most common definition provided by students included a description of the consumption of a large, non-specific, amount of alcohol. Only half of the students who, by standard definition, participated in binge drinking in the previous 30 days actually identified their behavior as such. Finally, binge drinkers were more likely to define binge drinking in an extreme manner such that it results in vomiting or blacking out.

Minimum Competency Testing (MCT). Some Remarks.

ERIC Educational Resources Information Center

Howell, John F.

The effort to institute minimum competency testing (MCT) is nearly universal despite the need to debate its basic definitions, implications, and consequences beforehand. There are seven distinct reasons for the MCT movement: (1) legislative zeal; (2) unfavorable allegations by local and national press; (3) economic accountability; (4) the…

Precision about the automatic emotional brain.

PubMed

Vuilleumier, Patrik

2015-01-01

The question of automaticity in emotion processing has been debated under different perspectives in recent years. Satisfying answers to this issue will require a better definition of automaticity in terms of relevant behavioral phenomena, ecological conditions of occurrence, and a more precise mechanistic account of the underlying neural circuits.

Another Look: The Process Approach to Composition Instruction.

ERIC Educational Resources Information Center

Pollard, Rita H.

1991-01-01

Responds to Thomas Devine's indictment of the process approach to writing instruction, arguing that teaching practices reflecting misapplication of research are often wrongly labeled the process approach and a more precise definition of the process approach should inform debates over its value. Questions Devine's conclusions. (DMM)

Reporting Systems for Sustainability: What Are They Measuring?

ERIC Educational Resources Information Center

Davidson, Kathryn M.

2011-01-01

The dominance of the neoliberal discourse in the sustainability debate has tended to privilege the economy over environment and social dimensions with implications for what is measured by sustainability monitoring systems. Moreover, systems to measure sustainability, including those influenced by neoliberal discourse, lack robust definitions and…

Meanings & motives. Experts debating tobacco addiction.

PubMed

Mars, Sarah G; Ling, Pamela M

2008-10-01

Over the last 50 years, tobacco has been excluded from and then included in the category of addictive substances. We investigated influences on these opposing definitions and their application in expert witness testimony in litigation in the 1990s and 2000s. A scientist with ties to the tobacco industry influenced the selection of a definition of addiction that led to the classification of tobacco as a "habituation" in the 1964 Surgeon General's Advisory Committee report. Tobacco was later defined as addictive in the 1988 surgeon general's report. Expert witnesses for tobacco companies used the 1964 report's definition until Philip Morris Tobacco Company publicly changed its position in 1997 to agree that nicotine was addictive. Expert witnesses for plaintiffs suing the tobacco industry used the 1988 report's definition, arguing that new definitions were superior because of scientific advance. Both sides viewed addiction as an objective entity that could be defined more or less accurately.

MEANINGS & MOTIVES Experts Debating Tobacco Addiction

PubMed Central

Mars, Sarah G.

2008-01-01

Over the last 50 years, tobacco has been excluded from and then included in the category of addictive substances. We investigated influences on these opposing definitions and their application in expert witness testimony in litigation in the 1990s and 2000s. A scientist with ties to the tobacco industry influenced the selection of a definition of addiction that led to the classification of tobacco as a “habituation” in the 1964 Surgeon General's Advisory Committee report. Tobacco was later defined as addictive in the 1988 surgeon general's report. Expert witnesses for tobacco companies used the 1964 report's definition until Philip Morris Tobacco Company publicly changed its position in 1997 to agree that nicotine was addictive. Expert witnesses for plaintiffs suing the tobacco industry used the 1988 report's definition, arguing that new definitions were superior because of scientific advance. Both sides viewed addiction as an objective entity that could be defined more or less accurately. PMID:18703459

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)

Tackling misconceptions in geometrical optics

NASA Astrophysics Data System (ADS)

Ceuppens, S.; Deprez, J.; Dehaene, W.; De Cock, M.

2018-07-01

To improve the teaching and learning materials for a curriculum it is important to incorporate the findings from educational research. In light of this, we present creative exercises and experiments to elicit, confront and resolve misconceptions in geometrical optics. Since ray diagrams can be both the cause and the solution for many misconceptions we focus strongly on improving understanding of this tool to solve and understand optical phenomena. Through a combination of a conceptual understanding programme (CUP) and provocative exercises with ray diagrams we aim to elicit conceptual or cognitive conflict and exploit this to tackle misconceptions and increase students’ conceptual understanding through inquiry. We describe exercises for image formation by a plane mirror, image formation by a convex lens and indirect and direct observation of a real image formed by a convex lens as examples of our approach.

On the Definition of Aberration

NASA Astrophysics Data System (ADS)

Xu, Minghui; Wang, Guangli

2014-12-01

There was a groundbreaking step in the history of astronomy in 1728 when the effect of aberration was discovered by James Bradley (1693-1762). Recently, the solar acceleration, due to the variations in the aberrational effect of extragalactic sources caused by it, has been determined from VLBI observations with an uncertainty of about 0.5 mm{\\cdot}{s^{-1}}{\\cdot}{yr^{-1}} level. As a basic concept in astrometry with a nearly 300-year history, the definition of aberration, however, is still equivocal and discordant in the literature. It has been under continuing debate whether it depends on the relative motion between the observer and the observed source or only on the motion of the observer with respect to the frame of reference. In this paper, we will review the debate and the inconsistency in the definition of the aberration since the last century, and then discuss its definition in detail, which involves the discussions on the planetary aberration, the stellar aberration, the proper motion of an object during the travel time of light from the object to the observer, and the way of selecting the reference frame to express and distinguish the motions of the source and the observer. The aberration is essentially caused by the transformation between coordinate systems, and consequently quantified by the velocity of the observer with respect to the selected reference frame, independent of the motion of the source. Obviously, this nature is totally different from that of the definition given by the IAU WG NFA (Capitaine, 2007) in 2006, which is stated as, ``the apparent angular displacement of the observed position of a celestial object from its geometric position, caused by the finite velocity of light in combination with the motions of the observer and of the observed object.''

Does Conceptual Understanding of Limit Partially Lead Students to Misconceptions?

NASA Astrophysics Data System (ADS)

Mulyono, B.; Hapizah

2017-09-01

This article talks about the result of preliminary research of my dissertation, which will investigate student’s retention of conceptual understanding. In my preliminary research, I surveyed 73 students of mathematics education program by giving some questions to test their retention of conceptual understanding of limits. Based on the results of analyzing of students’ answers I conclude that most of the students have problems with their retention of conceptual understanding and they also have misconception of limits. The first misconception I identified is that students always used the substitution method to determine a limit of a function at a point, but they did not check whether the function is continue or not at the point. It means that they only use the substitution theorem partially, because they do not consider that the substitution theorem \\mathop{{lim}}\\limits\\text{x\\to \\text{c}}f(x)=f(c) works only if f(x) is defined at χ = c. The other misconception identified is that some students always think there must be available of variables χ in a function to determine the limit of the function. I conjecture that conceptual understanding of limit partially leads students to misconceptions.

Supporting the learning of Newton's laws with graphical data

NASA Astrophysics Data System (ADS)

Piggott, David

Teaching physics provides the opportunity for a very unique interaction between students and instructor that is not found in chemistry or biology. Physics has a heavy emphasis on trying to alter students' misconceptions about how things work in the real word. In chemistry and microbiology this is not an issue because the topics of discussion in those classes are a new experience for the students. In the case of physics the students have everyday experience with the different concepts discussed. This causes the students to build incorrect mental models explaining how different things work. In order to correct these mental models physics teachers must first get the students to vocalize these misconceptions. Then the teacher must confront the students with an example that exposes the false nature of their model. Finally, the teacher must help the student resolve these discrepancies and form the correct model. This study attempts to resolve these discrepancies by giving the students concrete evidence via graphs of Newton's laws. The results reported here indicate that this method of eliciting the misconception, confronting the misconception, and resolving the misconception is successful with Newton's third law, but only marginally successful for first and second laws.

Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards

PubMed Central

Sadler, Philip M.; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K–8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students’ performance and to have a high level of awareness of the particular misconceptions that their students hold on the K–4 standards, but a low level of awareness of misconceptions related to the 5–8 standards. PMID:24006402

Impact of Learning Model Based on Cognitive Conflict toward Student’s Conceptual Understanding

NASA Astrophysics Data System (ADS)

Mufit, F.; Festiyed, F.; Fauzan, A.; Lufri, L.

2018-04-01

The problems that often occur in the learning of physics is a matter of misconception and low understanding of the concept. Misconceptions do not only happen to students, but also happen to college students and teachers. The existing learning model has not had much impact on improving conceptual understanding and remedial efforts of student misconception. This study aims to see the impact of cognitive-based learning model in improving conceptual understanding and remediating student misconceptions. The research method used is Design / Develop Research. The product developed is a cognitive conflict-based learning model along with its components. This article reports on product design results, validity tests, and practicality test. The study resulted in the design of cognitive conflict-based learning model with 4 learning syntaxes, namely (1) preconception activation, (2) presentation of cognitive conflict, (3) discovery of concepts & equations, (4) Reflection. The results of validity tests by some experts on aspects of content, didactic, appearance or language, indicate very valid criteria. Product trial results also show a very practical product to use. Based on pretest and posttest results, cognitive conflict-based learning models have a good impact on improving conceptual understanding and remediating misconceptions, especially in high-ability students.

Assessing the life science knowledge of students and teachers represented by the K-8 national science standards.

PubMed

Sadler, Philip M; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students' performance and to have a high level of awareness of the particular misconceptions that their students hold on the K-4 standards, but a low level of awareness of misconceptions related to the 5-8 standards.

Childhood Obesity: Common Misconceptions

MedlinePlus

... Issues Listen Español Text Size Email Print Share Childhood Obesity: Common Misconceptions Page Content Article Body Everyone, it ... for less than 1% of the cases of childhood obesity. Yes, hypothyroidism (a deficit in thyroid secretion) and ...

[Were the Turks in the 18th century variolated against smallpox? the analysis of a typical example of misconception in medical cross-cultural transmission].

PubMed

Grant, Alicia

2009-07-01

There has been a continuing misconception for almost three centuries since the transmission of variolation from Turkey (actually the Ottoman Empire) to England that this was a practice of the Turkish Muslims. There are many sources of cogent evidence that variolation in the 18th century in the Ottoman Empire was opposed by Muslims due to their religious beliefs. This article uses cultural anthropology in its analysis of the reasons for the misconception.

Examining School Psychologists' Perspectives about Specific Learning Disabilities: Implications for Practice

ERIC Educational Resources Information Center

Cottrell, Joseph M.; Barrett, Courtenay A.

2017-01-01

Debate regarding the causes of specific learning disabilities (SLDs), precise definitions of SLDs, and the most effective identification methods has persisted for over 50 years. Two prominent schools of thought regarding SLDs exist: (1) biological perspectives and (2) environmental perspectives. Three identification methods are outlined in the…

Approaching Common Ground: Defining Quality in Online Education

ERIC Educational Resources Information Center

Mitchell, Regina L. Garza

2010-01-01

The notion of quality in regard to teaching and learning has always been highly debatable. Is it best measured by qualitative or quantitative measures? Summative or formative assessments? Comparative or independent studies? As someone deeply involved with online education for many years, the author continues to seek definitive answers. During her…

Citizenship Education Reconsidered in the Era of Democratic Transition

ERIC Educational Resources Information Center

Drissi, Sihem

2014-01-01

This article suggests that citizenship education is essential to establish a culture of democratic practices and national commitment in Tunisia. The growing demands for and debates about democratisation and political participation from the mass citizenry, along with an increased pressure from civil society, go beyond the legalistic definition of…

Has the Starkey Project delivered on its commitments?

Treesearch

Jack Ward Thomas; Michael J. Wisdom

2004-01-01

The Starkey Project was conceived from intense debate about how best to manage habitats and populations of mule deer (Odocoileus hemionus) and elk (Cervus elaphus) in western North America (Rowland et al. 1997). Founders of the research effort promised to provide definitive knowledge about effects of the dominant public land...

Positive Family Functioning.

ERIC Educational Resources Information Center

Sussman, Marvin B.

The persistence of the nuclear family as the primary social unit in the United States and most all other societies, especially complex ones, is a fact. Values shape the definition of family, especially the "good family," and the "great debate" of this period on family failure, family corruption and the family's near demise originates in…

Critical Information Literacy in Practice: An Interpretive Synthesis

ERIC Educational Resources Information Center

McDonough, Beth Allsopp

2014-01-01

More than two decades of debate since the Association of College and Research Libraries (ACRL) adopted the term information literacy have been marked by ongoing criticism of its associated definitions and standards. Some scholars and practitioners have argued for a critical information literacy, which applies the precepts of critical pedagogy to…

On Sentimental Education among American College Students

ERIC Educational Resources Information Center

Sabin, Portia Culver

2007-01-01

Background/Context: This study attempts to join the debate around the definition of "education" by looking at it as an ongoing, everyday social practice. It follows decades of work done on "love" in America and opens an inquiry into "friendship" as a product of situated practical action. It also challenges social…

Getting Specific about Qualitative Research Generalizability

ERIC Educational Resources Information Center

Chenail, Ronald J.

2010-01-01

The question of generalizability or the usefulness of qualitative research results beyond the confines of the primary site, sample, and study has been hotly debated by qualitative researchers for decades. When examining this question of generalization the first surprising finding is there appears to be no general consensus about the definition,…

Autistic Spectrum Disorders and Asian Children

ERIC Educational Resources Information Center

Marchant, Paul; Hussain, Anwar; Hall, Kathy

2006-01-01

This paper compares the incidence of the diagnosis of Autistic Spectrum Disorders (ASD) among White and Asian children with reference to data obtained from thirteen local education authorities (LEAs) in England. It begins by outlining some of the theoretical debates associated with the definition, diagnosis and prevalence of ASD. The empirical…

Distance Education as Communication Process: Transmission vs. Dialogue in Higher Education.

ERIC Educational Resources Information Center

Richter, Christopher; And Others

This paper presents a communication perspective on the areas of definition, philosophy, pedagogy, and evaluation in distance education. Much of the debate in these areas centers around concern with autonomy and control, the purpose of education, and especially transmissional vs. dialogical conceptualizations of the educational process. These…

"Just Plain Murder": Public Debate and Corporate Diplomacy in Donora's Fight for Clean Air

ERIC Educational Resources Information Center

Schroeder, Gabe

2011-01-01

One modern definition of "corporate diplomacy" states "executives engage in the private sector version of international diplomacy... advancing their objectives through interactions with the leaders of other corporations, governments, analysts, the media and interest groups." The smog in Donora, Pennsylvania, brought the…

Applying systems biology to biomedical research and health care: a précising definition of systems medicine.

PubMed

Schleidgen, Sebastian; Fernau, Sandra; Fleischer, Henrike; Schickhardt, Christoph; Oßa, Ann-Kristin; Winkler, Eva C

2017-11-21

Systems medicine has become a key word in biomedical research. Although it is often referred to as P4-(predictive, preventive, personalized and participatory)-medicine, it still lacks a clear definition and is open to interpretation. This conceptual lack of clarity complicates the scientific and public discourse on chances, risks and limits of Systems Medicine and may lead to unfounded hopes. Against this background, our goal was to develop a sufficiently precise and widely acceptable definition of Systems Medicine. In a first step, PubMed was searched using the keyword "systems medicine". A data extraction tabloid was developed putting forward a means/ends-division. Full-texts of articles containing Systems Medicine in title or abstract were screened for definitions. Definitions were extracted; their semantic elements were assigned as either means or ends. To reduce complexity of the resulting list, summary categories were developed inductively. In a second step, we applied six criteria for adequate definitions (necessity, non-circularity, non-redundancy, consistency, non-vagueness, and coherence) to these categories to derive a so-called précising definition of Systems Medicine. We identified 185 articles containing the term Systems Medicine in title or abstract. 67 contained at least one definition of Systems Medicine. In 98 definitions, we found 114 means and 132 ends. From these we derived the précising definition: Systems Medicine is an approach seeking to improve medical research (i.e. the understanding of complex processes occurring in diseases, pathologies and health states as well as innovative approaches to drug discovery) and health care (i.e. prevention, prediction, diagnosis and treatment) through stratification by means of Systems Biology (i.e. data integration, modeling, experimentation and bioinformatics). Our study also revealed the visionary character of Systems Medicine. Our insights, on the one hand, allow for a realistic identification of actual ethical as well as legal issues arising in the context of Systems Medicine and, in consequence, for a realistic debate of questions concerning its matter and (future) handling. On the other hand, they help avoiding unfounded hopes and unrealistic expectations. This especially holds for goals like improving patient participation which are intensely debated in the context of Systems Medicine, however not implied in the concept.

Considering the Definition of Addiction

PubMed Central

Sussman, Steve; Sussman, Alan N.

2011-01-01

The definition of addiction is explored. Elements of addiction derived from a literature search that uncovered 52 studies include: (a) engagement in the behavior to achieve appetitive effects, (b) preoccupation with the behavior, (c) temporary satiation, (d) loss of control, and (e) suffering negative consequences. Differences from compulsions are suggested. While there is some debate on what is intended by the elements of addictive behavior, we conclude that these five constituents provide a reasonable understanding of what is intended by the concept. Conceptual challenges for future research are mentioned. PMID:22073026

Definition of Barrett's esophagus dysplasia: are we speaking the same language?

PubMed

Rugge, Massimo; Pizzi, Marco; Castoro, Carlo

2015-03-01

The definition of Barrett's esophagus (BE) is still a matter of debate. The diagnostic criteria adopted around the world for both BE and BE-related pre-cancerous lesions are inconsistent, particularly between Eastern and Western pathologists. From a clinical perspective, these different clinico-biological approaches may affect how the literature is interpreted, with detrimental effects on the clinical management of patients. The present review focuses on the major discrepancies in the field, covering both the non-neoplastic and the pre-cancerous lesions associated with Barrett's disease.

Are greenhouse gas emissions from international shipping a type of marine pollution?

PubMed

Shi, Yubing

2016-12-15

Whether greenhouse gas emissions from international shipping are a type of marine pollution is a controversial issue and is currently open to debate. This article examines the current treaty definitions of marine pollution, and applies them to greenhouse gas emissions from ships. Based on the legal analysis of treaty definitions and relevant international and national regulation on this issue, this article asserts that greenhouse gas emissions from international shipping are a type of 'conditional' marine pollution. Copyright © 2016 Elsevier Ltd. All rights reserved.

[Research progress on the clinical value of Ki-67 in breast cancer and its cut-off definition].

PubMed

Chen, Qing; Wu, Kejin

2015-08-01

Ki-67 has an important application value in clinical practice. However, it is still a little tough in clinical application because of the debate on the cut-off definition of Ki-67 index. This review summarizes most studies on the prognostic and predictive value of Ki-67, analyzes the reasons for the discrepancies among the studies cited, and presents the necessity and clinical significance of scientifically defining the cut-off of Ki-67 index, providing a theoretical basis for Ki-67 in clinical application.

A phenomenographical investigation of gender differences in the conceptual understanding of mechanics: Implications for classroom instruction

NASA Astrophysics Data System (ADS)

Sabin, Suzanne Sells

Using a phenomenographical approach, this study investigates the qualitatively different ways that middle school boys and girls conceptualize aspects of the relationship between force and motion. It is well documented that students enter the classroom with intuitive beliefs that are frequently inconsistent with the Newtonian concept of force. Better known as misconceptions, three such understandings were examined in this study: motion implies force; impetus dissipation; and velocity, or a change in velocity, is proportional to force. With respect to each misconception, potential gender differences in comprehension were examined by monitoring student thinking during the learning process. To gain insight into the prior knowledge of the learner, selected items from the FCI were administered. These conceptions were then compared with the student's qualitative understanding of each physics principle following classroom instruction thereby characterizing the degree of conceptual change exhibited by the learner. After documenting the student's understanding of a given topic, his or her ability to apply these concepts was explored. Not only were students found to harbor misconceptions that served as obstacles to the learning process, these beliefs proved highly contextual and inconsistently applied. Some misconceptions were more prevalent than others. In addition, students who responded with a given misconception in one context often failed to apply the same belief in a different setting. While this pattern of variability was characteristic of all comparison groups, females were generally more likely to continue employing the motion implies force and impetus dissipation misconceptions following instruction. Perhaps more important than any gender specific trend in student thinking, is the number of individuals who continued to apply misconceptions following instruction. The persistence of the learner's intuitive beliefs has serious implications. More work is needed to establish instructional strategies that promote conceptual change. In addition, the gender differences identified in this study warrant further investigation.

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 19 states.

Effectiveness of an Educational Intervention on Reducing Misconceptions Among Ethnic Minorities With Complicated Mild to Severe Traumatic Brain Injury

PubMed Central

Pappadis, Monique R.; Sander, Angelle M.; Łukaszewska, Beata; Struchen, Margaret A.; Leung, Patrick; Smith, Dennis W.

2018-01-01

Objective To evaluate the effectiveness of an educational intervention designed to reduce traumatic brain injury (TBI)–related misconceptions among blacks and Latinos with complicated mild to severe TBI. Design Randomized controlled trial with masked 1-month follow-up. Setting Community. Participants Persons (N = 52) with complicated mild to severe TBI (mean best day 1 Glasgow Coma Scale score, 11.27±3.89) were randomly recruited from 141 eligible participants (mean age, 37.71±13.88y; age range, 19–66y; mean months postinjury, 24.69±11.50); 25 participants (48.1%) of participants were black and 27 (51.9%) were Hispanic/Latino. Of the Hispanic/Latino participants, 18 (66.7%) were non-U.S. born and 12 (44.4%) spoke Spanish as their primary language. Twenty-seven individuals were randomized to the educational intervention group and 25 were randomized to the wait-list control group. Interventions Single-session educational intervention with written materials provided in English or Spanish. Main Outcome Measures Forty-item Common Misconceptions about Traumatic Brain Injury Questionnaire administered at baseline and 1-month follow-up. Results After controlling for ethnic and language differences, a significant between-group main effect (P = .010) and a significant time-group interaction for the Common Misconceptions about Traumatic Brain Injury Questionnaire were noted (Wilks Λ = .89; F1,46 = 6.00; P = .02). The intervention group showed a decrease in TBI misconception percentages, whereas the wait-list control group maintained similar percentages. At 1-month follow-up, the wait-list control group reported more misconceptions than did the intervention group (P = .019). Conclusions An educational intervention developed to address the recovery process, common symptoms, and ways to handle the symptoms provides promise as a tool to decrease TBI misconceptions among persons from ethnically and educationally diverse backgrounds. The effects of therapist characteristics and the client-therapist relation on outcomes should be further explored. PMID:28007444

Turning Misinformation into Climate Change Education

NASA Astrophysics Data System (ADS)

Borah, N.; Cook, J.

2017-12-01

Misinformation reduces science literacy and interferes with new learning. This undermines the application of science to understanding and addressing important societal issues. Intentional misinformation and fake news is of growing concern to the scientists, educators and policymakers. Specifically, misinformation about human-caused climate change has become prominent in recent times creating confusion among the public. Hence, interventions that inoculate people against climate change misinformation are very much necessary. One of the most promising applications of inoculation is in the classroom, using a teaching approach known as misconception-based learning. This involves explaining scientific concepts while directly refuting related misconceptions. Misconception-based learning is a powerful way to neutralize the influence of climate change misinformation by increasing both science literacy and critical thinking skills. Students do not possess as many erroneous preconceptions about climate change relative to adults and hence correcting such misconceptions among students is more effective using this teaching approach. The misconception-based teaching approach has a number of benefits. It results in greater and longer-lasting learning gains relative to standard lessons. It equips students with the tools and knowledge to distinguish between facts and myths and increases confidence to engage in constructive discussion with family and friends about climate change. Further, research has shown that students have an effect on parents' environmental attitudes and behavior. Consequently, misconception-based learning presents the opportunity to reach the adult community through the students. We have developed a high school climate change curriculum based on the misconception-based learning framework. Our intent is to run a pilot project that tests the impact of this curriculum on students' climate perceptions, and any second-order influence on their parents. This research project will establish the effectiveness of this teaching approach in raising climate literacy, neutralizing the influence of misinformation, and equipping students with the tools and confidence to converse with their friends and family about climate change.

Belief versus acceptance: why do people not believe in evolution?

PubMed

Williams, James D

2009-11-01

Despite being an established and accepted scientific theory for 150 years, repeated public polls show that evolution is not believed by large numbers of people. This essay examines why people do not accept evolution and argues that its poor representation in some science textbooks allows misconceptions, established and reinforced in early childhood, to take hold. There is also a lack of up-to-date examples of evidence for evolution in school textbooks. Poor understanding by science graduates and teachers of the nature of science and incorrect definitions by them of key terminology, serve only to undermine efforts to improve public understanding of evolution. This paper has several recommendations, including the introduction of evolution to primary age children and a call to bring evolution back as the central tenet of biology.

Mental disorders stigma in the media: review of studies on production, content, and influences.

PubMed

Klin, Anat; Lemish, Dafna

2008-01-01

This article analyzes two decades of research regarding the mass media's role in shaping, perpetuating, and reducing the stigma of mental illness. It concentrates on three broad areas common in media inquiry: production, representation, and audiences. The analysis reveals that descriptions of mental illness and the mentally ill are distorted due to inaccuracies, exaggerations, or misinformation. The ill are presented not only as peculiar and different, but also as dangerous. Thus, the media perpetuate misconceptions and stigma. Especially prominent is the absence of agreed-upon definitions of "mental illness," as well as the lack of research on the inter-relationships in audience studies between portrayals in the media and social perceptions. The analysis concludes with suggestions for further research on mass media's inter-relationships with mental illness.

Meaningful main effects or intriguing interactions? Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics

NASA Astrophysics Data System (ADS)

Franco, Gina M.

The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing and conceptual change when learning about physics concepts through text. Specifically, I manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals' epistemic beliefs to facilitate or constrain learning. In accordance with definitions from Royce's (1983) framework of psychological epistemology, texts were developed to present Newtonian concepts in either a rational or a metaphorical format. Seventy-five undergraduate students completed questionnaires designed to measure their epistemic beliefs and their misconceptions about Newton's laws of motion. Participants then read the first of two instructional texts (in either a rational or metaphorical format), and were asked to think aloud while reading. After reading the text, participants completed a recall task and a post-test of selected items regarding Newtonian concepts. These steps were repeated with a second instructional text (in either a rational or metaphorical format, depending on which format was assigned previously). Participants' think-aloud sessions were audio-recorded, transcribed, and then blindly coded, and their recalls were scored for total number of correctly recalled ideas from the text. Changes in misconceptions were analyzed by examining changes in participants' responses to selected questions about Newtonian concepts from pretest to posttest. Results revealed that when individuals' epistemic beliefs were congruent with the knowledge representations in their assigned texts, they performed better on both online measures of learning (e.g., use of processing strategies) and offline products of learning (e.g., text recall, changes in misconceptions) than when their epistemic beliefs were incongruent with the knowledge representations. These results have implications for how researchers conceptualize epistemic beliefs and are in line with contemporary views regarding the context sensitivity of individuals' epistemic beliefs. Moreover, the findings from this study not only support current theory about the dynamic and interactive nature of conceptual change, but also advance empirical work in this area by identifying knowledge representations as a text characteristic that may play an important role in the change process.

Unraveling Students' Misconceptions about the Earth's Shape and Gravity.

ERIC Educational Resources Information Center

Sneider, Cary I.; Ohadi, Mark M.

1998-01-01

Presents a study designed to test the effectiveness of a constructivist-historical teaching strategy in changing students' misconceptions about the earth's shape and gravity at the upper elementary and middle school levels. Contains 27 references. (DDR)

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)

Conceptual Considerations in Molecular Science

ERIC Educational Resources Information Center

Sawyer, Donald T.

2005-01-01

There are significant misconceptions within the chemical community and molecular science, particularly in the undergraduate curriculum and the associated textbooks. Some of the misconceptions are described, which give poor basis to understand molecular bonding and structure, and reaction mechanisms.

Student Misconceptions About Astronomy and the Best Order of Teaching Astronomical Concepts

NASA Astrophysics Data System (ADS)

Favia, Andrej; Comins, N. F.; Thorpe, G.

2013-01-01

My (Andrej Favia) Ph.D. thesis involves quantifying the "difficulty" of unlearning common astronomy misconceptions. I do this by applying factor analysis and Item Response Theory (IRT) to a retrospective inventory of when, or if, college students dispelled the misconceptions under consideration. Our inventory covers 235 misconceptions identified over the span of 10 years of teaching the college astronomy lecture course at the Universe of Maine by NFC. The analysis yields logical groupings of topics (e.g., teach one planet at a time rather than use comparative planetology) and the "order of difficulty" of the associated topics. We have results for about one fourth of the inventory, and our results show that there are concepts of different difficulties, which suggest that they should be presented in different orders. We also find that the order of teaching concepts is sometimes different for high school and college level courses.

Misconceptions Are “So Yesterday!”

PubMed Central

Maskiewicz, April Cordero; Lineback, Jennifer Evarts

2013-01-01

At the close of the Society for the Advancement of Biology Education Research conference in July 2012, one of the organizers made the comment: “Misconceptions are so yesterday.” Within the community of learning sciences, misconceptions are yesterday's news, because the term has been aligned with eradication and/or replacement of conceptions, and our knowledge about how people learn has progressed past this idea. This essay provides an overview of the discussion within the learning sciences community surrounding the term “misconceptions” and how the education community's thinking has evolved with respect to students’ conceptions. Using examples of students’ incorrect ideas about evolution and ecology, we show that students’ naïve ideas can provide the resources from which to build scientific understanding. We conclude by advocating that biology education researchers use one or more appropriate alternatives in place of the term misconception whenever possible. PMID:24006383

Myths and misconceptions about abortion among marginalized underserved community.

PubMed

Thapa, K; Karki, Y; Bista, K P

2009-01-01

Unsafe abortion remains a huge problem in Nepal even after legalization of abortion. Various myths and misconceptions persist which prompt women towards unsafe abortive practices. A qualitative study was conducted among different groups of women using focus group discussions and in depth interviews. Perception and understanding of the participants on abortion, methods and place of abortion were evaluated. A number of misconceptions were prevalent like drinking vegetable and herbal juices, and applying hot pot over the abdomen could abort pregnancy. However, many participants also believed that health care providers should be consulted for abortion. Although majority of the women knew that they should seek medical aid for abortion, they were still possessed with various misconceptions. Merely legalizing abortion services is not enough to reduce the burden of unsafe abortion. Focus has to be given on creating awareness and proper advocacy in this issue.

[Body, rights and comprehensive health: Analysis of the parliamentary debates on the Gender Identity and Assisted Fertilization Laws (Argentina, 2011-2013)].

PubMed

Farji Neer, Anahí

2015-09-01

In this paper we present an analysis of the parliamentary debates of the Gender Identity Law (No. 26743) and the Assisted Fertilization Law (No. 26862) carried out in the Argentine National Congress between 2011 and 2013. Using a qualitative content analysis technique, the stenographic records of the debates were analyzed to explore the following questions: How was the public problem to which each law responds characterized? How was the mission of each law conceptualized? To what extent did those definitions call into question ideas of health and illness, in including in the public health system coverage for certain medical treatments of body optimization or modification? In the process of sanctioning both laws, the concepts of health and disease were put into dispute as moral categories. In this context, an expanded concept of comprehensive health arose, in which desires regarding reproduction and the body were included.

Towards a just, courageous, and honest resolution of the futility debate.

PubMed

Tong, R

1995-04-01

This essay discusses the history of the "futility debate" and the motives that sometimes prompt health care professionals, health care providers, patients, and surrogates to take different sides in it. Changes in the health care system, financial responsibility shifts, technical medical advances, and medical care rationing are analyzed as contributors to the futility debate. So too are variations in the definition of futility examined as part of the current controversy. The respective attitudes of professionals, providers, patients, and surrogates in accepting the goals, capabilities, and limits of medicine are also explored. In particular, the lack of honest communication between health care professionals/health care providers on the one hand and patients/surrogates on the other is acknowledged as a major roadblock in the building of care-focused futility policies. Finally, various initial attempts of hospitals to create futility guidelines are evaluated in order to detect problem areas and to suggest lines of improvement.

How absolute is zero? An evaluation of historical and current definitions of malaria elimination.

PubMed

Cohen, Justin M; Moonen, Bruno; Snow, Robert W; Smith, David L

2010-07-22

Decisions to eliminate malaria from all or part of a country involve a complex set of factors, and this complexity is compounded by ambiguity surrounding some of the key terminology, most notably "control" and "elimination." It is impossible to forecast resource and operational requirements accurately if endpoints have not been defined clearly, yet even during the Global Malaria Eradication Program, debate raged over the precise definition of "eradication." Analogous deliberations regarding the meaning of "elimination" and "control" are basically nonexistent today despite these terms' core importance to programme planning. To advance the contemporary debate about these issues, this paper presents a historical review of commonly used terms, including control, elimination, and eradication, to help contextualize current understanding of these concepts. The review has been supported by analysis of the underlying mathematical concepts on which these definitions are based through simple branching process models that describe the proliferation of malaria cases following importation. Through this analysis, the importance of pragmatic definitions that are useful for providing malaria control and elimination programmes with a practical set of strategic milestones is emphasized, and it is argued that current conceptions of elimination in particular fail to achieve these requirements. To provide all countries with precise targets, new conceptual definitions are suggested to more precisely describe the old goals of "control" - here more exactly named "controlled low-endemic malaria" - and "elimination." Additionally, it is argued that a third state, called "controlled non-endemic malaria," is required to describe the epidemiological condition in which endemic transmission has been interrupted, but malaria resulting from onwards transmission from imported infections continues to occur at a sufficiently high level that elimination has not been achieved. Finally, guidelines are discussed for deriving the separate operational definitions and metrics that will be required to make these concepts relevant, measurable, and achievable for a particular environment.

Better Categorizing Misconceptions Using a Contemporary Cognitive Science Lens

NASA Astrophysics Data System (ADS)

Slater, S. J.; Slater, T. F.

2013-12-01

Much of the last three decades of discipline-based education research in the geosciences has focused on the important work of identifying the range and domain of misconceptions students bring into undergraduate science survey courses. Pinpointing students' prior knowledge is a cornerstone for developing constructivist approaches and learning environments for effective teaching. At the same time, the development of a robust a priori formula for professors to use in mitigating students' misconceptions remains elusive. An analysis of the literature and our own research has persuaded researchers at the CAPER Center for Astronomy & Physics Education Research to put forth a model that will allow professors to operate on students' various learning difficulties in a more productive manner. Previously, much of the field's work binned erroneous student thinking into a single construct, and from that basis, curriculum developers and instructors addressed student misconceptions with a single instructional strategy. In contrast, we propose a model based on the notion that 'misconceptions' are a mixture of at least four learning barriers: incorrect factual information, inappropriately applied mental algorithms (phenomenological primitives), insufficient cognitive structures (e.g. spatial reasoning), and affective/emotional difficulties (e.g. students' spiritual commitments). In this sense, each of these different types of learning barriers would be more effectively addressed with an instructional strategy purposefully targeting these different attributes. Initial applications of this model to learning problems in geosciences have been fruitful, suggesting that an effort towards categorizing persistent learning difficulties in the geosciences beyond the single generalized category of 'misconceptions' might allow our community to more effectively design learning experiences for our students and the general public

From Exploitation to Industry: Definitions, Risks, and Consequences of Domestic Sexual Exploitation and Sex Work Among Women and Girls

PubMed Central

Gerassi, Lara

2015-01-01

In the last 15 years, terms such as prostitution, sex trafficking, sexual exploitation, modern-day slavery, and sex work have elicited much confusion and debate as to their definitions. Consequently several challenges have emerged for both law enforcement in the prosecution of criminals and practitioners in service provision. This article reviews the state of the literature with regard to domestic, sexual exploitation among women and girls in the United States and seeks to (1) provide definitions and describe the complexity of all terms relating to domestic sexual exploitation of women and girls in the United States, (2) explore available national prevalence data according to the definitions provided, and (3) review the evidence of mental health, social, and structural risk factors at the micro-, mezzo-, and macrolevels. PMID:26726289

From Exploitation to Industry: Definitions, Risks, and Consequences of Domestic Sexual Exploitation and Sex Work Among Women and Girls.

PubMed

Gerassi, Lara

In the last 15 years, terms such as prostitution, sex trafficking, sexual exploitation, modern-day slavery, and sex work have elicited much confusion and debate as to their definitions. Consequently several challenges have emerged for both law enforcement in the prosecution of criminals and practitioners in service provision. This article reviews the state of the literature with regard to domestic, sexual exploitation among women and girls in the United States and seeks to (1) provide definitions and describe the complexity of all terms relating to domestic sexual exploitation of women and girls in the United States, (2) explore available national prevalence data according to the definitions provided, and (3) review the evidence of mental health, social, and structural risk factors at the micro-, mezzo-, and macrolevels.

A New Way to Teach Introductory Electricity.

ERIC Educational Resources Information Center

Steinberg, Melvin S.

1988-01-01

Cites the misconceptions that students beginning the study of electric circuits often have about electricity. Explains the use of capacitors with circuits of batteries and light bulbs to introduce electrostatic forces and help to alleviate the problem of misconceptions. (RT)

Creating Lecture Tutorials for the Introductory Geoscience Classroom with Data Found on the Digital Library for Earth System Education (DLESE) Website

NASA Astrophysics Data System (ADS)

Kortz, K. M.; Jager, J. M.

2006-05-01

Lecture Tutorials (LTs) are short, interactive materials used during lectures that guide student learning and challenge students to think about their own misconceptions. They are designed to be used by instructors as a simple way to increase the amount of interactive learning in their classroom. We developed several geoscience LTs, using data sets found on the Digital Library for Earth System Education (DLESE) website when possible, in order to address the problems of student misconceptions and lack of appreciation of science. After a short lecture, the students were given 3 to 4 multiple choice questions about the material covered. They then worked in groups on an LT, participated in a class discussion and answered a second similar question set to test for additional learning. Based on the results of one author's students, the materials were revised and retested with the other's students. Student interviews were conducted to determine the role data sets played in changing student attitudes toward science. LTs in this study were written with two different purposes. One set focused on data interpretation and scientific methods using real-world data sets found on DLESE. We found little to no increase in pre-LT and post-LT performance on the question sets when these LTs were used. The other set of LTs specifically tackled misconceptions about a single geologic topic. Students showed a significant increase in pre-LT and post-LT learning based on the questions sets when these LTs were used. LTs that successfully decreased student misconceptions did not require the use of real-world data sets. We identified several factors influencing student performance on the pre- and post-LT questions, in addition to whether or not the LT focused on including data sets or tackling misconceptions. The distracters in the questions need to include the student misconceptions to verify the students have changed their understanding. This demonstrates a need for a large database of well-written and tested questions to use for evaluation purposes. If lectures are well-designed, effective, and address the focus of the LT, then the increase in student performance on the questions is reduced. However, students still have difficulties with not changing their previously-held conceptions which shows why the LTs are so effective when they address misconceptions - misconceptions cannot be overcome by simply listening to a lecture.

Seeking for the Definition of "Culture": Current Concerns and their Implications. A Comment on Gustav Jahoda's Article "Critical Reflections on some Recent Definitions of "Culture'"'.

PubMed

Mironenko, Irina A; Sorokin, Pavel S

2018-06-01

This article takes as a starting point the critical analysis of attempts to define "culture", offered by Jahoda in 2012. Basing on the observed proliferation of various, often contradicting, definitions of "culture" (for instance, trying to refer to its both internal and external aspects), Jahoda arrives at the conclusion that attempts to define the concept of "culture" are vain and useless and it is quite practicable simply to use the term without seeking to define it. We find it hard to agree with this statement. Elaborating on Jahoda reflections and drawing on the recent debates in social sciences, cultural studies and philosophy, we argue that seeking for the definition of culture is necessary in the context of contemporary development of social and humanitarian knowledge. Moreover, we claim that the debates about culture indicate the need for a large-scale methodological reorganization of the social and humanitarian sciences, in response to the novel ontological congruence between internal and external, the fundamental "ontological shift", "reversing the poles" of the human-related reality. The human individual becomes its core element and pivot. Other "objects", "external" in relation to the individual (for instance, social structures and institutions), undergo such massive and rapid changes that grow progressively fuzzy and sometimes even less "real", comparing to the individual. The "inner" nature of the individual also transforms: from being "subjected" to think, act and feel according to certain external conditions, an individual becomes an Actor, who is empowered to change the environment following his purposive plans, desires and visions.

How Do Students Misunderstand Number Representations?

ERIC Educational Resources Information Center

Herman, Geoffrey L.; Zilles, Craig; Loui, Michael C.

2011-01-01

We used both student interviews and diagnostic testing to reveal students' misconceptions about number representations in computing systems. This article reveals that students who have passed an undergraduate level computer organization course still possess surprising misconceptions about positional notations, two's complement representation, and…

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)

Gay priests and other bogeymen.

PubMed

Clark, Stephen J

2006-01-01

The sexual abuse of boys by priests was at the center of the 2002 scandal in the Roman Catholic Church. This scandal has resurrected the misconception that a link exists between having a homosexual orientation and being at increased risk for being a pedophile or child molester. This paper reviews and debunks the arguments in support of this misconception. Central to these arguments is what might be called the "proportionality argument": that the ratio of homosexuals to heterosexuals among child molesters is higher than the ratio of homosexuals to heterosexuals in the general population. The flaws in the proportionality argument and several other misconceptions are discussed.

Constructing and Implementing a Four Tier Test about Static Electricity to Diagnose Pre-service Elementary School Teacher’ Misconceptions

NASA Astrophysics Data System (ADS)

Hermita, N.; Suhandi, A.; Syaodih, E.; Samsudin, A.; Isjoni; Johan, H.; Rosa, F.; Setyaningsih, R.; Sapriadil; Safitri, D.

2017-09-01

We have already constructed and implemented the diagnostic test formed in the four tier test to diagnose pre-service elementary teachers’ misconceptions about static electricity. The method which is utilized in this study is 3D-1I (Define, Design, Develop and Implementation) conducted to the pre-service elementary school teachers. The number of respondents involved in the study is 78 students of PGSD FKIP Universitas Riau. The data was collected by administering diagnostic test items in the form of four tier test. The result indicates that there are several misconceptions related to static electricity concept, these include: 1) Electrostatic objects cannot attract neutral objects, 2) A neutral object is an object that does not contain an electrical charge, and 3) the magnitude of the tensile force between two charged objects depends on the size of the charge. Moreover, the research’s results establish that the diagnostic test is able to analyse number of misconceptions and classify level of understanding pre-service elementary school teachers that is scientific knowledge, misconception, lack knowledge, and error. In conclusion, the diagnostic test item in the form of four tier test has already been constructed and implemented to diagnose students’ conceptions on static electricity.

Testing biomaterials for application in artificial organs: impact of procedures, donor and patient properties.

PubMed

Vienken, Joerg

2008-12-01

Many factors can affect the characterisation of biomaterials during testing. These include drugs administered prior to testing and shear stress on blood cells induced by different blood flows and specific blood donor conditions. Some of the misconceptions in testing are described here and serve to indicate that a systems approach, and not only individual test parameters, is best when testing for biocompatibility. "Methodology is everything and the devil is in the details", remarked Paul Simmons, the current president of the International Society for Stemcell Research, in an article in Nature magazine [1]. The article refers to current problems related to the reproducibility of data in stem cell research. Reproducibility in in vitro testing is also mandatory when selecting polymers for medical device applications. Many mechanical and physical engineers are surprised when they realise the enormous standard deviations (sometimes between 50 and 100%) of data found in biological or physiological investigations of biomaterials. The reasons for this are the complexity of physiological parameters such as the nature of blood originating from a variety of donors and hour-to-hour and day-to-day physiological differences. As a consequence, standardisation is a condition sine qua non in biomaterial testing, and knowledge of possible pitfalls is absolutely necessary. Therefore ISO 10993-4, Biological Evaluation of Medical Devices, Selection of Tests for Interaction With Blood, [2] provides a practical tool, including a decision tree for use in the selection of appropriate polymers for biomaterial applications. However, the interested reader finds in Section 3.1 of ISO 10993-4 the definition of blood-device interaction: "Any interaction between blood or any component of blood and a device, resulting in effects on blood, or on any organ or tissue, or on the device". A note added to this definition further clarifies: "Such effects may or may not have clinically significant or undesirable consequences." This prompts one to ask if effects leading to undesirable consequences that are not clinically significant would be helpful to the polymer chemist. This article provides some observations and examples of the misconceptions and pitfalls that exist in testing biomaterials for biocompatibility.

Dimensions of the Feminist Research Methodology Debate: Impetus, Definitions, Dilemmas & Stances.

ERIC Educational Resources Information Center

Reinharz, Shulamit

For various well-documented reasons, the feminist social movement has been critical of academia as a worksetting and of the social sciences as a set of disciplines. For these reasons, feminists claim that the assumptions underlying several research designs and procedures are sexist. They have developed a feminist methodology to examine these…

Career Education: A Crusade for Change.

ERIC Educational Resources Information Center

Hoyt, Kenneth B.

Although initially it was wise for local, State, and national debate and action to forge a definition of career education, the time has come to identify the common threads in career education implementation in ways that are clear to the general public. The need to clarify and emphasize relationships between education and work for all persons and…

Evaluating the Differential Treatment of Emotional Disturbance and Social Maladjustment

ERIC Educational Resources Information Center

Theodore, Lea A.; Akin-Little, Angeleque; Little, Steven G.

2004-01-01

The vague and incomplete federal definition of emotional disturbance has caused a great deal of controversy and debate since the inception of Public Law 94-142. The lack of resolution among professionals attempting to elucidate the distinction between emotional disturbance and social maladjustment has resulted in continued conflict. Included in…

Leadership Strategies: Re-Conceptualising Strategy for Educational Leadership

ERIC Educational Resources Information Center

Eacott, Scott

2011-01-01

Strategy is a much debated concept in the field of educational leadership. This article draws on a variety of data from a larger research programme focused on reconceptualising strategy in the specific context of school leadership. Rather than offering a definitive voice, this article lays the foundations for further inquiry on the topic through a…

Beyond Rhetoric: A Recipe for Civil Society Action on Literacy

ERIC Educational Resources Information Center

Tanvir, Mohammad Muntasim

2007-01-01

On the eve of CONFINTEA VI, discussion and debates on promoting literacy is being revived. However, in most cases, the discussion limits itself to the definitional nuances of literacy and falls short of critiquing the global policy making inertia that violates the human rights obligations to the millions of adults remaining illiterate. This…

Language Simulations: The Blending Space for Writing and Critical Thinking

ERIC Educational Resources Information Center

Kovalik, Doina L.; Kovalik, Ludovic M.

2007-01-01

This article describes a language simulation involving six distinct phases: an in-class quick response, a card game, individual research, a classroom debate, a debriefing session, and an argumentative essay. An analysis of student artifacts--quick-response writings and final essays, respectively, both addressing the definition of liberty in a…

Consequences of No Child Left Behind on Evaluation Purpose, Design, and Impact

ERIC Educational Resources Information Center

Mabry, Linda

2008-01-01

As an outgrowth of No Child Left Behind's narrow definition of scientifically based research, the priority given to certain quantitative evaluation designs has sparked debate among those in the evaluation community. Federal mandates for particular evaluation methodologies run counter to evaluation practice and to the direction of most evaluation…

Popular Culture: Mirror of American Life. A Courses by Newspaper Reader.

ERIC Educational Resources Information Center

White, David Manning, Ed.; Pendleton, John, Ed.

The reader is one of several supplementary materials for a 15-week newspaper course about popular culture in the United States. Four major sections contain 57 readings from sources such as monographs, novels, journal articles, and research reports. The readings present research findings, personal observations, and debate over the definition and…

The Art of Saving a Failing School

ERIC Educational Resources Information Center

Stein, Les

2012-01-01

While the debate continues over whether to close failing schools or attempt fixing them, the author asserts that the solution most often lies in assigning strong leaders to them who will take definite and immediate action. Reviewing his own success turning around schools, he says creating a sense of urgency, unloading poor performing staff, and…

Ecological Congruence and the Identification of Learning Disabilities

ERIC Educational Resources Information Center

Riddle, Shayna

2017-01-01

Background: In the debate about how to evaluate students suspected of having a learning disability, the role of context in learning has been consistently minimized in the United States. Objective: This article explores the implications of the current, deficit-based approach to the definition and assessment of learning disabilities and offers a…

Computer Literacy and Empowered Learning: A Theoretical Perspective.

ERIC Educational Resources Information Center

Stevenson, Robert B.

The dual conception of literacy as functional knowledge and communication skills has provided the parameters of the debate on computer literacy, which has focussed on what type of knowledge is necessary, and what level, if any, of programming should be taught. These arguments and definitions, however, reflect a particular view of epistemology,…

Updating Rurality Index for Small Areas in Spain

ERIC Educational Resources Information Center

Prieto-Lara, Elisa; Ocana-Riola, Ricardo

2010-01-01

Nowadays, there is a wide debate about what rural means. An operational definition of rural concept is essential in order to measure health problems, optimize resource allocation and facilitate decision making aimed at closing the gap on inequity between areas. In 2005, the rurality index for Small Areas in Spain (IRAP) was developed using the…

The Arguments for and the Meaning of Quality.

ERIC Educational Resources Information Center

Thomas, Helen

2003-01-01

Explores the background to the quality debate in language education as it affects both the private and the state sector, noting similarities and differences between them. Looks at definitions of quality as they manifest themselves in schemes of quality assurance for the private language school sector, and for the state further and higher education…

Review of the Literature on Children with Special Educational Needs

ERIC Educational Resources Information Center

Alkahtani, Mohammed Ali

2016-01-01

This study outlines the literature relevant to the Cross-cultural issues and the politics of SEN and the different perspectives arising from the literature on this widely debated issue are addressed. In addition, the origin of the term "special educational needs" (SEN), its definitions and the types of special education needs are…

An Interdisciplinary Approach to Art Appreciation

ERIC Educational Resources Information Center

Law, Sophia S. M.

2010-01-01

Background: Under the challenge of many post-modern theories and critics on art and art history, the boundaries and definition of art has becoming more diverse. Conventional art appreciation no longer covers all the debates and issues arising from the complex meaning of art in the modern world. Art education today must widen students' vision of…

Different Rights, Different Perspectives: Observations on the Same-Sex Marriage Debate.

ERIC Educational Resources Information Center

Howard, J. Paul R.

2003-01-01

The Ontario and British Columbia courts of appeal have held that the restriction of marriage to heterosexuals is unconstitutional. Opposing views in same-sex marriage litigation arise from different definitions of "marriage." Proposed federal legislation would legalize same-sex marriage but not resolve the larger, underlying issue of how…

Developing High-Quality Assessments that Align with Instructional Video Games. CRESST Report 774

ERIC Educational Resources Information Center

Vendlinski, Terry P.; Delacruz, Girlie C.; Buschang, Rebecca E.; Chung, Gregory K. W. K.; Baker, Eva L.

2010-01-01

The evaluation of educational interventions requires assessments that consistently (reliably) produce data from which accurate (valid) inferences about the test subjects can be made for some stated purpose. Despite codified definitions of all these terms, there remains vibrant debate about the assessment design process and how measures of…

Following Phaedrus: Alternate Choices in Surmounting the Reliability/Validity Dilemma

ERIC Educational Resources Information Center

Slomp, David H.; Fuite, Jim

2004-01-01

Specialists in the field of large-scale, high-stakes writing assessment have, over the last forty years alternately discussed the issue of maximizing either reliability or validity in test design. Factors complicating the debate--such as Messick's (1989) expanded definition of validity, and the ethical implications of testing--are explored. An…

Who Matters to Universities? A Stakeholder Perspective on Humanities, Arts and Social Sciences Valorisation

ERIC Educational Resources Information Center

Benneworth, Paul; Jongbloed, Ben W.

2010-01-01

Valorisation is at the centre of many debates on the future of academic research. But valorisation has largely become narrowly understood in terms of universities' economic contributions through patenting, licensing, spin-off formation and technology transfer. This emergent restrictive definition of universities' societal impacts is a worrying…

Rewarding Teachers: Issues and Incentives.

ERIC Educational Resources Information Center

Newcombe, Ellen

This paper discusses some of the issues behind the current debate on merit pay for teachers. A brief history is presented of performance-based compensation systems. The difficulties in arriving at a consensus on a valid definition of merit pay are pointed out, and examples are presented of various merit plans, such as master teaching plans, career…

Intercultural Competence: The Status and Future of a Controversial Concept

ERIC Educational Resources Information Center

Rathje, Stefanie

2007-01-01

The paper reviews the current state of research into the long-disputed concept of intercultural competence by evaluating its varying definitions in German debates. The superficial clarity of the concept is unmasked to reveal fundamental differences in the answers given to questions like: what is the goal of intercultural competence; is…

Semantic Abilities in Children with Pragmatic Language Impairment: The Case of Picture Naming Skills

ERIC Educational Resources Information Center

Ketelaars, Mieke Pauline; Hermans, Suzanne Irene Alphonsus; Cuperus, Juliane; Jansonius, Kino; Verhoeven, Ludo

2011-01-01

Purpose: The semantic abilities of children with pragmatic language impairment (PLI) are subject to debate. The authors investigated picture naming and definition skills in 5-year-olds with PLI in comparison to typically developing children. Method: 84 children with PLI and 80 age-matched typically developing children completed receptive…

The Bradley Challenge: A Sea Change for Australian Universities?

ERIC Educational Resources Information Center

Putnam, Thomas; Gill, Judith

2011-01-01

This paper begins with a focus on the problematic nature of one key term in the Bradley Report. "Socioeconomic status," or SES as commonly used, lacks clear definition leading to ongoing debates about its measurement. A working consensus on SES and its measurement is necessary for the report's recommendations to proceed effectively. Next…

Epistemological Dialogue of Validity: Building Validity in Educational and Social Research

ERIC Educational Resources Information Center

Cakir, Mustafa

2012-01-01

The notion of validity in the social sciences is evolving and is influenced by philosophy of science, critiques of objectivity, and epistemological debates. Methodology for validation of the knowledge claims is diverse across different philosophies of science. In other words, definition and the way to establish of validity have evolved as…

Definitions, Discourses and Dilemmas: Policy and Academic Engagement with the Sexualisation of Popular Culture

ERIC Educational Resources Information Center

Coy, Maddy; Garner, Maria

2012-01-01

While debates around sexualisation are underway in academic, policy, practitioner and popular contexts, there are tensions as well as connections across and within these arenas. This article traces the origins of policymakers' engagement with sexualisation and reflects on the conclusions from the recent reviews commissioned by the current and…

Instruction in News Reporting as Community-Focused Journalism.

ERIC Educational Resources Information Center

Dardenne, Robert; Killenberg, G. Michael

1997-01-01

Describes a course in public journalism which emphasizes ways of reporting on the lives of ordinary citizens so that news becomes more relevant and useful to the whole community. States that the "Public Life" course seeks a broader understanding of community life; considers, debates, and tests definitions of news; and reexamines beat…

A Primer on Persistent Postconcussion Symptoms

ERIC Educational Resources Information Center

Jantz, Paul B.

2015-01-01

The existence of persistent postconcussion symptoms (PPCS) is controversial, and there is ongoing debate as to whether the etiology of PPCS is psychogenic or physiogenic. In addition, there is a lack of agreement on diagnostic definitions of mild traumatic brain injury (mTBI) and concussion and the terms are used interchangeably in the research…

Parkinson’s Disease – the Debate on the Clinical Phenomenology, Aetiology, Pathology and Pathogenesis

PubMed Central

Jenner, Peter; Morris, Huw R.; Robbins, Trevor W.; Goedert, Michel; Hardy, John; Ben-Shlomo, Yoav; Bolam, Paul; Burn, David; Hindle, John V.; Brooks, David

2014-01-01

The definition of Parkinson’s disease (PD) is changing with the expansion of clinical phenomenology and improved understanding of environmental and genetic influences that impact on the pathogenesis of the disease at the cellular and molecular level. This had led to debate and discussion with as yet, no general acceptance of the direction that change should take either at the level of diagnosis or of what should and should not be sheltered under an umbrella of PD. This article is one contribution to this on-going discussion. There are two different themes running through the article - widening the definition of PD/LBD/synucleinopathies and the heterogeneity that exists within PD itself from a clinical, pathological and genetic per-spective. The conclusion reached is that in the future, further diagnostic categories will need to be recognized. These are likely to include - Parkinson’s syndrome, Parkinson’s syndrome likely to be Lewy body PD, clinical PD (defined by QSBB criteria), Lewy body disease (PD, LBD, REM SBD) and synucleinopathies (including LBD, MSA). PMID:23938306

Undergraduate Mathematics Students' Pronumeral Misconceptions

ERIC Educational Resources Information Center

Bardini, Caroline; Vincent, Jill; Pierce, Robyn; King, Deborah

2014-01-01

Despite an emphasis on manipulative algebraic techniques in secondary school algebra, many tertiary mathematics students have mastered these skills without conceptual understanding. A significant number of students with high tertiary entrance ranks enrolled in first semester university mathematics were found to have misconceptions relating to…

Changes Matter!

ERIC Educational Resources Information Center

Lott, Kimberly; Jensen, Anitra

2012-01-01

Being able to distinguish between physical and chemical changes of matter is a foundational chemistry concept that at first seems like a simple elementary concept to teach, but students often have misconceptions that hinder their understanding. These misconceptions are seen among elementary students, but these ideas are perpetuated throughout…

Potato Problem Solving

ERIC Educational Resources Information Center

Carrier, Sarah J.; Thomas, Annie

2010-01-01

"Watch out, the stove will burn you," "Ooh, ice cream headache!" Students construct their conceptions about heat and temperature through their own intuitions about daily life experiences. As a result, misconceptions can be born from these constructed concepts. The activity described here addresses student misconceptions about thermal insulation…

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.)

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…

Biology Myth-Killers

ERIC Educational Resources Information Center

Lampert, Evan

2014-01-01

"Biology Myth-Killers" is an activity designed to identify and correct common misconceptions for high school and college introductory biology courses. Students identify common myths, which double as biology misconceptions, and use appropriate sources to share the "truth" about the myths. This learner-centered activity is a fun…

Using the Conceptual Change Instruction To Improve Learning.

ERIC Educational Resources Information Center

Alparslan, Cem; Tekkaya, Ceren; Geban, Omer

2003-01-01

Investigates the effect of conceptual change instruction on grade 11 students' understanding of respiration. The Respiration Concept Test was developed and used to test students' misconceptions. Results indicate that the conceptual change instruction that explicitly addressed students' misconceptions produced significantly greater achievement in…

Sports Nutrition for Young Athletes

ERIC Educational Resources Information Center

Cotugna, Nancy; Vickery, Connie E.; McBee, Sheldon

2005-01-01

Nutritional needs for peak athletic performance include sufficient calorie intake, adequate hydration, and attention to timing of meals. Student athletes and their advisors often are misinformed or have misconceptions about sports nutrition. This paper identifies nutritional needs of young athletes, reviews common misconceptions, and examines the…

Quaternary prevention: reviewing the concept.

PubMed

Martins, Carlos; Godycki-Cwirko, Maciek; Heleno, Bruno; Brodersen, John

2018-12-01

According to the Wonca International Dictionary for General/Family Practice Quaternary Prevention is defined as: 'Action taken to identify patient at risk of overmedicalization, to protect him from new medical invasion, and to suggest to him interventions, which are ethically acceptable.' The concept of quaternary prevention was initially proposed by Marc Jamoulle and the targets were mainly patients with illness but without a disease. The purpose of this opinion article is to open the debate around a new possible definition and a new conceptual model of quaternary prevention based on the belief that quaternary prevention should be present in physicians' minds for every intervention they suggest to a patient. The debate around quaternary prevention is vital in the context of contemporary medicine and has expanded worldwide. The human being may suffer harm from medical interventions from conception, during their childhood, during their entire healthy lifetime as well as during a self-limited disease, a chronic disease, or a terminal disease. The current definition of quaternary prevention has limitations because it excludes patients and medical interventions where a quaternary prevention perspective would be needed and useful to protect patients from harm. In this context, a new definition and conceptual model of quaternary prevention is proposed. In this new proposal, quaternary prevention is defined as an 'action taken to protect individuals (persons/patients) from medical interventions that are likely to cause more harm than good.'

Performance-based financing: the same is different.

PubMed

Renmans, Dimitri; Holvoet, Nathalie; Criel, Bart; Meessen, Bruno

2017-07-01

Although it is increasingly acknowledged within the Performance-Based Financing (PBF) research community that PBF is more than just payments based on outputs verified for quality, this narrow definition of PBF is still very present in many studies and evaluations. This leads to missed opportunities, misunderstandings and an unhelpful debate. Therefore, we reinforce the claim that PBF should be viewed as a reform package focused on targeted services with many different aspects that go beyond the health worker level. Failing to acknowledge the importance of the different elements of PBF negatively influences the task of practitioners, researchers and policymakers alike. After making the case for this wider definition, we propose three research pathways (describing, understanding and framing PBF) and give a short and tentative starting point for future research, leaving the floor open for more in-depth discussions. From these three vantage points it appears that when it comes to PBF 'the same is different'. Notwithstanding the increased complexity due to the use of the wider definition, progress on these three different research pathways will strongly improve our knowledge, lead to better adapted PBF programs and create a more nuanced debate on PBF. © The Author 2017. Published by Oxford University Press in association with The London School of Hygiene and Tropical Medicine. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Misconceptions in Astronomy: Before and After a Constructivist Learning Environment

NASA Astrophysics Data System (ADS)

Ruzhitskaya, Lanika; Speck, A.

2009-01-01

We present results of a pilot study on college students’ misconceptions in astronomy. The study was conducted on the campus of a Midwestern university among 43 non-science major students enrolled in an introductory astronomy laboratory course. The laboratory course was based on a constructivist learning environment where students learned astronomy by doing astronomy. During the course, students worked with educational simulations created by Project CLEA team and RedShift College Education Astronomy Workbook by Bill Walker as well as were involved in think-pair-share discussions based on Lecture-Tutorials (Prather et al 2008). Several laboratories were prompted by an instructor's brief presentations. On the first and last days of the course students were surveyed on what their beliefs were about causes of the seasons, the moon's apparent size in the sky and its phases, planetary orbits, structure of the solar system, the sun, distant stars, and the nature of light. The majority of the surveys’ questions were based on Neil Comins’ 50 most commonly cited misconceptions. The outcome of the study showed that while students constructed correct understanding of a number of phenomena, they also created a set of new misconceptions. For example, if on the first day of the course, nine out of 43 students knew what caused the seasons on Earth; on the last day of the course, 20 students gained the similar understanding. However, by the end of the course more students believed that smaller planets must rotate faster based on the conservation of angular momentum and Kepler's laws. Our findings suggest that misconceptions pointed out by Neil Comins over a decade ago are still relevant today; and that learning based exclusively on simulations and collaborative group discussions does not necessarily produce the best results, but may set a ground for creating new misconceptions.

Mathematical misconception in calculus 1: Identification and gender difference

NASA Astrophysics Data System (ADS)

Nassir, Asyura Abd; Abdullah, Nur Hidayah Masni; Ahmad, Salimah; Tarmuji, Nor Habibah; Idris, Aminatul Solehah

2017-08-01

A few years of experience of teaching mathematics make us notice that the same types of mistakes are done repeatedly by students. This paper presents an insight into categories of mistakes, how male and female students differ in terms of mistakes that are commonly done and the ability of the students to identify the mistakes. Sample of mistakes were taken from Calculus 1 final exam answer scripts, then it was listed and analyzed. Data analysis revealed that students' misconceptions fall into four categories. The first category is misunderstanding the meaning of brackets, followed by misconception of basic mathematics rules, misconception in notation and misconception in properties of trigonometry. A mistake identification test which consists of ten false mathematical statements was designed based on the mistake done by the previous batch of students that covered topics algebra, trigonometry, index, limit, differentiation and integration. Then, the test was given to students who enrolled in Calculus I course. Respondents of this study were randomly selected among two hundreds engineering students. Data obtained were analyzed using basic descriptive analysis and Chi Square test to capture gender differences in the mistake done for each category. Findings indicate that thirty five percent of the students have the ability to identify the mistakes and make a proper correction for at most two statements. Thirty one percent of the students are able to identify the mistakes but unable to make proper correction. Twenty five percent of the students failed to identify the mistakes in six out of ten false statements. Female students' misconception is more likely in basic mathematics rules compared to male. The findings of this study could serve as baseline information to be stressed in improving teaching and learning mathematics.

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.

[The debate on the development of advanced competences].

PubMed

Dimonte, Valerio; Palese, Alvisa; Chiari, Paolo; Laquintana, Dario; Tognoni, Gianni; Di Giulio, Paola

2016-01-01

. The debate on the development of advanced nursing competences. The dossier aims to describe and disentagle the present Italian and international debate on the development and recognition of advanced nursing competences. Following a general brief description of the legislative national background, the attention is first of all focused on the lack of clarity on the definition of advanced competence, which is further complicated by the issue of their formal, contractual and economic recognition. To explore these issues a list of contributions is presented and some proposals are formulated to favor a better oriented development of the debate: a. A convenience sample of 139 nurses were interviewed asking to describe problems occurred in the last month that could prompt the intervention of an expert nurse and to list the clinical, managerial and educational competences of a specialized nurse in their ward. The results document the quality and the dispersion of the definitions which are perceived and applied in the general settings of care. b. The issue the post basic courses (master, specialization) offered to nurses in 2015-2016 by Italian universities were described and their aims. While the contribution of the courses in increasing the theoretical knowledge is well defined, the aims and the description of the clinical training are badly developed and an acquisition of advanced competences would seem unlikely. c. The definition of advanced competences was explored in the international literature: while evidences are available on the impact of advanced nursing on patients' outcomes, what is advanced nursing is far from being clear, and an impressive list of roles, activities and functions are considered advanced. d. Although at national level there is no formal recognition for nurses with advanced competences (with the exception of the head nurse that holds mostly an organizational rather than clinical role), the opportunities for promoting the role of specialistic/advanced nurses were described. An interview to 20 nursing managers representing 23 Italian hospitals and districts shows the huge variability of what is recognized and considered specialistic/advanced competence. Competences in stoma care, venous catheters, pressure sores, do not necessarily cover the concept of advanced competence. e. Two further contributions explore how the challenge of what is ill-defined (or cannot be defined) can be transformed in a methodological opportunity and how the growth of an health profession may break the delicate balance of the boundaries between professions.

Survey of pediatricians' opinions on donation after cardiac death: are the donors dead?

PubMed

Joffe, Ari R; Anton, Natalie R; deCaen, Allan R

2008-11-01

There has been debate in the ethics literature as to whether the donation-after-cardiac-death donor is dead after 5 minutes of absent circulation. We set out to determine whether pediatricians consider the donation-after-cardiac-death donor as dead. A survey was mailed to all 147 pediatricians who are affiliated with the university teaching children's hospital. The survey had 4 pediatric patient scenarios in which a decision was made to donate organs after 5 minutes of absent circulation. Background information described the organ shortage, and the debate about the term "irreversibility" applied to death in donation after cardiac death. Descriptive statistics were used, with responses between groups compared by using the chi(2) statistic. The response rate was 54% (80 of 147). In each scenario, when given a patient described as dead with absent circulation for 5 minutes,

The butler(s) DID it - dissociative identity disorder in cinema.

PubMed

Byrne, P

2001-06-01

Beginning with classic Hollywood melodramas of the 1940s, cinema has maintained a prolific output of films with their own take on mental illnesses-none more so than the rare syndrome of dissociative identity disorder (DID). DID films are a popular and enduring genre, whose influence can be seen throughout mainstream cinema. Exploration of DID in cinema is a useful exercise in that it touches on issues in film studies, psychiatry and the mythology around mental illness. Despite "detective story" narratives and conformity to the codes of the psychological thriller, DID representations correspond closely to contemporary thinking about its phenomenology and aetiology. That said, some films confuse DID with schizophrenia, and many reinforce two other misconceptions within film psychiatry: mental illness as violence and the belief that every mentally ill person harbours one "great dark secret". Those sceptical about DID have suggested that popular written accounts increase its profile: so too, powerful cinematic images may suggest the possibility of DID to susceptible people, including clinicians. Recent DID films reflect the real debate within psychiatry about the diagnostic validity and scientific basis of DID.

Ongoing research on mammalian cloning and embryo stem cell technologies: bioethics of their potential medical applications.

PubMed

Revel, M

2000-07-01

Reproduction by cloning has been achieved by transfer into enucleated oocytes of nuclei from embryonic cells and more recently from cells of adult animals. The efficiency at which embryos produced by such nuclear transfers will develop into healthy newborns is very low but has succeeded in producing some cloned bovines, ovines and mice. Since the first report of sheep cloning from an adult cell in 1997, the potential applications of reproductive cloning in human medicine have been envisaged amidst a flurry of moral debates. Although the technology is still far from being ready for any human use, it has been condemned up front. It has also led to irrational fantasies and fears, based mainly on the misconception that genetic identity means identical twin personalities. Scientific research is ongoing to refine the cloning technology for applications in the production of genetically homogeneous farm animals with useful nutritional or therapeutic genetic traits. A new area of research is non-reproductive therapeutic cloning for the purpose of producing autologous embryonic cells and tissues for transplantation.

Uses and Misuses of the Correlation Coefficient.

ERIC Educational Resources Information Center

Onwuegbuzie, Anthony J.; Daniel, Larry G.

The purpose of this paper is to provide an in-depth critical analysis of the use and misuse of correlation coefficients. Various analytical and interpretational misconceptions are reviewed, beginning with the egregious assumption that correlational statistics may be useful in inferring causality. Additional misconceptions, stemming from…

Intuitive Physics.

ERIC Educational Resources Information Center

McCloskey, Michael

1983-01-01

Although Newton's laws of motion are well known, studies have shown that many people have misconceptions about the motions of objects. Subjects of these studies tend to follow a theory held in the three centuries before Newton (impetus theory). This theory and studies examining misconceptions about motion are discussed. (JN)

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)

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…

Comments and Criticism: Comment on "Identification of Student Misconceptions in Genetics Problem Solving via Computer Program."

ERIC Educational Resources Information Center

Smith, Mike U.

1991-01-01

Criticizes an article by Browning and Lehman (1988) for (1) using "gene" instead of allele, (2) misusing the word "misconception," and (3) the possible influences of the computer environment on the results of the study. (PR)

The Earth's Mantle Is Solid: Teachers' Misconceptions About the Earth and Plate Tectonics.

ERIC Educational Resources Information Center

King, Chris

2000-01-01

Discusses the misconceptions revealed by the teachers' answers and outlines more accurate answers and explanations based on established evidence and uses these to provide a more complete understanding of plate tectonic process and the structure of Earth. (Author/YDS)

Interactive Heat Transfer Simulations for Everyone

ERIC Educational Resources Information Center

Xie, Charles

2012-01-01

Heat transfer is widely taught in secondary Earth science and physics. Researchers have identified many misconceptions related to heat and temperature. These misconceptions primarily stem from hunches developed in everyday life (though the confusions in terminology often worsen them). Interactive computer simulations that visualize thermal energy,…

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…

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…

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.

Student certainty answering misconception question: study of Three-Tier Multiple-Choice Diagnostic Test in Acid-Base and Solubility Equilibrium

NASA Astrophysics Data System (ADS)

Ardiansah; Masykuri, M.; Rahardjo, S. B.

2018-04-01

Students’ concept comprehension in three-tier multiple-choice diagnostic test related to student confidence level. The confidence level related to certainty and student’s self-efficacy. The purpose of this research was to find out students’ certainty in misconception test. This research was quantitative-qualitative research method counting students’ confidence level. The research participants were 484 students that were studying acid-base and equilibrium solubility subject. Data was collected using three-tier multiple-choice (3TMC) with thirty questions and students’ questionnaire. The findings showed that #6 item gives the highest misconception percentage and high student confidence about the counting of ultra-dilute solution’s pH. Other findings were that 1) the student tendency chosen the misconception answer is to increase over item number, 2) student certainty decreased in terms of answering the 3TMC, and 3) student self-efficacy and achievement were related each other in the research. The findings suggest some implications and limitations for further research.

Is it the Earth that turns or the Sun that goes behind the mountains? Students' misconceptions about the day/night cycle after reading a science text

NASA Astrophysics Data System (ADS)

Vosniadou, Stella; Skopeliti, Irini

2017-10-01

The present research tested the hypothesis that the reading of science text can create new misconceptions in students with incongruent prior knowledge, and that these new misconceptions will be similar to the fragmented and synthetic conceptions obtained in prior developmental research. Ninety-nine third- and fifth-grade children read and recalled one of two texts that provided scientific or phenomenal explanations of the day/night cycle. All the participants gave explanations of the phenomenon in question prior to reading one of the texts and after they read it. The results showed that the participants who provided explanations of the day/night cycle at pretest incongruent with the scientific explanation recalled less information and generated more invalid inferences. An analysis of the participants' posttest explanations indicated that these readers formed new misconceptions similar to the fragmented and synthetic conceptions obtained in developmental research. The implications of the above for text comprehension and science education research are discussed.

Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

NASA Astrophysics Data System (ADS)

Ma'rufi; Ketut Budayasa, I.; Juniati, Dwi

2018-01-01

This research aims at describing the profile of high school teacher’s Pedagogical Content Knowledge in learning mathematics from the perspective of teaching experience. Pedagogical Content Knowledge (PCK) covers teacher’s knowledge of subject matter, knowledge of pedagogy, and knowledge of students. The subject of this research was two high school mathematics teachers who have different teaching experience. The data were obtained through interview and observation then analyzed qualitatively. The focus of this research is the novice teacher’s PCK deals with knowledge of students. Knowledge of Student is defined as teacher’s knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. The result of this research shows that novice teacher’s ability in analyzing the cause of students’ difficulty, mistake, and misconception was limited. Novice teacher tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students.

Using the method of dominant incorrect answers with the FCI test to diagnose misconceptions held by first year college students

NASA Astrophysics Data System (ADS)

Bani-Salameh, Hisham N.

2017-01-01

We started this work with the goal of detecting misconceptions held by our students about force and motion. A total of 341 students participated in this study by taking the force concept inventory (FCI) test both before and after receiving instructions about force or motion. The data from this study were analysed using different statistical techniques with results from frequencies and the dominant incorrect answer reported in this paper. All misconceptions reported in the original paper of the designers of the FCI test (Hestenes et al 1992 Phys. Teach. 30 141-58) were examined and the results are reported. Only pre test results are reported in this paper leaving post data for future work. We used the modified version of the FCI containing 30 questions and therefore used the revised list of misconceptions. Problems with impetus and active force are among the most dominant ones found with the full list reported in this paper.

Calcium contained tap water phenomena: students misconception patterns of acids-bases concept

NASA Astrophysics Data System (ADS)

Liliasari, S.; Albaiti, A.; Wahyudi, A.

2018-05-01

Acids and bases concept is very important and fundamental concept in learning chemistry. It is one of the chemistry subjects considered as an abstract and difficult concept to understand. The aim of this research was to explore student’s misconception pattern about acids and bases phenomena in daily life, such as calcium contained tap water. This was a qualitative research with descriptive methods. Participants were 546 undergraduate students of chemistry education and chemistry program, and graduate students of chemistry education in West Java, Indonesia. The test to explore students’ misconception about this phenomena was essay test. The results showed that there were five patterns of students’ misconception in explaining the phenomena of calcium carbonate precipitation on heating tap water. Students used irrelevant concepts in explaining this phenomena, i.e. temporary hardness, coagulation, density, and phase concepts. No students had right answer in explaining this phenomena. This research contributes to design meaningful learning and to achieve better understanding.

The effect of remediation on reducing misconception: a metaanalysis of student thesis on physics education

NASA Astrophysics Data System (ADS)

Oktavianty, E.; Haratua, T. M. S.; Anuru, M.

2018-05-01

The purpose of this study is to compare the effects of various remediation practices in reducing the number of student misconceptions on physics concepts. This research synthesizes 68 thesis undergraduate students of physics education which are published in Tanjungpura University library 2009-2016 period. In this study, the guidance in the form of checklist in conducting the study arranged to facilitate the understanding and assessment of the scientific work. Based on the analysis result, the average of effect size of all the synthesized thesis is 1.13. There are six forms of remedial misconceptions performed by physics education students, such as re-learning, feedback, integration of remediation in learning, physical activity, utilization of other learning resources and interviews. In addition, sampling techniques and test reliability were have contributed to the effect size of the study. Therefore, it is expected that the results of this study can be considered in preparing the remediation of misconceptions on physics learning in the future.

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.

Current misconception 3: that subgroup-specific trial mortality results often provide a good basis for individualising patient care

PubMed Central

Peto, R

2011-01-01

Misconceptions and ill-founded theories can arise in all areas of science. However, the apparent accessibility of many epidemiology findings and popular interest in the subject can lead to additional misunderstandings. The article below is the third in an occasional series of short editorials highlighting some current misinterpretations of epidemiological findings. Invited authors will be given wide scope in judging the prevalence of the misconception under discussion. We hope that this series will prove instructive to cancer researchers in other disciplines as well as to students of epidemiology. Adrian L Harris and Leo Kinlen PMID:21448174

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…

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…

Investigating Students' Understanding of the Dissolving Process

ERIC Educational Resources Information Center

Naah, Basil M.; Sanger, Michael J.

2013-01-01

In a previous study, the authors identified several student misconceptions regarding the process of dissolving ionic compounds in water. The present study used multiple-choice questions whose distractors were derived from these misconceptions to assess students' understanding of the dissolving process at the symbolic and particulate levels. The…

Genetics - Are There Inherent Learning Difficulties?

ERIC Educational Resources Information Center

Longden, Bernard

1982-01-01

Sources of misconceptions and learning difficulties were identified by interviewing academically sound A-level students (N=10) who were having difficulties with genetics. Indicates misconceptions were related to nature of concepts used in genetics, such as frequent representation of meiosis by fixed inanimate stage diagrams and to instructional…

Targeting Instruction with Formative Assessment Probes

ERIC Educational Resources Information Center

Fagan, Emily R.; Tobey, Cheryl Rose; Brodesky, Amy R.

2016-01-01

This article introduces the formative assessment probe--a powerful tool for collecting focused, actionable information about student thinking and potential misconceptions--along with a process for targeting instruction in response to probe results. Drawing on research about common student mathematical misconceptions as well as the former work of…

Refutation Texts for Effective Climate Change Education

ERIC Educational Resources Information Center

Nussbaum, E. Michael; Cordova, Jacqueline R.; Rehmat, Abeera P.

2017-01-01

Refutation texts, which are texts that rebut scientific misconceptions and explain the normative concept, can be effective devices for addressing misconceptions and affecting conceptual change. However, few, if any, refutation texts specifically related to climate change have been validated for effectiveness. In this project, we developed and…

Factors Influencing Learning of Classical Mechanics.

ERIC Educational Resources Information Center

Champagne, Audrey B.; And Others

Beginning college physics students' misconceptions about moving objects, their mathematics skills, and formal reasoning ability, are all believed to be related to their achievement in physics. It is hypothesized that students whose knowledge structures include misconceptions that are in conflict with concepts in the lectures and text will have…

Misconceptions Underplay Western Ways of Musicking: A Hermeneutic Investigation

ERIC Educational Resources Information Center

Ruddock, Eve E.

2017-01-01

This paper draws on a hermeneutic project to reflect on culturally developed notions that distance individuals from their intrinsic musicality. Participant experience offers insight into misconceptions of human musicality in Western communities where unrecognised cultural directives label musical beings as either musical or non-musical. Embedded…

Simple Inexpensive Respirometers and Demonstrations

ERIC Educational Resources Information Center

Weise, Lisa

2006-01-01

When students use plants to investigate cellular respiration, they confront the misconception that plants only "perform" photosynthesis (Driver et. al., 1994). Because this is such a strong misconception, several experiences with plant respiration are needed before students accept the idea that plants use some of the food from photosynthesis. Part…

Fire and Ecological Disturbance

ERIC Educational Resources Information Center

Dentzau, Michael; Sampson, Victor

2011-01-01

Misconceptions are not simply factual errors or a lack of understanding, but rather explanations that are constructed based on past experiences (Hewson and Hewson 1988). If students' misconceptions are not directly engaged in the learning process, they may persist--even when faced with instruction to the contrary (Bransford, Brown, and Cocking…

Mini-Shifts: An Alternative to Overtime

ERIC Educational Resources Information Center

Werther, William B., Jr.

1976-01-01

Widely held misconceptions about the dependability, availability, and ability of part-time manpower have prevented this reservoir of potential employees from realizing its full capabilities. These misconceptions are explored, the advantages to using part-time personnel are discussed, and a variety of possible schedule variations are described.…

Textbook Errors and Misconceptions in Biology: Cell Energetics.

ERIC Educational Resources Information Center

Storey, Richard D.

1992-01-01

Discusses misconceptions and outdated models appearing in biology textbooks for concepts involving bioenergetics and chemical reactions; adenosine triphosphate (ATP) as the energy currency of cells; the myth of high energy phosphate bonds; structural properties of ATP; ATP production from respiration and fermentation; ATP as an energy storage…

A Compilation and Review of over 500 Geoscience Misconceptions

ERIC Educational Resources Information Center

Francek, Mark

2013-01-01

This paper organizes and analyses over 500 geoscience misconceptions relating to earthquakes, earth structure, geologic resources, glaciers, historical geology, karst (limestone terrains), plate tectonics, rivers, rocks and minerals, soils, volcanoes, and weathering and erosion. Journal and reliable web resources were reviewed to discover (1) the…

How Do Organic Chemistry Students Understand and Apply Hydrogen Bonding?

NASA Astrophysics Data System (ADS)

Henderleiter, J.; Smart, R.; Anderson, J.; Elian, O.

2001-08-01

Students completing a year-long organic chemistry sequence were interviewed to assess how they understood, explained, and applied knowledge of hydrogen bonding to the physical behavior of molecules. Students were asked to define hydrogen bonding and explain situations in which hydrogen bonding could occur. They were asked to predict and explain how hydrogen bonding influences boiling point, the solubility of molecules, and NMR and IR spectra. Results suggest that although students may be able to give appropriate definitions of hydrogen bonding and may recognize when this phenomenon can occur, significant numbers cannot apply their knowledge of hydrogen bonding to physical properties of molecules or to the interpretation of spectral data. Some possess misconceptions concerning boiling points and the ability of molecules to induce hydrogen bonding. Instructional strategies must be adjusted to address these issues.

Definition of Contravariant Velocity Components

NASA Technical Reports Server (NTRS)

Hung, Ching-moa; Kwak, Dochan (Technical Monitor)

2002-01-01

In this paper we have reviewed the basics of tensor analysis in an attempt to clarify some misconceptions regarding contravariant and covariant vector components as used in fluid dynamics. We have indicated that contravariant components are components of a given vector expressed as a unique combination of the covariant base vector system and, vice versa, that the covariant components are components of a vector expressed with the contravariant base vector system. Mathematically, expressing a vector with a combination of base vector is a decomposition process for a specific base vector system. Hence, the contravariant velocity components are decomposed components of velocity vector along the directions of coordinate lines, with respect to the covariant base vector system. However, the contravariant (and covariant) components are not physical quantities. Their magnitudes and dimensions are controlled by their corresponding covariant (and contravariant) base vectors.

Nicholas Steno's Chaos and the shaping of evolutionary thought in the Scientific Revolution

NASA Astrophysics Data System (ADS)

Rosenberg, Gary D.

2006-09-01

Nicholas Steno (1638 1686) compiled a notebook in 1659 when he was a student at the University of Copenhagen. Titled Chaos by Steno, it remains unstudied in English-speaking countries, despite having been translated in 1997. Chaos adds important insight into geology's place in the Scientific Revolution. It shows Steno disengaging from speculations about the cosmos based on the ruling paradigms of Aristotelian metaphysics and Cartesian misconceptions in favor of an empirical model based on the new mathematics of geometry applied to all of nature, from what we now would consider the atomic level, to the human body, and to the planet. Steno thereby earns heretofore unacknowledged credit for helping to establish the geometric definition of form that makes it possible to understand the evolution of the structure of organisms as well as of the planet.

Students' and teachers' misapplication of le chatelier's principle: Implications for the teaching of chemical equilibrium

NASA Astrophysics Data System (ADS)

Quílez-Pardo, Juan; Solaz-Portolés, Joan Josep

The aim of this article was to study the reasons, strategies, and procedures that both students and teachers use to solve some chemical equilibrium questions and problems. Inappropriate conceptions on teaching and a lack of knowledge regarding the limited usefulness of Le Chatelier's principle, with its vague and ambiguous formulation and textbook presentation, may be some of the sources of misconceptions about the prediction of the effect of changing conditions on chemical equilibrium. To diagnose misconceptions and their possible sources, a written test was developed and administered to 170 1st-year university chemistry students. A chemical equilibrium problem, relating to the students' test, was solved by 40 chemistry teachers. First, we ascertained that teacher's conceptions might influence the problem-solving strategies of the learner. Based on this first aspect, our discussion also concerns students' and teachers' misconceptions related to the Le Chatelier's principle. Misconceptions emerged through: (a) misapplication and misunderstanding of Le Chatelier's principle; (b) use of rote-learning recall and algorithmic procedures; (c) incorrect control of the variables involved; (d) limited use of the chemical equilibrium law; (e) a lack of mastery of chemical equilibrium principles and difficulty in transferring such principles to new situations. To avoid chemical equilibrium misconceptions, a specific pattern of conceptual and methodological change may be considered.Received: 16 November 1993; Revised: 21 September 1994;

Gender-based attitudes, HIV misconceptions and feelings towards marginalized groups are associated with stigmatization in Mumbai, India.

PubMed

Bharat, Shalini; Ramakrishna, Jayashree; Heylen, Elsa; Ekstrand, Maria L

2014-11-01

Summary This study examined the association of gender-based attitudes, HIV misconceptions and community feelings for marginalized groups with stigmatizing responses towards people with HIV/AIDS in Mumbai, India. Participants included 546 men and women sampled in hospital settings during 2007-2008. Structured measures were used to assess avoidance intentions and denial of rights of people with HIV/AIDS. Mean age of participants was 32 years; 42% had less than 10 years of education. Higher HIV transmission misconceptions (β=0.47; p<0.001), more traditional gender attitudes (β=0.11; p<0.01) and more negative feelings towards HIV-positive people (β=0.23; p<0.001) were related to higher avoidance intentions. Endorsement of denial of rights was also significantly associated with higher transmission misconceptions (β=0.20; p<0.001), more traditional gender attitudes (β=0.33; p<0.001) and greater negative feelings towards HIV-positive people (β=0.12; p<0.05), as well as with a lower education level (β=-0.10; p<0.05). The feelings respondents had towards people with HIV/AIDS were more strongly correlated with their feelings towards those with other diseases (tuberculosis, leprosy) than with feelings they had towards those associated with 'immoral' behaviour (e.g. sex workers). Eliminating HIV transmission misconceptions and addressing traditional gender attitudes are critical for reducing HIV stigma in Indian society.

Critical Studies in Art and Design Education.

ERIC Educational Resources Information Center

Thistlewood, David, Ed.

This book brings together British and U.S. contributions to the debate of a critical studies approach to art and design education. The approach links practice and appreciation. But critical differences exist in definitions of the term design, with the U.S. recognition of design as the use of principles and elements of art in works and a British…

Empirically Understanding Can Make Problems Go Away: The Case of the Chinese Room

ERIC Educational Resources Information Center

Overskeid, Geir

2005-01-01

The many authors debating whether computers can understand often fail to clarify what understanding is, and no agreement exists on this important issue. In his Chinese room argument, Searle (1980) claims that computers running formal programs can never understand. I discuss Searle's claim based on a definition of understanding that is empirical,…

Negative Body-Image Bias in College Women as a Function of Self-Awareness and Self-Reported Body Dissatisfaction

ERIC Educational Resources Information Center

Lebowitz Elkoubi, Allison

2009-01-01

Research on body image and body image disturbance has met with great debate and inconsistency regarding definition, conceptualization, and measurement. The fundamental understanding of body image ranges from being a perceptual or visual concept to actually representing attitudes or judgments individuals hold regarding their bodies. The present…

Measuring the Relationship between Two Questionnaires: Appropriate Definitions of Intuitive Understandings

ERIC Educational Resources Information Center

Burt, Gordon

2005-01-01

A number of recent articles have claimed strong relationships--i.e., very high "proportions of shared variance"--between pairs of teaching and learning questionnaires. These claims have been the subject of debate and it has emerged that the proportion of shared variance is defined as the complement of Wilks' lambda. The present article argues that…

The DNA of a Converging Diversity: Regional Approaches to Quality Assurance in Higher Education

ERIC Educational Resources Information Center

Wells, Peter J.

2014-01-01

The modernization agendas of higher education systems and institutions around the world are littered with debate over definitions of what is a "quality higher education" often paralyzed by the parallax of multiple stakeholder perspectives. Over the last decade or so there has been a hitherto unprecedented appetite for attempting to…

Adolescents' Conceptualization of Self/Culture in the Wake of Bi-Culturalism: An Exploratory Cross-Cultural Study.

ERIC Educational Resources Information Center

Bandlamudi, Lakshmi

Historically, the definition of culture has been a much debated issue for anthropologists. While some anthropologists define culture as being invisible to the subject, others have conceptualized culture as knowledge and symbol. This study explores the ways in which culture reveals itself to another culture. Subjects (N=24) were first generation…

The Language Skill Change Project (LSCP): Background, Procedures, and Preliminary Findings

DTIC Science & Technology

1987-12-01

word in the dictionary so I can understand what I am reading. 49. I use flashcards (with the new word or phrase on one side and the definition or...mostly on a term paper rather than multiple choice tests. 6. I would rather watch a heated debate on a controversial topic than a popular music program

A Case Study to Explore the Impact of Knowledge Management Systems on Workplace Diversity Programs

ERIC Educational Resources Information Center

Gautier, Michael

2012-01-01

The ongoing debate over the definition and application of workplace diversity policies results in a wide range of viewpoints. There are a number of theoreticians who feel that if diversity is more than avoidance of discrimination, that the traditional body of anti-discrimination programs such as the Equal Employment Opportunity (EEO) efforts…

The Pluralisation of Family Life: Implications for Preschool Education

ERIC Educational Resources Information Center

Šebart, Mojca Kovac; Kuhar, Roman

2017-01-01

The article takes as its starting point the public debate about the newly proposed Family Code in Slovenia in 2009. Inter alia, the Code introduced a new, inclusive definition of the family in accordance with the contemporary pluralisation of family life. This raised a number of questions about how--if at all--various families are addressed in the…

The Great Personhole Cover Debate Revisited: A Test of the Generic "Man."

ERIC Educational Resources Information Center

Cooper, Anne Messerly

In an attempt to determine whether the generic "man" has a strong association with maleness, 307 college students (122 males and 185 females) were polled to assess their attitudes about whether people "outgrow" the limited definition of man or whether the generic still retains an exclusionary, "mostly males" coloring. In order to prevent the…

Pluralizing Methodologies in the Field of LD: From "What Works" to What Matters

ERIC Educational Resources Information Center

Ferri, Beth A.; Gallagher, Deborah; Connor, David J.

2011-01-01

The field of learning disabilities (LD) has a complex and complicated history. Tensions over definitions, eligibility criteria, service delivery models, and best practices, as well as epistemological debates, have been a part of that history from its inception. Given our collective struggles, as well as the current realities facing the field,…

Recovery in Context: Bereavement, Culture, and the Transformation of the Therapeutic Self

ERIC Educational Resources Information Center

Paletti, Robin

2008-01-01

The concept of recovery is integral to the work of bereavement professionals, though there remains considerable debate as to the precise definition and applicability of the term. A number of factors have contributed to the controversy; competing bereavement models, for instance, have given rise to fundamental differences in the way that recovery…

Open-Mindedness: An Intellectual Virtue in the Pursuit of Knowledge and Understanding

ERIC Educational Resources Information Center

Taylor, Rebecca M.

2016-01-01

Open-mindedness is widely valued as an important intellectual virtue. Definitional debates about open-mindedness have focused on whether open-minded believers must possess a particular first-order attitude toward their beliefs or a second-order attitude toward themselves as believers, taking it for granted that open-mindedness is motivated by the…

Perceptions and Practices of Student Binge Drinking: An Observational Study of Residential College Students

ERIC Educational Resources Information Center

Clinkinbeard, Samantha S.; Johnson, Michael A.

2013-01-01

Professionals have debated the use of the term binge drinking over the past couple of decades, yet little attention has been paid to college student perceptions. We explored how students at one university qualitatively defined binge drinking; whether their own definitions coincided with those adopted by researchers; and whether students' own…

Examining Disclosure of Physical and Sexual Victimization by Method in Samples of Women Involved in the Criminal Justice System

ERIC Educational Resources Information Center

Kubiak, Sheryl Pimlott; Nnawulezi, Nkiru; Karim, Nidal; Sullivan, Cris M.; Beeble, Marisa L.

2012-01-01

Definitions vary on what constitutes sexual and/or physical abuse, and scholars have debated on which methods might yield the most accurate response rates for capturing this sensitive information. Although some studies suggest respondents prefer methods that provide anonymity, previous studies have not utilized high-risk or stigmatized…

Drivers of grazing livestock efficiency: how physiology, metabolism, experience, and adaptability influence productivity

USDA-ARS?s Scientific Manuscript database

Beef cow efficiency, a century’s old debate, on what the criteria, certain phenotypic traits, and definition of an “efficient” cow really should be. However, we do know that energy utilization by the cow herd is proportionally large compared to the rest of the sector. This requirement accounts up to...

Should College Athletes Be Paid to Play?

ERIC Educational Resources Information Center

Cooper, Kenneth J.

2011-01-01

Is playing big-time college sports an extracurricular activity or a job? Two law professors at Michigan State University, Robert and Amy McCormick, think it is definitely a job for football and basketball players on athletic scholarships at Division I schools. The married couple has added a new dimension to the long debate over paying athletes by…

Drivers of grazing livestock efficiency: how physiology, metabolism, experience and adaptability influence productivity

USDA-ARS?s Scientific Manuscript database

Beef cow efficiency, a century’s old debate, on what the criteria, certain phenotypic traits, and definition of an “efficient” cow really should be. However, we do know that energy utilization by the cow herd is proportionally large compared to the rest of the sector. This requirement accounts up to...

Task Interference in Time-Based, Event-Based, and Dual Intention Prospective Memory Conditions

ERIC Educational Resources Information Center

Hicks, Jason L.; Marsh, Richard L.; Cook, Gabriel I.

2005-01-01

Forming the intention to complete an activity later is the standard definition of a prospective memory task. Recently, a debate has arisen concerning the degree to which near-term intentions usurp resources away from other ongoing activities. In four experiments the authors tested how much interference was caused by holding a variety of different…

What Is a Child? Children's Perceptions, the Cambridge Primary Review and Implications for Education

ERIC Educational Resources Information Center

Adams, Kate

2014-01-01

Debate about the definition of a "child" occurs in multi-disciplinary contexts, most recently located in the new sociology of childhood where social constructionism is the dominant discourse. Given that the child's voice has become an increasingly valued component of research, this paper reports on one aspect of a study which explored…