ten common misconceptions: Topics by Science.gov

Sample records for ten common misconceptions

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

PubMed

Robic, Srebrenka

2010-01-01

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

ERIC Educational Resources Information Center

Gottschalk, Barbara

2016-01-01

ESOL teacher Barbara Gottshalk frequently hears well-intentioned but misinformed comments and questions about English language learners and her teaching field. In this article, she clarifies the misconceptions revealed by 10 common remarks--for example, "The students will never learn English if they don't speak it in their home,"…
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.
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…
Mathematics, Thermodynamics, and Modeling to Address Ten Common Misconceptions about Protein Structure, Folding, and Stability

ERIC Educational Resources Information Center

Robic, Srebrenka

2010-01-01

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

ERIC Educational Resources Information Center

Ruffins, Paul

1997-01-01

Common myths and misconceptions about Blacks in American history and evidence that refutes them are presented. Issues addressed include Black enslavement patterns, social status within the Black community based on skin color, the legality of slaves learning to read, resistance to slavery, African influences in modern Black culture, Black names and…
Re-Conceptualizing Research Misconceptions: Top Ten Myths Demystified

ERIC Educational Resources Information Center

Al-Maamari, Faisal S.

2016-01-01

It is generally acknowledged that novice researchers may not be adequately prepared to engage in/with research and that an increasingly widening divide exists between researchers and teachers, and therefore between research and practice. To explore this gap, this paper addresses ten of the most popular misconceptions novice researchers hold in…
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 ...
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…
Closing the "Hole in the Sky": The Use of Refutation-Oriented Instruction to Correct Students' Climate Change Misconceptions

ERIC Educational Resources Information Center

Chang, Chew-Hung; Pascua, Liberty; Ess, Frances

2018-01-01

This article discusses the implementation of a pedagogical tool aimed at the refutation of secondary school (grade ten-equivalent) students' persistent climate change misconceptions. Using a lesson study approach, the materials and intervention techniques used were developed collaboratively with geography teachers. The objective is two-pronged: to…
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.
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…
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…
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…
Puncturing the myths of acupuncture.

PubMed

Mallory, Molly J; Do, Alexander; Bublitz, Sara E; Veleber, Susan J; Bauer, Brent A; Bhagra, Anjali

2016-09-01

Acupuncture is a widely practiced system of medicine that has been in place for thousands of years. Consumer interest and use of acupuncture are becoming increasingly popular in the United States, as it is used to treat a multitude of symptoms and disease processes as well as to maintain health and prevent illness. A growing body of evidence increasingly validates the practice of acupuncture. Further developing scientific data will play an important role in the future of acupuncture and other complementary and alternative medicines in public health. Acupuncture is commonly used concurrently with conventional medicine. Although acupuncture is embraced by consumers and medical professionals, misconceptions abound. We have explored and dispelled ten misconceptions common to the practice of acupuncture, utilizing an evidence-based approach. As the trend of merging conventional medical care with acupuncture treatment grows, it is important to develop a conceptual model of integrative medicine. Using a scientific evidence approach will create a structure from which to begin and grow confidence among conventional medical providers. Acupuncture is a safe and effective modality when performed properly by trained professionals. Educating both the consumer and medical community is important to enable appropriate and evidence-based applications of acupuncture and integration with conventional medicine for high-quality patient care.
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"…
An evaluation of the use of drama to communicate HIV/AIDS information.

PubMed

Valente, T W; Bharath, U

1999-06-01

This study evaluated the effectiveness of three dramas created to disseminate HIV/AIDS information. Predrama and postdrama interviews were conducted with a cohort of randomly selected audience members from ten separate performances in Tamil Nadu state, India (N = 93); an interview was also conducted with a postdrama--only comparison group (N = 99). The results showed that a significant increase in HIV/AIDS-related knowledge occurred as a result of watching the drama. Before the drama, audiences had relatively high levels of accurate knowledge about HIV/AIDS but lower knowledge levels of common HIV/AIDS misconceptions. The drama reduced these misconceptions. The drama also increased the level of reported intentions to treat HIV positive individuals more kindly. This research demonstrates that drama can be an effective medium for communicating HIV/AIDS information and can reduce knowledge gaps associated with low levels of formal education. Drama can also be used to convey socioemotive and sensitive material and could find wide applicability in many settings.
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.
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…
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 ...

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
Biology Undergraduates' Misconceptions about Genetic Drift

ERIC Educational Resources Information Center

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

2012-01-01

This study explores biology undergraduates' misconceptions about genetic drift. We use qualitative and quantitative methods to describe students' definitions, identify common misconceptions, and examine differences before and after instruction on genetic drift. We identify and describe five overarching categories that include 16 distinct…
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.
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.
Improving Conceptual Understanding and Representation Skills Through Excel-Based Modeling

NASA Astrophysics Data System (ADS)

Malone, Kathy L.; Schunn, Christian D.; Schuchardt, Anita M.

2018-02-01

The National Research Council framework for science education and the Next Generation Science Standards have developed a need for additional research and development of curricula that is both technologically model-based and includes engineering practices. This is especially the case for biology education. This paper describes a quasi-experimental design study to test the effectiveness of a model-based curriculum focused on the concepts of natural selection and population ecology that makes use of Excel modeling tools (Modeling Instruction in Biology with Excel, MBI-E). The curriculum revolves around the bio-engineering practice of controlling an invasive species. The study takes place in the Midwest within ten high schools teaching a regular-level introductory biology class. A post-test was designed that targeted a number of common misconceptions in both concept areas as well as representational usage. The results of a post-test demonstrate that the MBI-E students significantly outperformed the traditional classes in both natural selection and population ecology concepts, thus overcoming a number of misconceptions. In addition, implementing students made use of more multiple representations as well as demonstrating greater fascination for science.
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…
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)
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…
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…
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…
Zeroing in on Number and Operations, Grades 7-8: Key Ideas and Common Misconceptions

ERIC Educational Resources Information Center

Collins, Anne; Dacey, Linda

2010-01-01

"The Zeroing in on Number and Operations" series, which aligns with the Common Core State Standards and the NCTM Standards and Focal Points, features easy-to-use tools for teaching key concepts in number and operations and for addressing common misconceptions. Sharing the insights they've gained in decades of mathematics teaching and research,…
Zeroing in on Number and Operations, Grades 3-4: Key Ideas and Common Misconceptions

ERIC Educational Resources Information Center

Dacey, Linda; Collins, Anne

2010-01-01

"The Zeroing in on Number and Operations" series, which aligns with the Common Core State Standards and the NCTM Standards and Focal Points, features easy-to-use tools for teaching key concepts in number and operations and for addressing common misconceptions. Sharing the insights they've gained in decades of mathematics teaching and research,…
Zeroing in on Number and Operations, Grades 5-6: Key Ideas and Common Misconceptions

ERIC Educational Resources Information Center

Collins, Anne; Dacey, Linda

2010-01-01

"The Zeroing in on Number and Operations" series, which aligns with the Common Core State Standards and the NCTM Sandards and Focal Points, features easy-to-use tools for teaching key concepts in number and operations and for addressing common misconceptions. Sharing the insights they've gained through decades of mathematics teaching and research,…
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…
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…
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…
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…
Students' Concepts of Force: The Importance of Understanding Newton's Third Law.

ERIC Educational Resources Information Center

Brown, David E.

1989-01-01

Reports various misconceptions of Newton's third law obtained from interviews and written tests of high school students. Suggests putting emphasis on the third law in physics teaching. Ten references are listed. (YP)
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.
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)…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

ERIC Educational Resources Information Center

Larrabee, Timothy G.; Stein, Mary; Barman, Charles

2006-01-01

This article describes the rationale for and development of a computer-based instrument that helps identify commonly held science misconceptions. The instrument, known as the Science Beliefs Test, is a 47-item instrument that targets topics in chemistry, physics, biology, earth science, and astronomy. The use of an online data collection system…
Debunking EHEA Myths: Common ECTS Misconceptions and Why They Are Wrong

ERIC Educational Resources Information Center

Pérez Cañado, María Luisa

2009-01-01

The present article seeks to overcome some of the most common misconceptions which are currently proliferating in the application of the "European Credit Transfer System" (ECTS) at tertiary level. It presents and unpacks seven false myths affecting all the main curricular and organizational levels of the implementation of the new credit…
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).
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…
Distance Education in the Digital Age: Common Misconceptions and Challenging Tasks

ERIC Educational Resources Information Center

Guri-Rosenblit, Sarah

2009-01-01

This article discusses in its first part three common misconceptions related to the operation of distance education providers in the digital age: The tendency to relate to e-learning as the new generation of distance education; the confusion between ends and means of distance education; and the absence of the teachers' crucial role in the…
Potential Paradoxical Effects of Myth-Busting as a Nutrition Education Strategy for Older Adults

ERIC Educational Resources Information Center

Ansburg, Pamela I.; Heiss, Cynthia J.

2012-01-01

Medical myth-busting is a common health education strategy during which a health educator highlights common misconceptions about health and then presents evidence to refute those misconceptions. Whereas this strategy can be an effective way to correct faulty health beliefs held by young adults, research from the field of cognitive psychology…
Secondary School Teachers' Pedagogical Content Knowledge of Some Common Student Errors and Misconceptions in Sets

ERIC Educational Resources Information Center

Kolitsoe Moru, Eunice; Qhobela, Makomosela

2013-01-01

The study investigated teachers' pedagogical content knowledge of common students' errors and misconceptions in sets. Five mathematics teachers from one Lesotho secondary school were the sample of the study. Questionnaires and interviews were used for data collection. The results show that teachers were able to identify the following students'…
Common Misconceptions About Service-Oriented Architecture

DTIC Science & Technology

2007-11-01

addition, the architect(s) must make decisions on how services are implemented. Service implementations may involve developing new software , wrapping a...legacy software system, incor- porating services provided by third par- ties, or a combination of these options. Information about the quality attrib...temperature. However, there 28 CROSSTALK The Journal of Defense Software Engineering November 2007 Common Misconceptions About Service -Oriented
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.
What Are They Thinking? The Development and Use of an Instrument that Identifies Common Science Misconceptions

ERIC Educational Resources Information Center

Stein, Mary; Barman, Charles R.; Larrabee, Timothy

2007-01-01

This article describes the rationale for, and development of, an online instrument that helps identify commonly held science misconceptions. Science Beliefs is a 47-item instrument that targets topics in chemistry, physics, biology, earth science, and astronomy. It utilizes a true or false, along with a written-explanation, format. The true or…
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.
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)
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
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.
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
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…

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.
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
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).
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…
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.
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…
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.
THE TEACHING OF PHYSICS.

ERIC Educational Resources Information Center

WARREN, J. W.

MANY IDEAS TAUGHT IN ELEMENTARY PHYSICS TODAY ARE EITHER FALSE IN FACT OR ABSURD IN LOGIC, AND HAVING BEEN CARRIED ALONG BY TRADITIONAL PRACTICE, THESE ERRORS AND MISCONCEPTIONS CONTINUE TO BE PROMULGATED. MANY MISCONCEPTIONS AND ERRORS COMMONLY FOUND IN CURRENT TEXTBOOKS ARE EXAMINED. AREAS DEALT WITH ARE (1) FORCES, (2) GRAVITATION, (3) ENERGY,…
Rib Torque Does Not Assist Resting Tidal Expiration or Most Conversational Speech Expiration

ERIC Educational Resources Information Center

Hixon, Thomas J.

2006-01-01

Purpose: This research note discusses a common misconception in speech science and speech-language pathology textbooks that rib torque (i.e., "rotational stress") assists resting tidal expiration and conversational speech production. Method: The nature of this misconception is considered. Conclusion: An alternate conceptualization is offered that…
Challenging Cognitive Construals: A Dynamic Alternative to Stable Misconceptions

ERIC Educational Resources Information Center

Gouvea, Julia S.; Simon, Matt R.

2018-01-01

In biology education research, it has been common to model cognition in terms of relatively stable knowledge structures (e.g., mental models, alternative frameworks, deeply held misconceptions). For example, John D. Coley and Kimberley D. Tanner recently proposed that many student difficulties in biology stem from underlying cognitive frameworks…
Student Teacher Understanding of the Greenhouse Effect, Ozone Layer Depletion, and Acid Rain.

ERIC Educational Resources Information Center

Dove, Jane

1996-01-01

Describes the results of a survey designed to ascertain details of student teachers' knowledge and misconceptions about the greenhouse effect, acid rain, and ozone layer depletion. Results indicate familiarity with the issues but little understanding of the concepts involved and many commonly held misconceptions. (JRH)
Understanding Atmospheric Carbon Budgets: Teaching Students Conservation of Mass

ERIC Educational Resources Information Center

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

2015-01-01

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

ERIC Educational Resources Information Center

Barclay, William L.

Graphing is a common and powerful symbol system for representing concrete data. Yet research has shown that students often have graphical misconceptions about how graphs are related to the concrete event. Currently, the Technical Education Research Center (TERC) is developing microcomputer-based laboratories (MBL) science units that use probes to…
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.
Complicating common ideas about medical tourism: gender, class, and globality in Yemenis' international medical travel.

PubMed

Kangas, Beth

2011-01-01

Three cases of international medical travelers from Yemen, a capital‐poor country in the southwest corner of the Arabian Peninsula, help to counter misconceptions within discussions of medical tourism. These misconceptions include the suggestion of leisure in medical tourism, the role of gender and class, and the ease with which we dismiss the health concerns of wealthy individuals. Instead, this article proposes, we should uncover commonalities and differences within international medical travel while avoiding slipping into generalities and stereotypical portrayals.
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.
Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements †

PubMed Central

Shi, J.; Knight, Jennifer K.; Chun, Hyonho; Guild, Nancy A.; Martin, Jennifer M.

2017-01-01

Understanding how different types of molecules move through cell membranes is a fundamental part of cell biology. To identify and address student misconceptions surrounding molecular movement through cell membranes, we surveyed student understanding on this topic using pre-class questions, in-class clicker questions, and subsequent exam questions in a large introductory biology course. Common misconceptions identified in student responses to the pre-class assessment questions were used to generate distractors for clicker questions. Two-tier diagnostic clicker questions were used to probe incoming common student misconceptions (first tier) and their reasoning (second tier). Two subsequent lectures with assessment clicker questions were used to help students construct a new framework to understand molecular movement through cell membranes. Comparison of pre-assessment and post-assessment (exam) performance showed dramatic improvement in students’ understanding of molecular movement: student answers to exam questions were 74.6% correct with correct reasoning while only 1.3% of the student answers were correct with correct reasoning on the pre-class assessment. Our results show that students’ conceptual understanding of molecular movement through cell membranes progressively increases through discussions of a series of clicker questions and suggest that this clicker-based teaching strategy was highly effective in correcting common student misconceptions on this topic. PMID:28512521
Canada and the United States. Perspective. Learning Activity Packet.

ERIC Educational Resources Information Center

Maine Univ., Orono. New England - Atlantic Provinces - Quebec Center.

The similarities and differences of Canada and the United States are explored in this Learning Activity Packet (LAP). Ten learning objectives are given which encourage students to examine: 1) the misconceptions Americans and Canadians have about each other and their ways of life; 2) the effect and influence of French and English exploration and…
A Probabilistic Model for Diagnosing Misconceptions by a Pattern Classification Approach.

ERIC Educational Resources Information Center

Tatsuoka, Kikumi K.

A probabilistic approach is introduced to classify and diagnose erroneous rules of operation resulting from a variety of misconceptions ("bugs") in a procedural domain of arithmetic. The model is contrasted with the deterministic approach which has commonly been used in the field of artificial intelligence, and the advantage of treating the…
The Heat Is On! Using Particle Models to Change Students' Conceptions of Heat and Temperature

ERIC Educational Resources Information Center

Hitt, Austin Manning; Townsend, J. Scott

2015-01-01

Elementary, middle-level, and high school science teachers commonly find their students have misconceptions about heat and temperature. Unfortunately, student misconceptions are difficult to modify or change and can prevent students from learning the accurate scientific explanation. In order to improve our students' understanding of heat and…

Palaeomagnetism or Palaeomagic? Misconceptions about Rock Magnetism

ERIC Educational Resources Information Center

Murphy, Phil

2016-01-01

The study and understanding of paleomagnetism has been pivotal in the development of the theory of plate tectonics. When it is taught in schools there are a number possible misconceptions that need to be addressed. This article attempts to provide an explanation of rock magnetism as well as strategies to avoid reinforcing some commonly identified…
Misconceptions about Traumatic Brain Injury among Students Preparing to Be Special Education Professionals

ERIC Educational Resources Information Center

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

2013-01-01

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

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.

2013-12-01

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

ERIC Educational Resources Information Center

Whittaker, Andrew G.

2012-01-01

Physics is a subject where pupils hold a great number of deeply seated misconceptions. Sound is a prime example, as it requires the visualisation of a form of energy that moves imperceptibly through an invisible medium. This article outlines some of the common misconceptions that pupils hold regarding the nature of sound and how it is transmitted,…
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
Analgesic safety - myths, mysteries and misconceptions.

PubMed

Moore, R A

2015-05-01

Acute episodes of tension-type headache (TTH) are common and affect people of all ages, races and income levels. Two recommended and commonly used drugs for the treatment of this condition are ibuprofen and paracetamol. However, despite - or perhaps because of - their widespread use, many misconceptions persist about their comparative efficacy and safety. Are concerns about the gastrointenstinal (GI) safety of ibuprofen justified in the non-prescription over-the-counter (OTC) setting? Do low doses of ibuprofen - as used for TTH - increase the risk of heart attacks? Is the efficacy of ibuprofen and paracetamol really the same?
Savant Syndrome: Realities, Myths and Misconceptions

ERIC Educational Resources Information Center

Treffert, Darold A.

2014-01-01

It was 126 years ago that Down first described savant syndrome as a specific condition and 70 years ago that Kanner first described Early Infantile Autism. While as many as one in ten autistic persons have savant abilities, such special skills occur in other CNS conditions as well such that approximately 50% of cases of savant syndrome have autism…
Common Origins of Diverse Misconceptions: Cognitive Principles and the Development of Biology Thinking

PubMed Central

Coley, John D.; Tanner, Kimberly D.

2012-01-01

Many ideas in the biological sciences seem especially difficult to understand, learn, and teach successfully. Our goal in this feature is to explore how these difficulties may stem not from the complexity or opacity of the concepts themselves, but from the fact that they may clash with informal, intuitive, and deeply held ways of understanding the world that have been studied for decades by psychologists. We give a brief overview of the field of developmental cognitive psychology. Then, in each of the following sections, we present a number of common challenges faced by students in the biological sciences. These may be in the form of misconceptions, biases, or simply concepts that are difficult to learn and teach, and they occur at all levels of biological analysis (molecular, cellular, organismal, population, and ecosystem). We then introduce the notion of a cognitive construal and discuss specific examples of how these cognitive principles may explain what makes some misconceptions so alluring and some biological concepts so challenging for undergraduates. We will argue that seemingly unrelated misconceptions may have common origins in a single underlying cognitive construal. These ideas emerge from our own ongoing cross-disciplinary conversation, and we think that expanding this conversation to include other biological scientists and educators, as well as other cognitive scientists, could have significant utility in improving biology teaching and learning. PMID:22949417
Common origins of diverse misconceptions: cognitive principles and the development of biology thinking.

PubMed

Coley, John D; Tanner, Kimberly D

2012-01-01

Many ideas in the biological sciences seem especially difficult to understand, learn, and teach successfully. Our goal in this feature is to explore how these difficulties may stem not from the complexity or opacity of the concepts themselves, but from the fact that they may clash with informal, intuitive, and deeply held ways of understanding the world that have been studied for decades by psychologists. We give a brief overview of the field of developmental cognitive psychology. Then, in each of the following sections, we present a number of common challenges faced by students in the biological sciences. These may be in the form of misconceptions, biases, or simply concepts that are difficult to learn and teach, and they occur at all levels of biological analysis (molecular, cellular, organismal, population, and ecosystem). We then introduce the notion of a cognitive construal and discuss specific examples of how these cognitive principles may explain what makes some misconceptions so alluring and some biological concepts so challenging for undergraduates. We will argue that seemingly unrelated misconceptions may have common origins in a single underlying cognitive construal. These ideas emerge from our own ongoing cross-disciplinary conversation, and we think that expanding this conversation to include other biological scientists and educators, as well as other cognitive scientists, could have significant utility in improving biology teaching and learning.
Weight, the Normal Force and Newton's Third Law: Dislodging a Deeply Embedded Misconception

ERIC Educational Resources Information Center

Low, David; Wilson, Kate

2017-01-01

On entry to university, high-achieving physics students from all across Australia struggle to identify Newton's third law force pairs. In particular, less than one in ten can correctly identify the Newton's third law reaction pair to the weight of (gravitational force acting on) an object. Most students incorrectly identify the normal force on the…
Africa: Into Reality. An Integrated Unit Plan in Social and Natural Science.

ERIC Educational Resources Information Center

Hedley, Charlee

This unit is intended to dispel misconceptions students may have about Africa and its people, and to help students to develop a greater appreciation of that land and its people. The unit focuses upon the physical aspects of Africa and the customs, religion, and attitudes of its people. Ten lessons are included: (1) The continent of Africa; (2) The…
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 Three-Tier Diagnostic Test to Assess Pre-Service Teachers' Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain

ERIC Educational Resources Information Center

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

2012-01-01

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…
Misconceptions on Buying A Computer! [and]"But, We Don't Have the Money..." (Or as It Should Be "The Check's in the Mail..."). Key Notes.

ERIC Educational Resources Information Center

Access Group, Atlanta, GA.

Two brief information pamphlets for families of children with disabilities provide: (1) consideration of common misconceptions in buying a computer, and (2) suggestions of ways that parents can obtain assistive technology devices and services from various service delivery systems despite their claims of lack of funds. In the first information…
"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.
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 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.
China’s Pursuit of Africa’s Natural Resources, (CSL Issue Paper, Volume 1-09, June 2009)

DTIC Science & Technology

2009-06-01

beyond recovery, and mineral exploitation has generated significant pollution that has rendered agricultural land infertile and given rise to social...heard. Then-South African President Thabo Mbeki cautioned China against dumping its low-cost textile and plastics products in Africa, thus denying...energy-security-asem- beijing -financial-crisis (accessed December 5, 2008). African Politics Portal. 2008. Top Ten Misconceptions about Chinese

Matter Scatter and Energy Anarchy. The Second Law of Thermodynamics is Simply Common Experience.

ERIC Educational Resources Information Center

Ross, Keith A.

1988-01-01

Shows that the second law of thermodynamics is in the common experience of many people and if taught first, before the law of conservation, can result in fewer misconceptions among pupils. Stresses the use of common experiences in teaching. (CW)
Teaching about Water Relations in Plant Cells: An Uneasy Struggle.

PubMed

Malińska, Lilianna; Rybska, Eliza; Sobieszczuk-Nowicka, Ewa; Adamiec, Małgorzata

University students often struggle to understand the role of water in plant cells. In particular, osmosis and plasmolysis appear to be challenging topics. This study attempted to identify student difficulties (including misconceptions) concerning osmosis and plasmolysis and examined to what extent the difficulties could be revised during a plant physiology course. A questionnaire was developed to monitor university students' conceptual knowledge before and after a course, and both qualitative and quantitative data were obtained. The data were analyzed using the constant comparison technique and descriptive statistics. Students were found to come to university with many misconceptions that had accumulated during their education. These misconceptions are extremely difficult to change during the traditional course, which comprises lectures and practical exercises. Students' misconceptions originate from commonly used sources such as textbooks, which are perceived as being reliable. Effective teaching of water relations in plant cells could include such didactic methods as "questioning the author," which allow teachers to monitor students' knowledge and help students acquire a more scientific understanding of key concepts. © 2016 L. Malińska et al. CBE—Life Sciences Education © 2016 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).
Duodenal Injury: Analysis of Common Misconceptions in Diagnosis and Treatment

PubMed Central

Flint, Lewis M.; McCoy, Martha; Richardson, J. David; Polk, Hiram C.

1980-01-01

Seventy-five consecutive patients who sustained injuries to the duodenum were admitted to our hospital over a nine-year period. Nineteen blunt injuries and 56 penetrating injuries were encountered. Blunt injuries were usually the result of motor vehicle accidents and steering wheel impact was frequently implicated. Penetrating injuries most commonly followed gunshot wounds, particularly those where the bullet tract travelled transversely across the peritoneal cavity. Seventy-nine per cent of the patients had two or more associated intra-abdominal organ injuries with other intestinal injuries, biliary tract injuries, and pancreatic injuries predominating. Forty-seven per cent of the patients were admitted in shock. Following blunt injury, diagnostic delay was encountered in two patients. Adjuncts to diagnosis such as abdominal roentgenograms, serum amylase levels, and contrast gastroduodenography, were not helpful. Peritoneal lavage, however, was valuable in patients with equivocal physical findings. Intraoperative diagnosis was also challenging. Complete mobilization of the structures surrounding the duodenum to provide exposure of the entire duodenum was necessary. Six injuries that initially appeared trivial would have been missed had this procedure not been followed. Suture closure was the most common reparative technique used. Tube decompression of the duodenum was a valuable addition. No suture line dehiscences were encountered in ten patients so treated. Overall mortality in patients surviving more than 24 hours was 12%. PMID:7387230
Sensory illusions: Common mistakes in physics regarding sound, light and radio waves

NASA Astrophysics Data System (ADS)

Briles, T. M.; Tabor-Morris, A. E.

2013-03-01

Optical illusions are well known as effects that we see that are not representative of reality. Sensory illusions are similar but can involve other senses than sight, such as hearing or touch. One mistake commonly noted among instructors is that students often mis-identify radio signals as sound waves and not as part of the electromagnetic spectrum. A survey of physics students from multiple high schools highlights the frequency of this common misconception, as well as other nuances on this misunderstanding. Many students appear to conclude that, since they experience radio broadcasts as sound, then sound waves are the actual transmission of radio signals and not, as is actually true, a representation of those waves as produced by the translator box, the radio. Steps to help students identify and correct sensory illusion misconceptions are discussed. School of Education
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.
The Relationship between Biology Classes and Biological Reasoning and Common Heath Misconceptions

ERIC Educational Resources Information Center

Keselman, Alla; Hundal, Savreen; Chentsova-Dutton, Yulia; Bibi, Raquel; Edelman, Jay A.

2015-01-01

This study investigates the relationship among (1) college major, (2) knowledge used in reasoning about common health beliefs, and (3) judgment about the accuracy of those beliefs. Seventy-four college students, advanced biology and non-science majors, indicated their agreement or disagreement with commonly believed, but often inaccurate,…
Knowledge, attitudes and misconceptions of primary care physicians regarding fever in children: a cross sectional study

PubMed Central

2012-01-01

Background Fever is an extremely common sign in paediatric patients and the most common cause for a child to be taken to the doctor. The literature indicates that physicians and parents have too many misconceptions and conflicting results about fever management. In this study we aim to identify knowledge, attitudes and misconceptions of primary care physicians regarding fever in children. Methods This cross-sectional study was conducted in April-May 2010 involving primary care physicians (n=80). The physicians were surveyed using a self-administered questionnaire. Descriptive statistics were used. Results In our study only 10% of the physicians knew that a body temperature of above 37.2°C according to an auxiliary measurement is defined as fever. Only 26.2% of the physicians took into consideration signs and symptoms other than fever to prescribe antipyretics. 85% of the physicians prescribed antipyretics to control fever or prevent complications of fever especially febrile seizures. Most of the physicians (76.3%) in this study reported that the height of fever may be used as an indicator for severe bacterial infection. A great majority of physicians (91.3%) stated that they advised parents to alternate the use of ibuprofen and paracetamol. Conclusions There were misconceptions about the management and complications of fever. There is a perceived need to improve the recognition, assessment, and management of fever with regards to underlying illnesses in children. PMID:22950655
Teaching about Water Relations in Plant Cells: An Uneasy Struggle

PubMed Central

Malińska, Lilianna; Rybska, Eliza; Sobieszczuk-Nowicka, Ewa; Adamiec, Małgorzata

2016-01-01

University students often struggle to understand the role of water in plant cells. In particular, osmosis and plasmolysis appear to be challenging topics. This study attempted to identify student difficulties (including misconceptions) concerning osmosis and plasmolysis and examined to what extent the difficulties could be revised during a plant physiology course. A questionnaire was developed to monitor university students’ conceptual knowledge before and after a course, and both qualitative and quantitative data were obtained. The data were analyzed using the constant comparison technique and descriptive statistics. Students were found to come to university with many misconceptions that had accumulated during their education. These misconceptions are extremely difficult to change during the traditional course, which comprises lectures and practical exercises. Students’ misconceptions originate from commonly used sources such as textbooks, which are perceived as being reliable. Effective teaching of water relations in plant cells could include such didactic methods as “questioning the author,” which allow teachers to monitor students’ knowledge and help students acquire a more scientific understanding of key concepts. PMID:27909028
A guided enquiry approach to introduce basic concepts concerning magnetic hysteresis to minimize student misconceptions

NASA Astrophysics Data System (ADS)

Wei, Yajun; Zhai, Zhaohui; Gunnarsson, Klas; Svedlindh, Peter

2014-11-01

Basic concepts concerning magnetic hysteresis are of vital importance in understanding magnetic materials. However, these concepts are often misinterpreted by many students and even textbooks. We summarize the most common misconceptions and present a new approach to help clarify these misconceptions and enhance students’ understanding of the hysteresis loop. In this approach, students are required to perform an experiment and plot the measured magnetization values and thereby calculated demagnetizing field, internal field, and magnetic induction as functions of the applied field point by point on the same graph. The concepts of the various coercivity, remanence, saturation magnetization, and saturation induction will not be introduced until this stage. By plotting this graph, students are able to interlink all the preceding concepts and intuitively visualize the underlying physical relations between them.
Common omissions and misconceptions of wave propagation in turbulence: discussion.

PubMed

Charnotskii, Mikhail

2012-05-01

This review paper addresses typical mistakes and omissions that involve theoretical research and modeling of optical propagation through atmospheric turbulence. We discuss the disregard of some general properties of narrow-angle propagation in refractive random media, the careless use of simplified models of turbulence, and omissions in the calculations of the second moment of the propagating wave. We also review some misconceptions regarding short-exposure imaging, propagation of polarized waves, and calculations of the scintillation index of the beam waves. © 2012 Optical Society of America
Common Magnets, Unexpected Polarities

ERIC Educational Resources Information Center

Olson, Mark

2013-01-01

In this paper, I discuss a "misconception" in magnetism so simple and pervasive as to be typically unnoticed. That magnets have poles might be considered one of the more straightforward notions in introductory physics. However, the magnets common to students' experiences are likely different from those presented in educational…
Beyond Knowledge and Awareness: Addressing Misconceptions in Ghana’s Preparation towards an Outbreak of Ebola Virus Disease

PubMed Central

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

2016-01-01

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

NASA Astrophysics Data System (ADS)

Neumann, Susanne

2014-09-01

During the last few years teaching physics, I have noticed that my students are becoming more and more interested in the topic of radiation. Mobile phones, modern game consoles, and WiFi—all of these devices involving some kind of radiation are part of our students' everyday lives. Students are also frequently confronted in the media with debates relating to different types of radiation: What are the effects of nuclear contamination going to be after the Fukushima accident? Can radiation from mobile phones really cause cancer? Should the use of tanning booths be forbidden for teenagers? Although students seem to be very motivated to learn about the topic of radiation, I have encountered several misconceptions about this topic that my students bring into the physics classroom. Some of these misconceptions might be caused by biased media reports, while others can be attributed to a different usage of the word radiation in everyday language (when compared to the scientific usage of this term). In this paper, I would like to present the most common misconceptions about radiation that I have encountered in my physics courses and I would like to give some ideas how to confront these ideas in teaching. A detailed description of these misconceptions discovered through empirical research can be found in one of my research articles.1
What Is Cancer?

MedlinePlus

... myeloid). Our page on leukemia has more information. Lymphoma Lymphoma is cancer that begins in lymphocytes (T ... tumors has more information. Related Resources Tumor Grade Pathology Reports Metastatic Cancer Common Cancer Myths and Misconceptions ...
Common misconceptions about 5-aminosalicylates and thiopurines in inflammatory bowel disease

PubMed Central

Gisbert, Javier P; Chaparro, María; Gomollón, Fernando

2011-01-01

Misconceptions are common in the care of patients with inflammatory bowel disease (IBD). In this paper, we state the most commonly found misconceptions in clinical practice and deal with the use of 5-aminosalicylates and thiopurines, to review the related scientific evidence, and make appropriate recommendations. Prevention of errors needs knowledge to avoid making such errors through ignorance. However, the amount of knowledge is increasing so quickly that one new danger is an overabundance of information. IBD is a model of a very complex disease and our goal with this review is to summarize the key evidence for the most common daily clinical problems. With regard to the use of 5-aminosalicylates, the best practice may to be consider abandoning the use of these drugs in patients with small bowel Crohn’ s disease. The combined approach with oral plus topical 5-aminosalicylates should be the first-line therapy in patients with active ulcerative colitis; once-daily treatment should be offered as a first choice regimen due to its better compliance and higher efficacy. With regard to thiopurines, they seem to be as effective in ulcerative colitis as in Crohn’ s disease. Underdosing of thiopurines is a form of undertreatment. Thiopurines should probably be continued indefinitely because their withdrawal is associated with a high risk of relapse. Mercaptopurine is a safe alternative in patients with digestive intolerance or hepatotoxicity due to azathioprine. Finally, thiopurine methyltransferase (TPMT) screening cannot substitute for regular monitoring because the majority of cases of myelotoxicity are not TPMT-related. PMID:21941413
The notion of motion: covariational reasoning and the limit concept

NASA Astrophysics Data System (ADS)

Nagle, Courtney; Tracy, Tyler; Adams, Gregory; Scutella, Daniel

2017-05-01

This paper investigates outcomes of building students' intuitive understanding of a limit as a function's predicted value by examining introductory calculus students' conceptions of limit both before and after instruction. Students' responses suggest that while this approach is successful at reducing the common limit equals function value misconception of a limit, new misconceptions emerged in students' responses. Analysis of students' reasoning indicates a lack of covariational reasoning that coordinates changes in both x and y may be at the root of the emerging limit reached near x = c misconception. These results suggest that although dynamic interpretations of limit may be intuitive for many students, care must be taken to foster a dynamic conception that is both useful at the introductory calculus level and is in line with the formal notion of limit learned in advanced mathematics. In light of the findings, suggestions for adapting the pedagogical approach used in this study are provided.
Using simple manipulatives to improve student comprehension of a complex biological process: protein synthesis.

PubMed

Guzman, Karen; Bartlett, John

2012-01-01

Biological systems and living processes involve a complex interplay of biochemicals and macromolecular structures that can be challenging for undergraduate students to comprehend and, thus, misconceptions abound. Protein synthesis, or translation, is an example of a biological process for which students often hold many misconceptions. This article describes an exercise that was developed to illustrate the process of translation using simple objects to represent complex molecules. Animations, 3D physical models, computer simulations, laboratory experiments and classroom lectures are also used to reinforce the students' understanding of translation, but by focusing on the simple manipulatives in this exercise, students are better able to visualize concepts that can elude them when using the other methods. The translation exercise is described along with suggestions for background material, questions used to evaluate student comprehension and tips for using the manipulatives to identify common misconceptions. Copyright © 2012 Wiley Periodicals, Inc.
Myths of Teaching the Golf Swing.

ERIC Educational Resources Information Center

Kraft, Robert E.

1987-01-01

This article dispells 11 myths about common teaching practices and misconceptions about the modern golf swing. Each myth is counterbalanced by facts presented by researchers about appropriate movements, skills, and practices. (CB)
The Classroom Animal: Snapping Turtles.

ERIC Educational Resources Information Center

Kramer, David C.

1987-01-01

Describes the distinctive features of the common snapping turtle. Discusses facts and misconceptions held about the turtle. Provides guidelines for proper care and treatment of a young snapper in a classroom environment. (ML)
Osteoporosis and Hispanic Women

MedlinePlus

... FAQs Breadcrumb Home Osteoporosis Osteoporosis and Hispanic Women Osteoporosis and Hispanic Women It is a common misconception ... Are Available? Resources For Your Information What Is Osteoporosis? Osteoporosis is a condition in which the bones ...

A qualitative study of motivators and barriers to healthy eating in pregnancy for low-income, overweight, african-american mothers

PubMed Central

Reyes, Naomi R.; Klotz, Alicia A.; Herring, Sharon J.

2013-01-01

Poor diet quality is common among low-income, overweight, African-American mothers, placing them at high risk for adverse pregnancy outcomes. We sought to better understand the contextual factors that may influence low-income African-American mothers' diet quality during pregnancy. In 2011, we conducted semi-structured interviews with 21 overweight/obese, pregnant African Americans in Philadelphia, all of whom received Medicaid and were eligible for the Supplemental Nutrition Program for Women, Infants, and Children. Two readers independently coded the interview transcripts to identify recurrent themes. We identified ten themes around motivators and barriers to healthy eating in pregnancy. Mothers believed that consuming healthy foods, like fruits and vegetables, would lead to healthy babies and limit the physical discomforts of pregnancy. However, more often than not, mothers chose foods that were high in fats and sugars because of taste, cost, and convenience. Additionally, mothers had several misconceptions about the definition of healthy (e.g., “juice is good for baby”), which led to overconsumption. Many mothers feared they might “starve” their babies if they didn't get enough to eat, promoting persistent snacking and larger portions. Living in multigenerational households and sharing resources also limited mothers' control over food choices and made consuming healthy foods especially difficult. Despite the good intentions of low-income African-American mothers to improve diet quality during pregnancy, multiple factors worked together as barriers to healthy eating. Interventions which emphasize tasty and affordable healthy food substitutes, address misconceptions, and counsel mothers about true energy needs in pregnancy may improve low-income, African-American, overweight/obese mothers' diet quality. PMID:23871106
Diagnosing students' misconceptions in algebra: results from an experimental pilot study.

PubMed

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

2009-05-01

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

NASA Astrophysics Data System (ADS)

Pompea, Stephen M.; Dokter, Erin F.; Walker, Constance E.; Sparks, Robert T.

2007-06-01

To create the Hands-On Optics program and its associated instructional materials, we needed to understand a number of basic optics misconceptions held by children (and adults) and how to address them through a proper educational approach. The activities have been built with an understanding of the naïve concepts many people have about light, color, and optical phenomena in general. Our own experience is that the concepts that children and adults have of light are often not that different from each other. This paper explores the most common misconceptions about light and color, according to educational research, and describes how they can be addressed in optics education programs. This understanding of misconceptions was useful as well in the professional development component of the program where educators were trained on the Hands-On Optics modules. The professional development work for the optics industry volunteers who worked with the educators was also based on research on how an optics professional can work more effectively in multi-cultural settings-an area with great applicability to industry volunteers working in the very different culture of science centers or after-school programs.
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.
An Update on the Family Educational Rights and Privacy Act

ERIC Educational Resources Information Center

Fuller, Matthew

2017-01-01

Despite its prominence, the Family Educational Rights and Privacy Act (FERPA) is often misinterpreted and misapplied. This chapter clarifies historical developments, common misconceptions, and modern applications of the law.
Scaling the Laws of Science.

ERIC Educational Resources Information Center

Jones, Richard C.; Jones, Richard N.

1994-01-01

Explores the effects of the square-cube law that predicts the physical consequences of increasing or decreasing an object's size. Uses examples to discuss the economy of scales, common misconceptions, and applications of scaling laws. (JRH)
Understanding Forces: What's the Problem?

ERIC Educational Resources Information Center

Kibble, Bob

2006-01-01

Misconceptions about forces are very common and seem to arise from everyday experience and use of words. Ways to improve students' understanding of forces, as used in recent a IOP CD-Rom, are discussed here.
A Student with Diabetes Is in My Class.

ERIC Educational Resources Information Center

Rosenthal-Malek, Andrea; Greenspan, Jan

1999-01-01

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

ERIC Educational Resources Information Center

Bousquet, Sarah

2012-01-01

Based upon field study and a review of the literature, this paper sought to describe the educational experiences that are common in the Middle East and North Africa. The paper explained the curriculum and pedagogy that are most commonly found in Arab schools. It also addresses the misconceptions that many Americans have regarding Arab education.…
Insight into Jordanian thinking about HIV: knowledge of Jordanian men and women about HIV prevention.

PubMed

Alkhasawneh, Esra; McFarland, Willi; Mandel, Jeffery; Seshan, Vidya

2014-01-01

Research on HIV prevention programs for countries with large Muslim populations is scarce. HIV knowledge, attitudes, and beliefs were assessed in a convenience sample of 128 women and 88 men at two universities in Jordan with the goal of gaining insight into how to approach HIV risk behaviors. In general terms, 97% of participants had heard of AIDS and the majority understood the common methods of transmission. Misconceptions were common; most participants did not recognize condoms as an HIV prevention method. A sense of fatalism regarding the acquisition of HIV was common. In Jordan, challenges to HIV-prevention interventions includes misconceptions about HIV transmission, gender-related differences in the willingness to discuss sexual issues, and fatalism regarding the acquisition of HIV. Silence about sexual activity, particularly among women, was pervasive. Culturally tailored interventions are needed to decrease stigma and address gender inequalities that may contribute to increased risks of HIV in Jordan. Copyright © 2014 Association of Nurses in AIDS Care. All rights reserved.
Developing and validating a chemical bonding instrument for Korean high school students

NASA Astrophysics Data System (ADS)

Jang, Nak Han

The major purpose of this study was to develop a reliable and valid instrument designed to collect and investigate on Korean high school students' understanding about concepts regarding chemical bonding. The Chemical Bonding Diagnostic Test (CBDT) was developed by the procedure by previously relevant researches (Treagust, 1985; Peterson, 1986; Tan, 1994). The final instrument consisted of 15 two-tier items. The reliability coefficient (Cronbach alpha) for the whole test was 0.74. Also, the range of values for the discrimination index was from 0.38 to 0.90 and the overall average difficulty index was 0.38. The test was administered to 716 science declared students in Korean high school. The 37 common misconceptions on chemical bonding were identified through analysis of the items from the CBDT. The grade 11 students had slightly more misconceptions than the grade 12 students for ionic bonding, covalent bonding, and hydrogen bonding while the grade 12 students had more misconceptions about octet rule and hydrogen bonding than the grade 11 students. From the analysis of ANCOVA, there was no significant difference in grades, and between grade levels and gender on the mean score of CBDT. However, there was a significant difference in gender and a significant interaction between grade levels and chemistry preference. In conclusion, Korean high school students had the most common misconception about the electron configuration on ionic bonding and the water density on hydrogen bonding. Korean students' understanding about the chemical bonding was dependent on the interaction between grade levels and the chemistry preference. Consequently, grade 12 chemistry-preferred students had the highest mean scores among student groups concerned by this study.
The Orion Constellation as an Installation: An Innovative Three-Dimensional Teaching and Learning Environment

ERIC Educational Resources Information Center

Brown, Daniel

2013-01-01

Visualizing the three-dimensional distribution of stars within a constellation is highly challenging for both students and educators, but when carried out in an interactive collaborative way, it can create an ideal environment to explore common misconceptions about size and scale within astronomy. We present how the common tabletop activities…
Understanding the Common Elements of Evidence-Based Practice: Misconceptions and Clinical Examples

ERIC Educational Resources Information Center

Chorpita, Bruce F.; Becker, Kimberly D.; Daleiden, Eric L.

2007-01-01

In this article, the authors proposed a distillation and matching model (DMM) that describes how evidence-based treatment operations can be conceptualized at a lower order level of analysis than simply by their manuals. Also referred to as the "common elements" approach, this model demonstrates the feasibility of coding and identifying the…
Air Pollution: The Knowledge and Attitudes of Secondary School Students in Hong Kong

ERIC Educational Resources Information Center

Boyes, Edward; Stanisstreet, Martin; Yeung, Stephen Pui-ming

2004-01-01

This paper examines the knowledge and understanding of Hong Kong secondary school students about the composition of unpolluted and polluted air, and the nature and effects of air pollutants. A number of misconceptions are highlighted, including the common belief amongst younger students that oxygen was more common in unpolluted air than nitrogen.…
Analysis of Students' Conceptions of Basic Magnetism from a Complex Systems Perspective

NASA Astrophysics Data System (ADS)

Lemmer, Miriam; Kriek, Jeanne; Erasmus, Benita

2018-03-01

This study established whether 12 South African secondary school physics students had incorrect conceptions of basic magnetism and if they had, to what extent they consistently applied such conceptions. Different scenarios in the form of thought experiments were presented in a clinical interview approach. A complex systems perspective underpinned the study and was firstly used to analyze 12 students' conceptions in terms of intuitive fragments of knowledge elements, structured misconceptions, and theory-like system of knowledge elements. Secondly, coherence in each student's ideas expressed across ten themes using thought experiments was analyzed in an effort to determine variations or coherence in responses. Examples of student explanations and sketches are discussed in the paper to illustrate the conceptual structures they applied. Most of the students in this study used a variety of knowledge elements in accord with a complex systems perspective, but three students seemed to prefer a specific perspective. One student's ideas tended to be mainly fragmented, a second exposed a number of structured misconceptions, while another student's reasoning can be described as a theory-like system of knowledge elements. Accordingly, the emphasis of physics education research should no longer be on the compilation of a list of misconceptions that have to be remedied or replaced, but on the conceptual connections, students make and their associative reasoning patterns (i.e., knowledge systems revealed). It remains for the teacher to use the complex systems perspective as a framework to facilitate students' conceptual development and understanding, proceeding on their existing knowledge systems.
Misinterpretations of Piaget's Theory.

ERIC Educational Resources Information Center

Wadsworth, Barry

1981-01-01

Refutes six common misconceptions about Piaget's theories, including their educational implications; Piaget's position on heredity v environment; and the relationships between developmental stages, age, and brain growth spurts. Condensed from "Impact on Instructional Improvement", Winter 1981, p7-11. (SJL)
Common Cancer Myths and Misconceptions

MedlinePlus

... positive attitude may be more likely to maintain social connections and stay active, and physical activity and emotional support may help you cope with your cancer. For more information, see the NCI fact sheet on Psychological Stress and Cancer . ...
Effects of Fire on Southern Pine: Observations and Recommendations

Treesearch

Dale D. Wade; R.W. Johansen

1986-01-01

Systematically discusses fire damage as it relates to all parts of the tree: available literature is critiqued, apparent contradictions resolved, and some commonly held misconceptions dispelled. Suggestions for avoiding fire damage during prescribed burns are given.
The Truth and the Hype of Hypnosis.

ERIC Educational Resources Information Center

Nash, Michael R.

2001-01-01

Provides information about hypnosis. Uses research data to define hypnosis, discuss the relationship between hypnosis and memory, and present some possible benefits. Includes a chart with some common misconceptions about hypnosis and the corresponding true statement. (DDR)
Teaching Tree-Thinking to Undergraduate Biology Students.

PubMed

Meisel, Richard P

2010-07-27

Evolution is the unifying principle of all biology, and understanding how evolutionary relationships are represented is critical for a complete understanding of evolution. Phylogenetic trees are the most conventional tool for displaying evolutionary relationships, and "tree-thinking" has been coined as a term to describe the ability to conceptualize evolutionary relationships. Students often lack tree-thinking skills, and developing those skills should be a priority of biology curricula. Many common student misconceptions have been described, and a successful instructor needs a suite of tools for correcting those misconceptions. I review the literature on teaching tree-thinking to undergraduate students and suggest how this material can be presented within an inquiry-based framework.

Dual-opposite injection capillary electrophoresis: Principles and misconceptions.

PubMed

Blackney, Donna M; Foley, Joe P

2017-03-01

Dual-opposite injection capillary electrophoresis (DOI-CE) is a separation technique that utilizes both ends of the capillary for sample introduction. The electroosmotic flow (EOF) is suppressed to allow all ions to reach the detector quickly. Depending on the individual electrophoretic mobilities of the analytes of interest and the effective length that each analyte travels to the detection window, the elution order of analytes in a DOI-CE separation can vary widely. This review discusses the principles, applications, and limitations of dual-opposite injection capillary electrophoresis. Common misconceptions regarding DOI-CE are clarified. © 2016 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.
Central distractors in Force Concept Inventory data

NASA Astrophysics Data System (ADS)

Scott, Terry F.; Schumayer, Dániel

2018-01-01

The Force Concept Inventory was designed to poll the Newtonian conception of force. While there are many in-depth studies analyzing response data that look at the structure of the correct answers, we believe that the incorrect answers also carry revealing information about the students' worldview. The inventory was originally designed so that the "distractors" in each question reflected commonly held misconceptions, and thus the rate at which students guess the correct answer is very low. Students select incorrect answers that correspond to the misconception that they hold and there are very few responses which appear obviously wrong to students. A side effect of this approach is that the incorrect responses reflect the non-Newtonian worldviews held by students. These non-Newtonian worldviews are coherent and robust, and this, at least in part, helps to explain why these misconceptions are so resistant to instruction. In this study we focus once more on the misconception data in Force Concept Inventory responses, particularly on the linkages between these misconceptions. We hypothesize that there are distinct groupings of distractor items formed by the strength of the association between these items. The two largest groupings are associated with the "impetus" world view in which the motion of an object is determined by the quantity of impetus which that object contains. We find that certain central items hold particularly important places in these groupings and also that individual groupings may be connected to each other by "connector" items. We finally suggest that, on the basis of this study, that these non-Newtonian worldviews might best be dismantled by addressing these key central and connector items.
Correlates of parental antibiotic knowledge, demand, and reported use.

PubMed

Kuzujanakis, Marianne; Kleinman, Ken; Rifas-Shiman, Sheryl; Finkelstein, Jonathan A

2003-01-01

Clinicians cite parental misconceptions and requests for antibiotics as reasons for inappropriate prescribing. To identify misconceptions regarding antibiotics and predictors of parental demand for antibiotics and to determine if parental knowledge and attitudes are associated with use. Survey of parents in 16 Massachusetts communities. Domains included antibiotic-related knowledge, attitudes about antibiotics, antibiotic use during a 12-month period, demographics, and access to health information. Bivariate and multivariate analyses evaluated predictors of knowledge and proclivity to demand antibiotics. A multivariate model evaluated the associations of knowledge, demand, and demographic factors with parent-reported antibiotic use. A total of 1106 surveys were returned (response rates: 54% and 32% for commercially-insured and Medicaid-insured families). Misconceptions were common regarding bronchitis (92%) and green nasal discharge (78%). Two hundred sixty-five (24%) gave responses suggesting a proclivity to demand antibiotics. Antibiotic knowledge was associated with increased parental age and education, having more than 1 child, white race, and receipt of media information on resistance. Factors associated with a proclivity to demand antibiotics included decreased knowledge, pressure from day-care settings, lack of alternatives offered by clinicians, and lack of access to media information. Among all respondents, reported antibiotic use was associated with younger child age and day-care attendance. Among Medicaid-insured children only, less antibiotic knowledge and tendency to demand antibiotics were associated with higher rates of antibiotic use. Misconceptions regarding antibiotic use are widespread and potentially modifiable by clinicians and media sources. Particular attention should be paid to Medicaid-insured patients in whom such misconceptions may contribute to inappropriate prescribing.
That Somber Specter: Rubella.

ERIC Educational Resources Information Center

Gebert, John

1984-01-01

Describes North Central Technical Institute's special programs for students with vision or hearing impairments focusing on the one-month career exploration program; daily living skills instruction; diagnostic, counseling, and support services; and job placement. Examines common misconceptions about hearing/vision impaired people. (DMM)
Pluto: The Farthest Planet (Usually).

ERIC Educational Resources Information Center

Universe in the Classroom, 1988

1988-01-01

Provides background information about the planet Pluto. Includes the history of Pluto and discusses some of the common misconceptions about the planets. Addresses some of the recent discoveries about Pluto and contains a resource list of books, articles, and a videotape. (TW)
Textbook Forum. Thermodynamics of "Mixing" of Ideal Gases: A Persistent Pitfall.

ERIC Educational Resources Information Center

Meyer, Edwin F.

1987-01-01

Discusses some of the misconceptions commonly held suggesting that mixing ideal gases causes an increase in entropy. Argues that the combining processes and resulting total pressure have absolutely nothing to do with the mixing itself. (TW)
Let's Stop Teaching About Sex (of the Flowering Plants)

ERIC Educational Resources Information Center

Davidson, John F.; Thelen, Leverne J

1969-01-01

Points out common misconceptions, especially the idea that pollination in flowering plants corresponds to fertilization in animals. Gives history of understanding of plant sexuality, then summarizes modern view. Suggests we teach accurately or not at all. (EB)
A Study of Nigerian Pupils' Understanding of Selected Biological Concepts.

ERIC Educational Resources Information Center

Okeke, Eunice A. C.; Wood-Robinson, Colin

1980-01-01

Describes results of a study investigating the nature of Nigerian secondary school pupils' (N=120) difficulties in understanding the biological concepts of growth, reproduction, and transport mechanisms within living organisms. Identifies examples of common misconceptions. (CS)
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.
The Photoelectric Effect: Experimental Confirmation Concerning a Widespread Misconception in the Theory

ERIC Educational Resources Information Center

Wong, Darren; Lee, Paul; Shenghan, Gao; Xuezhou, Wang; Qi, Huan Yan; Kit, Foong See

2011-01-01

The photoelectric effect is widely taught in schools and institutions. It is common knowledge that in order for photoelectrons to be emitted, the energy of the incoming photons must be greater than the work function of the irradiated metal (i.e. hv greater than [phi][subscript emitter]). However, what may not be as commonly known is that the…
SBL-Online: Implementing Studio-Based Learning Techniques in an Online Introductory Programming Course to Address Common Programming Errors and Misconceptions

ERIC Educational Resources Information Center

Polo, Blanca J.

2013-01-01

Much research has been done in regards to student programming errors, online education and studio-based learning (SBL) in computer science education. This study furthers this area by bringing together this knowledge and applying it to proactively help students overcome impasses caused by common student programming errors. This project proposes a…
Revisiting the Common Adventure Concept: An Annotated Review of the Literature, Misconceptions and Contemporary Perspectives.

ERIC Educational Resources Information Center

Watters, Ron

In the 1970s a new form of outdoor trip programming appeared. Known as "common adventure," its best known trait is the absence of a designated leader. In 1970, Gary Grimm, the University of Oregon's first outdoor program coordinator, laid out the key principles: self-directed learning, formation of groups of people with similar interests…
Misconceptions Surrounding Climate Change: A Review of the Literature

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

NASA Technical Reports Server (NTRS)

Ivancic, William D.

2006-01-01

After many years of studies, experimentation, and deployment, large amounts of misinformation and misconceptions remain regarding applicability of various communications protocols for use in satellite and space-based networks. This paper attempts to remove much of the politics, misconceptions, and misinformation that have plagued spacebased communications protocol development and deployment. This paper provides a common vocabulary for communications; a general discussion of the requirements for various communication environments; an evaluation of tradeoffs between circuit and packet-switching technologies, and the pros and cons of various link, network, transport, application, and security protocols. Included is the applicability of protocol enhancing proxies to NASA, Department of Defense (DOD), and commercial space communication systems.
Regression assumptions in clinical psychology research practice-a systematic review of common misconceptions.

PubMed

Ernst, Anja F; Albers, Casper J

2017-01-01

Misconceptions about the assumptions behind the standard linear regression model are widespread and dangerous. These lead to using linear regression when inappropriate, and to employing alternative procedures with less statistical power when unnecessary. Our systematic literature review investigated employment and reporting of assumption checks in twelve clinical psychology journals. Findings indicate that normality of the variables themselves, rather than of the errors, was wrongfully held for a necessary assumption in 4% of papers that use regression. Furthermore, 92% of all papers using linear regression were unclear about their assumption checks, violating APA-recommendations. This paper appeals for a heightened awareness for and increased transparency in the reporting of statistical assumption checking.
Misconceptions of the p-value among Chilean and Italian Academic Psychologists

PubMed Central

Badenes-Ribera, Laura; Frias-Navarro, Dolores; Iotti, Bryan; Bonilla-Campos, Amparo; Longobardi, Claudio

2016-01-01

Common misconceptions of p-values are based on certain beliefs and attributions about the significance of the results. Thus, they affect the professionals' decisions and jeopardize the quality of interventions and the accumulation of valid scientific knowledge. We conducted a survey on 164 academic psychologists (134 Italian, 30 Chilean) questioned on this topic. Our findings are consistent with previous research and suggest that some participants do not know how to correctly interpret p-values. The inverse probability fallacy presents the greatest comprehension problems, followed by the replication fallacy. These results highlight the importance of the statistical re-education of researchers. Recommendations for improving statistical cognition are proposed. PMID:27602007
Regression assumptions in clinical psychology research practice—a systematic review of common misconceptions

PubMed Central

Ernst, Anja F.

2017-01-01

Misconceptions about the assumptions behind the standard linear regression model are widespread and dangerous. These lead to using linear regression when inappropriate, and to employing alternative procedures with less statistical power when unnecessary. Our systematic literature review investigated employment and reporting of assumption checks in twelve clinical psychology journals. Findings indicate that normality of the variables themselves, rather than of the errors, was wrongfully held for a necessary assumption in 4% of papers that use regression. Furthermore, 92% of all papers using linear regression were unclear about their assumption checks, violating APA-recommendations. This paper appeals for a heightened awareness for and increased transparency in the reporting of statistical assumption checking. PMID:28533971
Teaching Tree-Thinking to Undergraduate Biology Students

PubMed Central

2011-01-01

Evolution is the unifying principle of all biology, and understanding how evolutionary relationships are represented is critical for a complete understanding of evolution. Phylogenetic trees are the most conventional tool for displaying evolutionary relationships, and “tree-thinking” has been coined as a term to describe the ability to conceptualize evolutionary relationships. Students often lack tree-thinking skills, and developing those skills should be a priority of biology curricula. Many common student misconceptions have been described, and a successful instructor needs a suite of tools for correcting those misconceptions. I review the literature on teaching tree-thinking to undergraduate students and suggest how this material can be presented within an inquiry-based framework. PMID:21572571
Patients' concepts and attitudes about diabetes.

PubMed

Sircar, Amulya R; Sircar, Sudeep; Sircar, Joydeep; Misra, Sheela

2010-01-01

To evaluate the concepts and attitudes of patients and their immediate family members towards diabetes, its complications, and treatment. A total of 654 patients with poorly controlled diabetes and 216 of their immediate family members were interviewed regarding their concept about diabetes, its complications, diet, exercise, drug therapy, and understanding about insulin. There was lack of awareness about diabetes and its complications among the patients of diabetes. Majority of obese patients and their close family members failed to accept that they were obese. Child birth, menopause, and tubal ligation in female patients were wrongly attributed as a cause of obesity. There were major misconceptions about diet, exercise, and insulin therapy. More than 90% of study subjects had a misconception that all sweet fruits are prohibited and all bitter vegetables are beneficial. Temporary discontinuation of drug therapy was found in 189 cases. The lack of awareness and various misconceptions had no statistical relationship with the educational background of the patients. Among patients of poorly controlled diabetes and their close family members, there was a gross lack of knowledge of complications of diabetes, causes of obesity, treatment of diabetes, and use of insulin. Denial of obesity was commonly observed. Linking obesity with tubal ligation in female patients not only is appalling but may possibly be a hindrance to family planning program. Level of education had no bearing on these misconceptions. Copyright © 2010 Elsevier Inc. All rights reserved.

Investigating Mathematics Teachers' Thoughts of Statistical Inference

ERIC Educational Resources Information Center

Yang, Kai-Lin

2012-01-01

Research on statistical cognition and application suggests that statistical inference concepts are commonly misunderstood by students and even misinterpreted by researchers. Although some research has been done on students' misunderstanding or misconceptions of confidence intervals (CIs), few studies explore either students' or mathematics…
Rabbit-Ears Hybrids, VSEPR Sterics, and Other Orbital Anachronisms

ERIC Educational Resources Information Center

Clauss, Allen D.; Nelsen, Stephen F.; Ayoub, Mohamed; Moore, John W.; Landis, Clark R.; Weinhold, Frank

2014-01-01

We describe the logical flaws, experimental contradictions, and unfortunate educational repercussions of common student misconceptions regarding the shapes and properties of lone pairs, inspired by overemphasis on ''valence shell electron pair repulsion'' (VSEPR) rationalizations in current freshmanlevel chemistry textbooks. VSEPR-style…
Do Atoms Really "Emit" Absorption Lines?

ERIC Educational Resources Information Center

Brecher, Kenneth

1991-01-01

Presents three absorption line sources that enhance student understanding of the phenomena associated with the interaction of light with matter and help dispel the misconception that atoms "emit" absorption lines. Sources include neodymium, food coloring and other common household liquids, and fluorescent materials. (MDH)
Harvest Dream.

ERIC Educational Resources Information Center

Ambler, Marjane

1995-01-01

Describes the historical and present-day agricultural practices of Native Americans and the common misconception that Indians were primarily nomadic. Highlights recent efforts in reservation schools to teach traditional Indian agricultural methods. Indicates that with the tribal colleges' land grant status came a new impetus to explore the…
Reptile Facts.

ERIC Educational Resources Information Center

Steinheimer, Margaret

1993-01-01

Describes an award-winning bulletin board for introducing a unit on reptiles. This interactive bulletin board contains fun facts and counters common misconceptions about reptiles. Twelve true-false statements are hidden behind pull-up flaps. Four pictures ask students to identify the difference between often-confused animals. (PR)
Cancer Pain Management Education Rectifies Patients' Misconceptions of Cancer Pain, Reduces Pain, and Improves Quality of Life.

PubMed

Koh, Su-Jin; Keam, Bhumsuk; Hyun, Min Kyung; Ju Seo, Jeong; Uk Park, Keon; Oh, Sung Yong; Ahn, Jinseok; Lee, Ja Youn; Kim, JinShil

2018-03-26

More than half of the patients have reported improper management of breakthrough cancer pain. Empirical evidence is lacking concerning the effectiveness of cancer pain education on breakthrough pain control. This study aimed to examine the effects of individual pain education on pain control, use of short-acting analgesics for breakthrough pain, quality of life outcomes, and rectification of patients' misconceptions regarding cancer pain. A quasi-experimental design was used. In total, 176 (102 inpatients and 74 outpatients) and 163 (93 inpatients and 70 outpatients) cancer patients completed questionnaires on pain intensity, quality of life, use of short-acting medication for breakthrough pain, and misconceptions about cancer pain and opioid use before and immediately and/or seven days after individual pain education. The mean age of the participants was 60.9 years (±11.2), and 56.3% were male. The most common cancers were lung cancer (17.0%), colon cancer (15.9%), and breast cancer (12.5%). The subjects' reasons for attrition were conditional deterioration, death, or voluntary withdrawal (N = 13, 7.4%). Following the education, there was a significant reduction in overall pain intensity over 24 hours (P < 0.001). The outpatients showed more use of short-acting analgesics for breakthrough pain. Sleep quality change was most significantly associated with intervention; other quality of life aspects (e.g., general feelings and life enjoyment) also improved. Pain education also significantly reduced misconceptions regarding cancer pain management. The present educational intervention was effective in encouraging short-acting analgesic use for breakthrough pain, improving quality of life outcomes, and rectifying patients' misconceptions about analgesic use.
Using Photo Elicitation Interview to Conceptualize In-Service Secondary School Science Teachers' Knowledge Base For Teaching Climate Change

NASA Astrophysics Data System (ADS)

Bhattacharya, D.; Roehrig, G.; Karahan, E.; Liu, S.

2013-12-01

Photo Elicitation Interviews (PEI) were used for assessing in-service secondary school teachers' conceptual understanding about global climate change (GCC). We selected PEI over attitude surveys, multiple-choice content assessments and interviews because we believe that evaluating knowledge about GCC requires an understanding of the system as a whole (Papadimitriou, 2004). Hence we conducted interviews with ten teachers using visual representations of GCC. The 8 images used in this approach were obtained from NASA image collection and local climatology websites. Questions associated with these images were developed, aligned with Essential Principles for Climate Literacy (NOAA, 2009) and interviews were conducted following a weeklong, summer professional development workshop based on propagating climate literacy. Image1 elicited teachers' understanding about global warming. Almost all said that they were intrigued but they needed for more evidence to fully understand the issue. Image 2 was designed to elicit teachers' understandings of weather vs. climate. All ten teachers were able to distinguish between weather and climate but were aware of how many years of weather data was needed to make climate predictions. Their answers varied from 10 years to 100 years. Image 3 showed the Greenhouse effect, which most of the teachers were able to describe but they were not able, describe 'enhanced green house effect'. Gaps in knowledge about 'earth as a radiating body' and 'long wave and short wave radiations' also became evident during the process. Similar to Grima et al., 2010, Gautier, 2006 and Kempton, 1991, three participants attributed the increase in global temperatures to the size of the ozone hole, which is a commonly held misconception. Image 4 showed an image of the Keeling curve, which was well explained by most, but only five teachers were able to identify the cause of seasonal fluctuations in the amount of carbon dioxide gas released in the atmosphere. Image 5 and 6 were a pictorial representation of the carbon dioxide levels and increasing temperatures in our atmosphere that all ten participants were able to describe confidently. Images7, 8 represented a flooding event in the Mississippi River in the Midwest USA. When asked about the direct and indirect impacts of changing climate especially in regards to flooding and droughts, all the participants mentioned that increasing temperatures are correlated with the increased chances of drought or precipitation. They attributed this to the global circulation pattern of winds. Most participants were not sure about the interplay of several factors at a very local scale. Using this process of PEI, we were able to analyze teachers' overall understanding of GCC along with their misconceptions. We also observed that all ten participants of this study displayed their strongest knowledge towards climate literacy principles 6 and 7 related to the causes and implications in a GCC scenario. There was a general lack of appreciation for feedbacks that occur within the climate system, with almost no mentions of the connection between the greenhouse effect and the hydrological cycle.
Three-dimensional rendering in medicine: some common misconceptions

NASA Astrophysics Data System (ADS)

Udupa, Jayaram K.

2001-05-01

As seen in the medical imaging literature and in the poster presentations at the annual conference of the Radiological Society of North America during the past 10 years, several mis conceptions are held relating to 3D rendering of medical images. The purpose of this presentation is to illustrate and clarify these with medical examples. Most of the misconceptions have to do with a mix up of the issues related to the common visualization techniques, viz., surface rendering (SR) and volume rendering (VR), and methods of image segmentation. In our survey, we came across the following most commonly held conceptions which we believe (and shall demonstrate) are not correct: (1) SR equated to thresholding. (2) VR considered not requiring segmentation. (3) VR considered to achieve higher resolution than SR. (4) SR/VR considered to require specialized hardware to achieve adequate speed. We shall briefly define and establish some fundamental terms to obviate any potential for terminology-related misconceptions. Subsequently, we shall sort out these issues and illustrate with examples as to why the above conceptions are incorrect. There are many SR methods that use segmentations that are far superior to thresholding. All VR techniques (except the straightforward MIP) require some form of fuzzy object specification, that is, fuzzy segmentation. The details seen in renditions depend fundamentally on, in addition to the rendering method, segmentation techniques also. There are fast-software-based rendering methods that give a performance on PCs similar to or exceeding that of expensive hardware systems. Most of the difficulties encountered in visualization (and also in image processing and analysis) stem from the difficulties in segmentation. It is important to identify these and separate them from the issues related purely to 3D rendering.
Reaching the Future Teachers in Your Classroom: New Directions in Pre-Service Education

NASA Astrophysics Data System (ADS)

Grier, Jennifer A.; Ruberg, L.

2006-09-01

We will present results and progress from initiatives seeking to improve the experiences of future teachers in college level science classes. A future teacher (pre-service teacher) is inspired to teach science based on personal experiences with college science classes. The most critical opportunity to make a real difference in science education in schools comes when the teachers themselves are first being educated. Given the difficulties in identifying future teachers and the wide variations in their needs, how can we best help future teachers in training? What critical thinking skills are most important for them to absorb from their exposure to science as undergraduates and graduate students? What teaching and learning experiences can we offer that will help science teachers in training confidently assess the relationship between evidence and explanations and then bring that understanding and experience effectively into their own classroom? Recent initiatives in pre-service education have identified several key strategies for improving teacher preparation at the post-secondary level: - Using a constructivist approach to teach physical science concepts and guided inquiry - Knowing common misconceptions about key scientific concepts that students bring to college-level science classrooms - Applying documented strategies for identifying and addressing student misconceptions; and - Knowing how to select and adapt curriculum materials based on common preconceptions held by students. The challenge of reaching these outcomes is complex and cannot be addressed with simple solutions. Teaching strategies that help prepare future teachers include modeling effective teaching of science, understanding the relationship between student/teacher misconceptions, designing and implementing evaluation and assessment, appropriate use of technology tools, and tapping into the existing community of learners to provide ongoing education opportunities and support as the pre-service teacher progresses. Several examples of student preconceptions and a description of the teaching strategies used to help address specific misconceptions will be provided.
Why Static Clings

ERIC Educational Resources Information Center

Naab, Laurie; Henry, David

2009-01-01

Using Wiggins and McTighe's (1998) concept of Big Ideas, the authors planned and designed an electricity investigation to address common student misconceptions about static electricity. With Styrofoam plates and transparent tape, elementary students investigated many properties of electrically charged and uncharged objects in a 5E learning cycle…
Factor Scores, Structure Coefficients, and Communality Coefficients

ERIC Educational Resources Information Center

Goodwyn, Fara

2012-01-01

This paper presents heuristic explanations of factor scores, structure coefficients, and communality coefficients. Common misconceptions regarding these topics are clarified. In addition, (a) the regression (b) Bartlett, (c) Anderson-Rubin, and (d) Thompson methods for calculating factor scores are reviewed. Syntax necessary to execute all four…
What Is the Whole?

ERIC Educational Resources Information Center

Wentworth, Nancy M.; Monroe, Eula Ewing

1995-01-01

Discusses ways teachers can encourage students to construct useful meanings for the fractional unit. Provides three examples of representations of common fractions and illustrates misconceptions in fraction problems. Includes a brief summary of constructivist mathematics education and an example in which a teacher misunderstands a fractional unit.…
Misconceptions about Seasonal Flu and Flu Vaccines

MedlinePlus

... reactions occur, they usually begin soon after the shot and last 1-2 days. The most common reactions people have ... No other studies have found this effect. For example, this article [99 KB, 5 ... detected in the one study, but the preponderance of evidence suggests that ...
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.
Primary Grade Students' Knowledge and Thinking about Transportation

ERIC Educational Resources Information Center

Brophy, Jere; Alleman, Janet

2005-01-01

Very little information exists about children's prior knowledge and thinking (including misconceptions) about transportation, a topic commonly taught in elementary social studies. To develop such information, individual interviews were conducted with 96 K-3 students, stratified according to grade level, achievement level, and gender. The students…
ADHD: Implications for School Counselors

ERIC Educational Resources Information Center

Branscome, Jennifer; Cunningham, Teddi; Kelley, Heather; Brown, Caitlyn

2014-01-01

The focus of this article is to provide an overview of the current state of knowledge of ADHD and to provide evidence-based training interventions for school counselors. An overview of basic information about ADHD will be provided, including diagnosis, presentation, causes, prevalence, and common misconceptions. Evidence-based training…
Modeling Mathematical Ideas: Developing Strategic Competence in Elementary and Middle School

ERIC Educational Resources Information Center

Suh, Jennifer M.; Seshaiyer, Padmanabhan

2016-01-01

"Modeling Mathematical Ideas" combining current research and practical strategies to build teachers and students strategic competence in problem solving.This must-have book supports teachers in understanding learning progressions that addresses conceptual guiding posts as well as students' common misconceptions in investigating and…
Pennsylvania Dutch Crafts and Culture

ERIC Educational Resources Information Center

Turner, Dianne

2008-01-01

Many people hold two common misconceptions about the Pennsylvania Dutch: first, that these people live exclusively in the state of Pennsylvania; second, that their ancestors came from Holland. However, neither assumption is correct. One can find large Pennsylvania Dutch communities in Mary land, West Virginia, Virginia, the Carolinas, Ohio,…
A Psychometric Evaluation of the Digital Logic Concept Inventory

ERIC Educational Resources Information Center

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

2014-01-01

Concept inventories hold tremendous promise for promoting the rigorous evaluation of teaching methods that might remedy common student misconceptions and promote deep learning. The measurements from concept inventories can be trusted only if the concept inventories are evaluated both by expert feedback and statistical scrutiny (psychometric…
Classroom Response Systems for Implementing "Interactive Inquiry" in Large Organic Chemistry Classes

ERIC Educational Resources Information Center

Morrison, Richard W.; Caughran, Joel A.; Sauers, Angela L.

2014-01-01

The authors have developed "sequence response applications" for classroom response systems (CRSs) that allow instructors to engage and actively involve students in the learning process, probe for common misconceptions regarding lecture material, and increase interaction between instructors and students. "Guided inquiry" and…

Becoming a Spider Scientist

ERIC Educational Resources Information Center

Patrick, Patricia; Getz, Angela

2008-01-01

In this integrated unit, third grade students become spider scientists as they observe spiders in their classroom to debunk some common misconceptions about these intimidating creatures. "Charlotte's Web" is used to capture students' interest. In addition to addressing philosophical topics such as growing-up, death, and friendship; E.B. White's…
Orbitals: Some Fiction and Some Facts

ERIC Educational Resources Information Center

Autschbach, Jochen

2012-01-01

The use of electron orbitals in quantum theory and chemistry is discussed. Common misconceptions are highlighted. Suggestions are made how chemistry educators may describe orbitals in the first and second year college curriculum more accurately without introducing unwanted technicalities. A comparison is made of different ways of graphically…
The Role and Function of Presidential Libraries.

ERIC Educational Resources Information Center

Fischer, Linda

This paper identifies various elements of presidential libraries. The advantages and disadvantages of the libraries' centralization or decentralization are discussed, and some common misconceptions held by the public as to the role and function of presidential libraries are identified. Criticism and debate from the professional community about…
Equity and Access: All Students Are Mathematical Problem Solvers

ERIC Educational Resources Information Center

Franz, Dana Pompkyl; Ivy, Jessica; McKissick, Bethany R.

2016-01-01

Often mathematical instruction for students with disabilities, especially those with learning disabilities, includes an overabundance of instruction on mathematical computation and does not include high-quality instruction on mathematical reasoning and problem solving. In fact, it is a common misconception that students with learning disabilities…
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.
Development and use of a three-tier diagnostic test to assess high school students' misconceptions about the photoelectric effect

NASA Astrophysics Data System (ADS)

Taslidere, Erdal

2016-05-01

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

NASA Astrophysics Data System (ADS)

Gassant, Lunes

This quantitative ex post facto study examined how race and gender, as elements of culture, influence the development of common misconceptions among STEM students. Primary data came from a standardized test: the Digital Logic Concept Inventory (DLCI) developed by Drs. Geoffrey L. Herman, Michael C. Louis, and Craig Zilles from the University of Illinois at Urbana-Champaign. The sample consisted of a cohort of 82 STEM students recruited from three universities in Northern Louisiana. Microsoft Excel and the Statistical Package for the Social Sciences (SPSS) were used for data computation. Two key concepts, several sub concepts, and 19 misconceptions were tested through 11 items in the DLCI. Statistical analyses based on both the Classical Test Theory (Spearman, 1904) and the Item Response Theory (Lord, 1952) yielded similar results: some misconceptions in the DLCI can reliably be predicted by the Race or the Gender of the test taker. The research is significant because it has shown that some misconceptions in a STEM discipline attracted students with similar ethnic backgrounds differently; thus, leading to the existence of some cultural bias in the standardized test. Therefore the study encourages further research in cultural validity in standardized tests. With culturally valid tests, it will be possible to increase the effectiveness of targeted teaching and learning strategies for STEM students from diverse ethnic backgrounds. To some extent, this dissertation has contributed to understanding, better, the gap between high enrollment rates and low graduation rates among African American students and also among other minority students in STEM disciplines.
The effect of education type on common misconceptions of traumatic brain injury.

PubMed

De Iorio, Monica L; Nolan, Susan A; Teague, Susan

2017-11-01

In the current study, we investigated the effects of existing education materials-either a Traumatic Brain Injury (TBI) factsheet or personal stories of people with TBI-on undergraduate students' misconceptions and attributions about the causes of TBI-related behavior. Undergraduate students (N = 164) were recruited through the university participant pool. The participants were randomly assigned to receive either a factsheet about TBI, personal stories of people with TBI, or a control reading. Groups were compared on the number of TBI misconceptions endorsed, scores on an attribution measure, and their willingness to interact with people who have TBIs. Both the TBI factsheet group and the personal stories group endorsed fewer misconceptions, on average, than the control group (p = .02). Additionally, those who read either the personal stories or the factsheet had significantly lower attribution scores, on average, than the control group (p = .001; p = .03). That is, those who read either of the educational materials were more likely to endorse a TBI explanation over an adolescent explanation, compared to those who read a control reading. The groups did not significantly differ on their willingness for social interaction. Results suggest that, on average, factsheets and personal stories are effective for increasing knowledge about moderate-to-severe TBI as compared to a control group. Personal stories and factsheets may also be useful, on average, for addressing tendencies to discount TBIs as explanations for behavioral change, as compared to a control group. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
World Culture Areas: Africa [And] U.S.S.R. Grade 6.

ERIC Educational Resources Information Center

Nevens, Margaret; And Others

Two social studies units for sixth grade provide information and learning activities about Africa and Russia. Both units contain lists of concepts to be learned, skills, objectives, learning activities, common misconceptions, vocabulary, maps, objective and essay tests, and bibliographies. The unit on Africa helps students understand the wide…
The Use of Paradoxes as an Instructional Strategy.

ERIC Educational Resources Information Center

Rastovac, John J.; Slavsky, David B.

1986-01-01

Describes a study in which paradoxes about seasons, hemispheres, and altitude were used to teach concepts in climatology. The misconceptions commonly held about the earth-sun distance relationship were used as an instructional strategy with an experimental group, which outgained the control group on an achievement test. (TW)
ATP: A Coherent View for School Advanced Level Studies in Biology.

ERIC Educational Resources Information Center

Gayford, Chris

1986-01-01

Discusses how instruction of biological concepts as ATP cellular energetics is related to fundamental physical science understandings. Reviews areas of common misconceptions and confusions. Summarizes results of a study which investigated students' knowledge and perception of difficulty associated with the topic of energy and ATP. (ML)
Communicating with the Elderly: Shattering Stereotypes.

ERIC Educational Resources Information Center

Freimuth, Vicki S.; Jamieson, Kathleen

Designed to present communications problems faced by the elderly and to assist classroom teachers to develop activities for dealing with them, this booklet begins by examining stereotypes of older persons which minimize and distort communication with them. It outlines common misconceptions about the elderly, centering on their state of mind,…
Supporting Mathematical Discussions: The Roles of Comparison and Cognitive Load

ERIC Educational Resources Information Center

Richland, Lindsey E.; Begolli, Kreshnik Nasi; Simms, Nina; Frausel, Rebecca R.; Lyons, Emily A.

2016-01-01

Mathematical discussions in which students compare alternative solutions to a problem can be powerful modes for students to engage and refine their misconceptions into conceptual understanding, as well as to develop understanding of the mathematics underlying common algorithms. At the same time, these discussions are challenging to lead…
Supporting Mathematical Discussions: The Roles of Comparison and Cognitive Load

ERIC Educational Resources Information Center

Richland, Lindsey E.; Begolli, Kreshnik Nasi; Simms, Nina; Frausel, Rebecca R.; Lyons, Emily A.

2017-01-01

Mathematical discussions in which students compare alternative solutions to a problem can be powerful modes for students to engage and refine their misconceptions into conceptual understanding, as well as to develop understanding of the mathematics underlying common algorithms. At the same time, these discussions are challenging to lead…
The Teaching of Mechanics: Some Criticisms, and Suggestions for a Rational Approach

ERIC Educational Resources Information Center

Atkin, Keith

2015-01-01

This paper examines the common confusion associated with the meaning of mass encountered in modern textbooks, and describes some of the misconceptions to be found in the teaching of mechanics. A new teaching approach is suggested, which may provide a more logical basis for these important ideas.
Trade-Offs and Individual Differences in Evolved Traits

ERIC Educational Resources Information Center

Winegard, Benjamin; Bailey, Drew H.; Oxford, Jonathan; Geary, David C.

2010-01-01

Comments on Evolutionary psychology: Controversies, questions, prospects, and limitations by Confer et al. We applaud Confer et al.'s (February-March 2010) clarifications of the many misconceptions surrounding the use of evolutionary analyses in psychology. As they noted, such misunderstandings are common and result in a curious tendency of some…
Teachers' Conceptions of Mathematical Modeling

ERIC Educational Resources Information Center

Gould, Heather

2013-01-01

The release of the "Common Core State Standards for Mathematics" in 2010 resulted in a new focus on mathematical modeling in United States curricula. Mathematical modeling represents a way of doing and understanding mathematics new to most teachers. The purpose of this study was to determine the conceptions and misconceptions held by…
Cerebral Venous Thrombosis after Intravenous Immunoglobulin Therapy in Immune Thrombocytopenic Purpura

PubMed Central

James, Joe; Shiji, P. V.; Radhakrishnan, Chandni

2017-01-01

A common misconception is that immune thrombocytopenic purpura (ITP) causes only bleeding diathesis. From this case vignette of a young male with ITP who had cerebral venous thrombosis, we highlight the importance of considering venous thrombosis in such patients when they present with focal cerebral signs. PMID:29307971
Using Manipulatives To Teach Quantitative Concepts in Ecology.

ERIC Educational Resources Information Center

Eyster, Linda S.; Tashiro, Jay Shiro

1997-01-01

Describes the use of manipulatives to teach the fundamental concept of limiting factors and presents a series of questions that can be used to test whether students are harboring some of the most common misconceptions about limiting factors. Includes applications to discussions of cultural eutrophication and vegetarianism. (JRH)
Women and the Military. A WEAL Fund Kit.

ERIC Educational Resources Information Center

Women's Equity Action League Educational and Legal Defense Fund, Washington, DC.

Designed to provide useful information on women in the military, this kit is intended for students, teachers, guidance counselors, parents, policy officials, women's studies programs, librarians, and those interested in the changing role of women. The first section includes a paper on Common Misconceptions about Women in the Military and issue…

Student Media Production to Meet Challenges in Climate Change Science Education

ERIC Educational Resources Information Center

Rooney-Varga, Juliette N.; Brisk, Angelica Allende; Adams, Elizabeth; Shuldman, Elizabeth; Rath, Kenneth

2014-01-01

While the need for effective climate change education is growing, this area of geoscience also poses unique educational challenges. These challenges include the politicization of climate change, the psychological and affective responses it elicits, and common misconceptions, which can all create barriers to learning. Here, we present an…
Common Misconceptions of Suspension: Ideas and Alternatives for School Leaders

ERIC Educational Resources Information Center

Green, Ambra L.; Maynard, Deanna K.; Stegenga, Sondra M.

2018-01-01

The use of exclusionary discipline practices in schools has been well documented since the 1970s with the passing of the Safe Schools Act and implementation of zero-tolerance policies. Despite research indicating the ineffectiveness of exclusionary practices, students continue to receive suspensions and expulsions at alarming rates. Additional…
A Study of Common Beliefs and Misconceptions in Physical Science

ERIC Educational Resources Information Center

Stein, Mary; Larrabee, Timothy G.; Barman, Charles R.

2008-01-01

The Science Belief Test is an online instrument comprised of 47 statements that require true or false responses and request written explanations to accompany these responses. It targets topics in chemistry, physics, biology, earth science, and astronomy and was initially designed to assess preservice elementary teachers' beliefs about general…
Equivalence and Relational Thinking: Opportunities for Professional Learning

ERIC Educational Resources Information Center

Vale, Colleen

2013-01-01

Colleen Vale makes the case for professional learning teams collaborating together to improve their teaching and hence children's achievement. In this article she describes how this may be done. Along the way the teachers explored the idea of equivalence and the common conceptions and misconceptions held by children in their classes.
Distance Running and the Elementary-Age Child

ERIC Educational Resources Information Center

Jenny, Seth; Armstrong, Tess

2013-01-01

Distance running is often underutilized in elementary physical education due to three common misconceptions about using this activity with young children: (1) it is not enjoyable, (2) it is not safe, and (3) children will get mentally "burned out." Through reviewing the literature and offering guidelines, practical tips, instant…
The Pennies-as-Electrons Analogy

ERIC Educational Resources Information Center

Ashmann, Scott

2009-01-01

Everyday experiences familiarize students with the ways in which electricity is used, but often the underlying concepts remain a mystery. Teachers often use analogies to help students relate the flow of electrons to other common systems, but many times these analogies are incomplete and lead to more student misconceptions. However, the "pass the…
Are Universities Really Out of Touch?

ERIC Educational Resources Information Center

Farquhar, Robin H.

It is proposed that there are three common misconceptions and criticisms held by the general public concerning Canadian universities: (1) the view that universities are hotbeds of radicalism, alcoholism, and sexism, (2) that there is a decline in the quality of work produced by universities and in their academic standards, and (3) that…
Mathematics and Martial Arts as Connected Art Forms

ERIC Educational Resources Information Center

Hekimoglu, Serkan

2010-01-01

Parallels between martial arts and mathematics are explored. Misguided public perception of both disciplines, students' misconceptions, and the similarities between proofs and katas are among the striking commonalities between martial arts and mathematics. The author also reflects on what he has learned in his martial arts training, and how this…
Errors of Inference in Structural Equation Modeling

ERIC Educational Resources Information Center

McCoach, D. Betsy; Black, Anne C.; O'Connell, Ann A.

2007-01-01

Although structural equation modeling (SEM) is one of the most comprehensive and flexible approaches to data analysis currently available, it is nonetheless prone to researcher misuse and misconceptions. This article offers a brief overview of the unique capabilities of SEM and discusses common sources of user error in drawing conclusions from…
Cultural Pluralism in Japan: A Sociolinguistic Outline.

ERIC Educational Resources Information Center

Honna, Nobuyuki

1980-01-01

Addressing the common misconception that Japan is a mono-ethnic, mono-cultural, and monolingual society, this article focuses on several areas of sociolinguistic concern. It discusses: (1) the bimodalism of the Japanese deaf population between Japanese Sign Language as native language and Japanese Spoken Language as acquired second language; (2)…
Spork & Beans: Addressing Evolutionary Misconceptions

ERIC Educational Resources Information Center

Burton, Stephen R.; Dobson, Christopher

2009-01-01

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

ERIC Educational Resources Information Center

Haudek, Kevin C.; Kaplan, Jennifer J.; Knight, Jennifer; Long, Tammy; Merrill, John; Munn, Alan; Nehm, Ross; Smith, Michelle; Urban-Lurain, Mark

2011-01-01

Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students'…
Rethinking Plagiarism in the Digital Age

ERIC Educational Resources Information Center

Evering, Lea Calvert; Moorman, Gary

2012-01-01

Plagiarism is a complex issue in need of reexamination. A common misconception is there is consensus on what constitute plagiarism, and general agreement that engaging in plagiarism and other forms of academic dishonesty is a major breech of ethics. There seems to be little concern for differentiating degrees of seriousness; the intentional…
Academic Journal Embargoes and Full Text Databases.

ERIC Educational Resources Information Center

Brooks, Sam

2003-01-01

Documents the reasons for embargoes of academic journals in full text databases (i.e., publisher-imposed delays on the availability of full text content) and provides insight regarding common misconceptions. Tables present data on selected journals covering a cross-section of subjects and publishers and comparing two full text business databases.…
Expanding the Understanding of Evolution

ERIC Educational Resources Information Center

Musante, Susan

2011-01-01

Originally designed for K-12 teachers, the Understanding Evolution (UE) Web site ("www.understandingevolution.org") is a one-stop shop for all of a teacher's evolution education needs, with lesson plans, teaching tips, lists of common evolution misconceptions, and much more. However, during the past five years, the UE project team learned that…
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.
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.…
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…
Consumers' Risk Perception of Household Cleaning and Washing Products.

PubMed

Bearth, Angela; Miesler, Linda; Siegrist, Michael

2017-04-01

A large share of accidental and nonaccidental poisonings are caused by household cleaning and washing products, such as drain cleaner or laundry detergent. The main goal of this article was to investigate consumers' risk perception and misconceptions of a variety of cleaning and washing products in order to inform future risk communication efforts. For this, a sorting task including 33 commonly available household cleaning and washing products was implemented. A total of 60 female consumers were asked to place the cleaning and washing products on a reference line 3 m in length with the poles "dangerous" and "not dangerous." The gathered data were analyzed qualitatively and by means of multidimensional scaling, cluster analysis, and linear regression. The dimensionality of the sorting data suggests that both analytically (i.e., written and graphical hazard notes and perceived effectiveness) and intuitively driven risk judgments (i.e., eco vs. regular products) were applied by the participants. Furthermore, results suggest the presence of misconceptions, particularly related to consumers' perceptions of eco cleaning products, which were generally regarded as safer than their regular counterparts. Future risk communication should aim at dispelling these misconceptions and promoting accurate risk perceptions of particular household cleaning and washing products. © 2016 Society for Risk Analysis.

Impacting Society through Astronomy Undergraduate Courses

NASA Astrophysics Data System (ADS)

Schleigh, Sharon

2015-04-01

A high percentage of non-science majors enroll in undergraduate, introductory astronomy courses across the country. The perception of the astronomy course as being easier than the ``hard sciences'' and the idea that the course will focus on ``pretty pictures'', influences the interests of the non-science majors. Often the students that enroll in these courses will not take other science courses, resulting in the only opportunity to teach college students about basic scientific concepts that impact their lives. Vast misconceptions about the nature of science, the role of science and scientists in society, and social issues embedded in scientific information, impact the decisions that individuals make about every day events. In turn, these decisions influence the policies that construct our society. This talk will provide an overview of the common misconceptions and discuss how they impact our society as a whole. The research presented provides evidence of the impact that introductory college astronomy courses have on changing these everyday misconceptions and influencing non-science majors' ideas about science in society. The research suggests that introductory courses designed for non-science majors are extremely important in impacting our society, and begs for a stronger understanding and implementation of best practices for teaching and learning in the college classroom environment.
An Intelligent and Interactive Simulation and Tutoring Environment for Exploring and Learning Simple Machines

NASA Astrophysics Data System (ADS)

Myneni, Lakshman Sundeep

Students in middle school science classes have difficulty mastering physics concepts such as energy and work, taught in the context of simple machines. Moreover, students' naive conceptions of physics often remain unchanged after completing a science class. To address this problem, I developed an intelligent tutoring system, called the Virtual Physics System (ViPS), which coaches students through problem solving with one class of simple machines, pulley systems. The tutor uses a unique cognitive based approach to teaching simple machines, and includes innovations in three areas. (1) It employs a teaching strategy that focuses on highlighting links among concepts of the domain that are essential for conceptual understanding yet are seldom learned by students. (2) Concepts are taught through a combination of effective human tutoring techniques (e.g., hinting) and simulations. (3) For each student, the system identifies which misconceptions he or she has, from a common set of student misconceptions gathered from domain experts, and tailors tutoring to match the correct line of scientific reasoning regarding the misconceptions. ViPS was implemented as a platform on which students can design and simulate pulley system experiments, integrated with a constraint-based tutor that intervenes when students make errors during problem solving to teach them and to help them. ViPS has a web-based client-server architecture, and has been implemented using Java technologies. ViPS is different from existing physics simulations and tutoring systems due to several original features. (1). It is the first system to integrate a simulation based virtual experimentation platform with an intelligent tutoring component. (2) It uses a novel approach, based on Bayesian networks, to help students construct correct pulley systems for experimental simulation. (3) It identifies student misconceptions based on a novel decision tree applied to student pretest scores, and tailors tutoring to individual students based on detected misconceptions. ViPS has been evaluated through usability and usefulness experiments with undergraduate engineering students taking their first college-level engineering physics course and undergraduate pre-service teachers taking their first college-level physics course. These experiments demonstrated that ViPS is highly usable and effective. Students using ViPS reduced their misconceptions, and students conducting virtual experiments in ViPS learned more than students who conducted experiments with physical pulley systems. Interestingly, it was also found that college students exhibited many of the same misconceptions that have been identified in middle school students.
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.
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…
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…
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.
Plain Talk About Profits. Fundamentals of Free Enterprise, No. 2. Revised.

ERIC Educational Resources Information Center

American Fletcher National Bank and Trust Co., Indianapolis, IN.

Designed for high school economics students as a public service project of the American Fletcher National Bank, the booklet examines the fundamentals of the profit system in attempts to dispel common misconceptions held by students. A comparison is made between newspaper carriers and big business entrepreneurs by considering the risks made in…
A Thermal Paradox: Which Gets Warmer?

ERIC Educational Resources Information Center

Salazar, Agustin; Apinaniz, Estibaliz; Mendioroz, Arantza; Oleaga, Alberto

2010-01-01

In this paper we address a common misconception concerning the thermal behaviour of matter, namely that the front surface of a very thin plate, uniformly illuminated by a constant light beam, reaches a higher temperature than the front surface of a very thick slab made out of the same material. We present analytical solutions for the temperature…
Assessing Cultural Validity in Standardized Tests in STEM Education

ERIC Educational Resources Information Center

Gassant, Lunes

2013-01-01

This quantitative ex post facto study examined how race and gender, as elements of culture, influence the development of common misconceptions among STEM students. Primary data came from a standardized test: the Digital Logic Concept Inventory (DLCI) developed by Drs. Geoffrey L. Herman, Michael C. Louis, and Craig Zilles from the University of…
Identifying Common Mathematical Misconceptions from Actions in Educational Video Games. CRESST Report 838

ERIC Educational Resources Information Center

Kerr, Deirdre

2014-01-01

Educational video games provide an opportunity for students to interact with and explore complex representations of academic content and allow for the examination of problem-solving strategies and mistakes that can be difficult to capture in more traditional environments. However, data from such games are notoriously difficult to analyze. This…
Carbohydrate-Loading: A Safe and Effective Method of Improving Endurance Performance.

ERIC Educational Resources Information Center

Beeker, Richard T.; Israel, Richard G.

Carbohydrate-loading prior to distance events is a common practice among endurance athletes. The purposes of this paper are to review previous research and to clarify misconceptions which may exist concerning carbohydrate-loading. The most effective method of carbohydrate-loading involves a training run of sufficient intensity and duration to…
Evaluating the Cognitive Consequences of Playing "Portal" for a Short Duration

ERIC Educational Resources Information Center

Adams, Deanne M.; Pilegard, Celeste; Mayer, Richard E.

2016-01-01

Learning physics often requires overcoming common misconceptions based on naïve interpretations of observations in the everyday world. One proposed way to help learners build appropriate physics intuitions is to expose them to computer simulations in which motion is based on Newtonian principles. In addition, playing video games that require…
Developing Preservice Teachers' Understanding of Function Using a Vending Machine Metaphor Applet

ERIC Educational Resources Information Center

McCulloch, Allison; Lovett, Jennifer; Edgington, Cyndi

2017-01-01

The purpose of this study is to examine the use of a Vending Machine applet as a cognitive root for the development of preservice teachers understanding of function. The applet was designed to purposefully problematize common misconceptions associated with the algebraic nature of typical function machines. Findings indicated affordances and…
Navigating Maps to Support Comprehension: When Textbooks Don't Have GPS

ERIC Educational Resources Information Center

Roberts, Kathryn L.; Brugar, Kristy A.

2014-01-01

In this article, Kathryn Roberts & Kristy Brugar discuss their assessment of third-, fourth- and fifth-grade children's understandings of the types of maps commonly found in their social studies text and trade books, and the knowledge and misconceptions it revealed. They then discuss how teachers might begin to address those issues with…
Helping Students Make Sense of Graphs: An Experimental Trial of SmartGraphs Software

ERIC Educational Resources Information Center

Zucker, Andrew; Kay, Rachel; Staudt, Carolyn

2014-01-01

Graphs are commonly used in science, mathematics, and social sciences to convey important concepts; yet students at all ages demonstrate difficulties interpreting graphs. This paper reports on an experimental study of free, Web-based software called SmartGraphs that is specifically designed to help students overcome their misconceptions regarding…
Misconceived Relationships between Logical Positivism and Quantitative Research: An Analysis in the Framework of Ian Hacking.

ERIC Educational Resources Information Center

Yu, Chong Ho

Although quantitative research methodology is widely applied by psychological researchers, there is a common misconception that quantitative research is based on logical positivism. This paper examines the relationship between quantitative research and eight major notions of logical positivism: (1) verification; (2) pro-observation; (3)…
Investigating Undergraduate Students' Use of Intuitive Reasoning and Evolutionary Knowledge in Explanations of Antibiotic Resistance

ERIC Educational Resources Information Center

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…
Formative Assessment Probes: To Hypothesize or Not

ERIC Educational Resources Information Center

Keeley, Page

2010-01-01

Formative assessment probes are used not only to uncover the ideas students bring to their learning, they can also be used to reveal teachers' common misconceptions. Consider a process widely used in inquiry science--developing hypotheses. In this article, the author features the probe "Is It a Hypothesis?", which serves as an example of how…
To Clone or Not to Clone?

ERIC Educational Resources Information Center

Beninghof, Anne M.

2016-01-01

Beninghof challenges a common misconception--that in a good co-teaching classroom, no one should be able to tell which one is the special education teacher and which is the regular classroom teacher. Co-teaching is a partnership of two teachers with different areas of expertise. Instead of just lending an extra pair of helping hands, the…

Teaching Business Ethics in the Age of Madoff

ERIC Educational Resources Information Center

Freeman, R. Edward; Stewart, Lisa; Moriarty, Brian

2009-01-01

"Teaching Business Ethics in the Age of Madoff" provides a brief overview of the field of business ethics, including a quick history, with particular attention to the role of scandals. The authors dispute four commonly held misconceptions about business: Markets are perfect, or at least efficient; human beings are always self-interested; economic…
Using Art Elicitation to Deliver and Evaluate a Grade 4 Climate Change Instructional Module

ERIC Educational Resources Information Center

Baker, Jillian; Loxton, Jason; Sherren, Kate

2013-01-01

We report the results of a climate change module delivered to 48 Grade 3/4 students in Nova Scotia, Canada. We tested for prior knowledge and evaluated interventional effectiveness using art elicitation. Common climate change misconceptions were demonstrated in their preintervention artwork, while postintervention artwork showed improved…
Global Warning: Project-Based Science Inspired by the Intergovernmental Panel on Climate Change

ERIC Educational Resources Information Center

Colaianne, Blake

2015-01-01

Misconceptions about climate change are common, which suggests a need to effectively address the subject in the classroom. This article describes a project-based science activity in which students report on the physical basis, adaptations, and mitigation of this global problem, adapting the framework of the United Nations' Intergovernmental Panel…
Turn Your Smartphone into a Science Laboratory

ERIC Educational Resources Information Center

Vieyra, Rebecca; Vieyra, Chrystian; Jeanjacquot, Philippe; Marti, Arturo; Monteiro, Martín

2015-01-01

Mobile devices have become a popular form of education technology, but little attention has been paid to the use of their sensors for data collection and analysis. This article describes some of the benefits of using mobile devices this way and presents five challenges to help students overcome common misconceptions about force and motion. The…
The Mentally Retarded Worker: An Economic Discovery. Report to the President. 14th Annual Report.

ERIC Educational Resources Information Center

President's Committee on Mental Retardation, Washington, DC.

The booklet examines potential contributions that can be made by mentally retarded workers and exposes common misconceptions about their employability. Initial sections introduce the nature of retardation and describe real-life situations showing economic benefits of employment to employers, taxpayers, and retarded persons themselves. Among the…
Bright Promise for Your Child with Cleft Lip and Cleft Palate. Revised Edition.

ERIC Educational Resources Information Center

McDonald, Eugene T.; Berlin, Asa J.

Intended for parents of children with cleft lip and cleft palate, the booklet provides an overview of the condition. Addressed are the following topics (sample subtopics in parentheses): prenatal development and birth defects (facial development); possible causes of cleft lip/cleft palate (common misconceptions, genetic factors, environmental…
The Nature of Science: Integrating Historical, Philosophical, and Sociological Perspectives

ERIC Educational Resources Information Center

Espinoza, Fernando

2011-01-01

The role of science in society, along with its nature and development, are commonly misunderstood by students in the social sciences and humanities, and even those studying in the field. Fernando Espinoza shines light on these misconceptions to give readers a deeper understanding of science and its effect and influence upon society, through…
Green Energy in New Construction: Maximize Energy Savings and Minimize Cost

ERIC Educational Resources Information Center

Ventresca, Joseph

2010-01-01

People often use the term "green energy" to refer to alternative energy technologies. But green energy doesn't guarantee maximum energy savings at a minimum cost--a common misconception. For school business officials, green energy means getting the lowest energy bills for the lowest construction cost, which translates into maximizing green energy…
Mathematics and Social Justice: A Symbiotic Pedagogy

ERIC Educational Resources Information Center

Bond, Gareth; Chernoff, Egan J.

2015-01-01

Mathematics can be defined as "the science of pattern and order" (Van de Walle, Folk, Karp, & Bay-Williams, 2009, p. 10). But because there is often a perceived spectrum of approachability to mathematics (based on common misconceptions that envision the subject as a sort of elitist wizardry) it is important to bear in mind different…
Approximate Value of Buoyant Force: A Water-Filled Balloon Demonstration

ERIC Educational Resources Information Center

Radovanovic, Jelena; Slisko, Josip

2012-01-01

Floating and sinking might be common phenomena, encountered on a daily basis, but still represent conceptually complex scientific topics. Research has shown that most students have certain experiences and their own "theories" that explain why objects sink or float. Unfortunately, many of these "theories" are either misconceptions or are valid only…
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…
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…
Technology Integration in Science Education: A Study of How Teachers Use Modern Learning Technologies in Biology Classrooms

NASA Astrophysics Data System (ADS)

Gnanakkan, Dionysius Joseph

This multiple case-study investigated how high school biology teachers used modern learning technologies (probes, interactive simulations and animations, animated videos) in their classrooms and why they used the learning technologies. Another objective of the study was to assess whether the use of learning technologies alleviated misconceptions in Biology documented by American Association for the Advancement of Science. The sample consisted of eight teachers: four rural public school teachers, two public selective enrollment school teachers, and two private school teachers. Each teacher was followed for two Units of instruction. Data collected included classroom observations, field notes, student assignments and tests, teacher interviews, and pre-and post-misconception assessments. Paired t-tests were done to analyze the pre-post test data at a significance level of 0.05 and the qualitative data was analyzed using the constant comparative method. Each case study was characterized and then a cross-case analyses was done to find common themes across the different cases. Teachers were found to use the learning technologies as a tool to supplement instruction to visualize abstract processes, collect data, and explore abstract concepts and processes. Teachers were found to situate learning, use scaffolding and questioning and make students work in collaborative groups. The genetics, photosynthesis, and evolution misconceptions were better alleviated than cellular respiration. Student work that was collected demonstrated a superficial understanding of the concepts under discussion even when they had misconceptions. The teachers used the learning technologies in their classrooms for a variety of reasons: visual illustrations, time-saving measure to collect data, best way to collect data, engaging and fun for students and the interactive nature of the visualization tools and models. The study's findings had many implications for research, professional development, teacher education, teaching practice, administrators, and learning technology developers. More detailed research within similar school settings (public, charter, and private) is needed to verify the common findings across the different cases in this study. An implication is that learning technology integration could be modeled with instructional scaffolds and questioning and incorporating higher order thinking tasks. Learning technology developers should consider the collaborative learning groups while developing these technologies.
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…
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 of self-reported tuberculosis, knowledge about tuberculosis transmission and its determinants among adults in India: results from a nation-wide cross-sectional household survey.

PubMed

Sreeramareddy, Chandrashekhar T; Harsha Kumar, H N; Arokiasamy, John T

2013-01-17

Knowledge about symptoms and transmission of tuberculosis determines health seeking behavior and helps in prevention of tuberculosis transmission in the community. Such data is useful for policy makers to formulate information, education and communication strategies for tuberculosis control. A secondary data analysis of India demographic and health survey, 2005/6 was carried out. Questions about self-reported tuberculosis, transmission and curability of tuberculosis were analysed. Correct knowledge (without misconceptions) about tuberculosis transmission was used as a dependant variable and the explanatory variables tested were: demographic data, education, wealth quintiles, frequency of exposure to media and the curability of tuberculosis. Determinants of correct knowledge without misconceptions were tested by univariate and multivariate analyses using national weighting factor to adjust for complex sampling design. A total of 109,070 households (response rate of 93.5%) and 198,718 participants (response rate of 91.6%) completed the survey. The samples of men and women interviewed were 74,360 and 124,358 respectively. Prevalence rate of self-reported tuberculosis was 445 per 100,000 usual household residents and 4.60 per 1,000 participants. The number of respondents who had "heard of an illness called tuberculosis" was 177,423 (89.3%). Of these 47,487 (26.8%) participants did not know and 55.5% knew about the correct mode of tuberculosis transmission i.e. "Through the air when coughing or sneezing". The common misconceptions about transmission were "Through food" (32.4%), "Sharing utensils" (18.2%), and "Touching a person with tuberculosis" (12.3%). Only 52,617 (29.7%) participants had correct knowledge without misconceptions. Being male (aOR 1.17, 95% CIs 1.14, 1.21), being a Hindu (aOR 1.20, 95% CIs 1.14, 1.26) or Muslim (aOR 1.26, 95% CIs 1.18, 1.34), listening to radio (aOR 1.08, 95% CIs 1.04, 1.13) and "Tuberculosis can be cured" (aOR 1.47, 95% CIs 1.41, 1.53) were associated with correct knowledge without misconceptions. Knowledge about tuberculosis transmission is very poor and misconceptions still exist. Among the traditional mass media, the frequency of listening to radio was associated with correct knowledge about tuberculosis transmission. Strategies to deliver information, education and communication campaigns could be improved.
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…
Influence of Audience Response System Technology on Student Performance in Organic Chemistry Lecture Class

ERIC Educational Resources Information Center

Lyubartseva, Ganna

2013-01-01

The use of audience response system (commonly known as clickers) supports communication and interactivity in class by allowing the instructor to ask thought-provoking questions and encouraging students to articulate and reflect their thinking, reveal misconceptions, probe the knowledge and follow their progress in the course. Recent studies on the…
Working Together To Erase Gangs in Our Schools.

ERIC Educational Resources Information Center

National Consortium on Alternatives for Youth at Risk, Inc., Sarasota, FL.

A common misconception about gangs is that they resemble past images of motorcycle riders. Society is now faced with what are called "hybrid" gangs whose members are usually 14 to 16 years of age, who dress conservatively, who display subtle gang identifiers, and who are motivated by a combination of profit and poor family life. This…
Balancing Free Speech and Government Protection in a Time of Threat.

ERIC Educational Resources Information Center

Covington, William G., Jr.

A common misconception among first-year university students is that the United States provides unabridged, uncensored absolute free speech rights. Evidently these assumptions are derived from popular press and entertainment industry images which place heavy emphasis on one end of the debate. It is a shock for some students to be exposed to the…
The Reconciliation of W. Edwards Deming and John Dewey: An Exploration of Similarities in Motivation Theory.

ERIC Educational Resources Information Center

Towns, William C.

1996-01-01

Interrogates similarities and misconceptions common to W. Edwards Deming and John Dewey, examining a reconciliation of the two within the context of motivation theory and concluding that Deming and Dewey are very similar in general outlook and the shared belief in the integrity of the individual within the social system. (SM)
A Jigsaw Cooperative Learning Application in Elementary Science and Technology Lessons: Physical and Chemical Changes

ERIC Educational Resources Information Center

Tarhan, Leman; Ayyildiz, Yildizay; Ogunc, Aylin; Sesen, Burcin Acar

2013-01-01

Background: Cooperative learning is an active learning approach in which students work together in small groups to complete an assigned task. Students commonly find the subject of "physical and chemical changes" difficult and abstract, and thus they generally have many misconceptions about it. Purpose: This study aimed to investigate the…
First Year Pre-Service Teachers' Mathematical Content Knowledge: Methods of Solution for a Ratio Question

ERIC Educational Resources Information Center

Livy, Sharyn; Vale, Colleen

2011-01-01

In this article, pre-service teachers' mathematics content knowledge is explored through the analysis of two items about ratio from a Mathematical Competency, Skills and Knowledge Test. Pre-service teachers' thinking strategies, common errors and misconceptions in their responses are presented and discussed. Of particular interest was the range…
The Gauss and Ampere Laws: Different Laws but Similar Difficulties for Student Learning

ERIC Educational Resources Information Center

Guisasola, Jenaro; Almudi, Jose M.; Salinas, Julia; Zuza, Kristina; Ceberio, Mikel

2008-01-01

This study aims to analyse university students' reasoning regarding two laws of electromagnetism: Gauss's law and Ampere's law. It has been supposed that the problems seen in understanding and applying both laws do not spring from students' misconceptions. Students habitually use reasoning known in the literature as 'common sense' methodology that…
Can One Take the Logarithm or the Sine of a Dimensioned Quantity or a Unit? Dimensional Analysis Involving Transcendental Functions

ERIC Educational Resources Information Center

Matta, Cherif F.; Massa, Lou; Gubskaya, Anna V.; Knoll, Eva

2011-01-01

The fate of dimensions of dimensioned quantities that are inserted into the argument of transcendental functions such as logarithms, exponentiation, trigonometric, and hyperbolic functions is discussed. Emphasis is placed on common misconceptions that are not often systematically examined in undergraduate courses of physical sciences. The argument…
Encouraging Engagement in Game-Based Learning

ERIC Educational Resources Information Center

Whitton, Nicola

2011-01-01

It is a common misconception that game-based learning is, by its very nature, engaging for the majority of learners. This is not necessarily the case, particularly for learners in Higher Education who may need to be persuaded of the value of learning games. For some learners, games may simply not be perceived as engaging--either in terms of an…

Understanding Death Attitudes: The Integration of Movies, Positive Psychology, and Meaning Management

ERIC Educational Resources Information Center

Niemiec, Ryan M.; Schulenberg, Stefan E.

2011-01-01

The portrayal of death is one of the most common themes in movies and is often unrealistic, promoting misconceptions to the public. However, there are also many films that portray death acceptance in an instructive way. Such films depict the development of character strengths useful in embracing life and lessening death anxiety, namely zest,…
Reflection on Solutions in the Form of Refutation Texts versus Problem Solving: The Case of 8th Graders Studying Simple Electric Circuits

ERIC Educational Resources Information Center

Safadi, Rafi; Safadi, Ekhlass; Meidav, Meir

2017-01-01

This study compared students' learning in troubleshooting and problem solving activities. The troubleshooting activities provided students with solutions to conceptual problems in the form of refutation texts; namely, solutions that portray common misconceptions, refute them, and then present the accepted scientific ideas. They required students…
A Practical Example of a Siphon at Work

ERIC Educational Resources Information Center

Hughes, Stephen W.

2010-01-01

In this article, some classroom experiments are described for correcting the common misconception that the operation of a siphon depends on atmospheric pressure. One experiment makes use of a chain model of a siphon and another demonstrates that flow rate is dependent on the height difference between the inflow and outflow of a siphon and not…
What Research Tells the Golf Instructor about the Golf Swing and Putting.

ERIC Educational Resources Information Center

Kraft, Robert E.

The purpose of this survey was to clarify some misconceptions and challenge some common practices in teaching golf skills. Over 100 research studies in golf have been reviewed and summarized. The following categories relating to the golf swing were examined: (1) grip; (2) videotape; (3) electronic golf swing analyzer; (4) teaching methods; (5)…
Two cases of contact dermatitis resulting from use of body wash as a skin moisturizer.

PubMed

Miller, Michael A; Borys, Doug; Riggins, Michele; Masneri, David C; Levsky, Marc E

2008-02-01

The use of liquid skin cleanser or body wash has become common in the United States. We report 2 cases of contact dermatitis secondary to the application of Dove Body Wash (Unilever US, Inc., Englewood Cliffs, NJ) with the consumer misconception that the product was a skin moisturizing cream.
Beyond the Conventional Wisdom: Rural Development As If Australia's Rural People Really Mattered. Background Paper.

ERIC Educational Resources Information Center

Sher, Jonathan; Sher, Katrina Rowe

This paper proposes a framework for developing a national rural development policy in Australia. Some common relevant misconceptions are that rural Australia and rural Australians are peripheral to the national economy and the nation's future, that farmers and farming communities are the alpha and omega of rural Australia, and that whatever is…
Conceptual Change Texts in Chemistry Teaching: A Study on the Particle Model of Matter

ERIC Educational Resources Information Center

Beerenwinkel, Anne; Parchmann, Ilka; Grasel, Cornelia

2011-01-01

This study explores the effect of a conceptual change text on students' awareness of common misconceptions on the particle model of matter. The conceptual change text was designed based on principles of text comprehensibility, of conceptual change instruction and of instructional approaches how to introduce the particle model. It was evaluated in…
From a Museum Demonstration to Problem Solving: Promoting the Construction of Concepts

ERIC Educational Resources Information Center

Lee, Yeung Chung

2007-01-01

Physics is perceived by many students to be a difficult subject, and misconceptions about it are quite common not only among school students but also among undergraduates and pre-service postgraduate science teachers. In teaching the topic of gas pressure to primary student teachers studying in the Bachelor of Education programme at my institute,…
Reporter's Guide: Drugs, Drug Abuse Issues, Resources.

ERIC Educational Resources Information Center

Parachini, Allan

The purposes of this booklet are: (1) to serve as a commentary on the evolution, state and problems of drug reporting; (2) to make the journalist aware of the prominent issues and some of the major misconceptions common among reporters, readers and/or listeners; (3) to serve as a guide to the fundamental background literature of the field; (4) to…
An Unsolved Electric Circuit: A Common Misconception

ERIC Educational Resources Information Center

Harsha, N. R. Sree; Sreedevi, A.; Prakash, Anupama

2015-01-01

Despite a number of theories in circuit analysis, little is known about the behaviour of ideal equal voltage sources in parallel, connected across a resistive load. We neither have any theory that can predict the voltage source that provides the load current, nor is there any method to test it experimentally. In a series of experiments performed…
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%.
Evaluating the effectiveness of a radiation safety training intervention for oncology nurses: a pretest-intervention-posttest study.

PubMed

Dauer, Lawrence T; Kelvin, Joanne F; Horan, Christopher L; St Germain, Jean

2006-06-08

Radiation, for either diagnosis or treatment, is used extensively in the field of oncology. An understanding of oncology radiation safety principles and how to apply them in practice is critical for nursing practice. Misconceptions about radiation are common, resulting in undue fears and concerns that may negatively impact patient care. Effectively educating nurses to help overcome these misconceptions is a challenge. Historically, radiation safety training programs for oncology nurses have been compliance-based and behavioral in philosophy. A new radiation safety training initiative was developed for Memorial Sloan-Kettering Cancer Center (MSKCC) adapting elements of current adult education theories to address common misconceptions and to enhance knowledge. A research design for evaluating the revised training program was also developed to assess whether the revised training program resulted in a measurable and/or statistically significant change in the knowledge or attitudes of nurses toward working with radiation. An evaluation research design based on a conceptual framework for measuring knowledge and attitude was developed and implemented using a pretest-intervention-posttest approach for 15% of the study population of 750 inpatient registered oncology nurses. As a result of the intervention program, there was a significant difference in nurse's cognitive knowledge as measured with the test instrument from pretest (58.9%) to posttest (71.6%). The evaluation also demonstrated that while positive nursing attitudes increased, the increase was significant for only 5 out of 9 of the areas evaluated. The training intervention was effective for increasing cognitive knowledge, but was less effective at improving overall attitudes. This evaluation provided insights into the effectiveness of training interventions on the radiation safety knowledge and attitude of oncology nurses.
Evaluating the effectiveness of a radiation safety training intervention for oncology nurses: a pretest – intervention – posttest study

PubMed Central

Dauer, Lawrence T; Kelvin, Joanne F; Horan, Christopher L; St Germain, Jean

2006-01-01

Background Radiation, for either diagnosis or treatment, is used extensively in the field of oncology. An understanding of oncology radiation safety principles and how to apply them in practice is critical for nursing practice. Misconceptions about radiation are common, resulting in undue fears and concerns that may negatively impact patient care. Effectively educating nurses to help overcome these misconceptions is a challenge. Historically, radiation safety training programs for oncology nurses have been compliance-based and behavioral in philosophy. Methods A new radiation safety training initiative was developed for Memorial Sloan-Kettering Cancer Center (MSKCC) adapting elements of current adult education theories to address common misconceptions and to enhance knowledge. A research design for evaluating the revised training program was also developed to assess whether the revised training program resulted in a measurable and/or statistically significant change in the knowledge or attitudes of nurses toward working with radiation. An evaluation research design based on a conceptual framework for measuring knowledge and attitude was developed and implemented using a pretest-intervention-posttest approach for 15% of the study population of 750 inpatient registered oncology nurses. Results As a result of the intervention program, there was a significant difference in nurse's cognitive knowledge as measured with the test instrument from pretest (58.9%) to posttest (71.6%). The evaluation also demonstrated that while positive nursing attitudes increased, the increase was significant for only 5 out of 9 of the areas evaluated. Conclusion The training intervention was effective for increasing cognitive knowledge, but was less effective at improving overall attitudes. This evaluation provided insights into the effectiveness of training interventions on the radiation safety knowledge and attitude of oncology nurses. PMID:16762060
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.
Investigating Undergraduate Science Students' Conceptions and Misconceptions of Ocean Acidification.

PubMed

Danielson, Kathryn I; Tanner, Kimberly D

2015-01-01

Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification. © 2015 K. I. Danielson and K. D. 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).
Climate Science - getting the world to understand, and to care

NASA Astrophysics Data System (ADS)

Jasmin, T.; Ackerman, S. A.; Whittaker, T. M.

2012-12-01

Effectively teaching and conveying climate science has become one of Earth Science's greatest challenges. Existing barriers are many and varied, from political, ideological, and religious, to purely economic. Additionally, studies show the general public at present has a surprising number of basic misconceptions regarding the Earth system, and Earth-Sun relationships. Addressing these misconceptions is the first hurdle to overcome for properly teaching climate science. This talk will discuss ways to address the various barriers. Strategies are being employed to arm teachers with new tools leveraging the move to online, interactive learning. Content can be tailored particular audiences. For any individual, learning will be most effective if there is an understood significance, the information is presented clearly and at an appropriate education level, and when possible some personal relevance can be inferred. People need a reason to care. Examples and approaches for several common education scenarios will be given. A simple "Climate Change 101" outline will be given, a blueprint that could be used to educate most of the general public. Freely available online resources to address Earth System misconceptions will be referenced. Finally, a case will be made that a dramatic improvement in climate literacy worldwide may be the only viable means to successfully tackling global warming.
Addressing climate and energy misconceptions - teaching tools offered by the Climate Literacy and Energy Awareness Network (CLEAN)

NASA Astrophysics Data System (ADS)

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

2011-12-01

Despite a prevalence of peer-reviewed scientific research and high-level reports by intergovernmental agencies (e.g., IPCC) that document changes in our climate and consequences for human societies, the public discourse regards these topics as controversial and sensitive. The chasm between scientific-based understanding of climate systems and public understanding can most easily be addressed via high quality, science-based education on these topics. Well-trained and confident educators are required to provide this education. However, climate science and energy awareness are complex topics that are rapidly evolving and have a great potential for controversy. Furthermore, the interdisciplinary nature of climate science further increases the difficulty for teachers to stay abreast of the science and the policy. Research has shown that students and educators alike hold misconceptions about the climate system in general and the causes and effects of climate change in particular. The NSF-funded CLEAN Pathway (http://cleanet.org) as part of the National Science Digital Library (http://www.nsdl.org) strives to address these needs and help educators address misconceptions by providing high quality learning resources and professional development opportunities to support educators of grade levels 6 through 16. The materials focus on teaching climate science and energy use. The scope and framework of the CLEAN Pathway is defined by the Essential Principles of Climate Science (CCSP, 2009) and the Energy Literacy Principles recently developed by the Department of Energy. Following this literacy-based approach, CLEAN helps with developing mental models to address misconceptions around climate science and energy awareness through a number of different avenues. These are: 1) Professional development opportunities for educators - interactive webinars for secondary teachers and virtual workshops for college faculty, 2) A collection of scientifically and pedagogically reviewed, high-quality learning resources on climate and energy topics, 3) Detailed information on effective approaches for teaching climate and energy science for a range of grade levels, and 4) A community support forum (http://iceeonline.org, coordinated by a partner project - Inspiring Climate Education Excellence, ICEE), where educators can exchange information and share advice regarding climate and energy education. In this presentation we focus on our experience coordinating professional development opportunities as well as the "Teaching about Climate and Energy" web pages that are offered through the CLEAN Pathway to show-case how misconceptions can be addressed by educators when teaching or learning about climate and energy topics. Providing educators with a robust foundation of topical knowledge, guiding them through common misconceptions and providing them with a collection of well-vetted learning resources is the approach offered by CLEAN to address student misconceptions of climate and energy topics.
Monitoring and remediation of on-farm and off-farm ground current measured as step potential on a Wisconsin dairy farm: A case study.

PubMed

Stetzer, Dave; Leavitt, Adam M; Goeke, Charles L; Havas, Magda

2016-01-01

Ground current commonly referred to as "stray voltage" has been an issue on dairy farms since electricity was first brought to rural America. Equipment that generates high-frequency voltage transients on electrical wires combined with a multigrounded (electrical distribution) system and inadequate neutral returns all contribute to ground current. Despite decades of problems, we are no closer to resolving this issue, in part, due to three misconceptions that are addressed in this study. Misconception 1. The current standard of 1 V at cow contact is adequate to protect dairy cows; Misconception 2. Frequencies higher than 60 Hz do not need to be considered; and Misconception 3. All sources of ground current originate on the farm that has a ground current problem. This case study of a Wisconsin dairy farm documents, 1. how to establish permanent monitoring of ground current (step potential) on a dairy farm; 2. how to determine and remediate both on-farm and off-farm sources contributing to step potential; 3. which step-potential metrics relate to cow comfort and milk production; and 4. how these metrics relate to established standards. On-farm sources include lighting, variable speed frequency drives on motors, radio frequency identification system and off-farm sources are due to a poor primary neutral return on the utility side of the distribution system. A step-potential threshold of 1 V root mean square (RMS) at 60 Hz is inadequate to protect dairy cows as decreases of a few mV peak-peak at higher frequencies increases milk production, reduces milking time and improves cow comfort.

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.
The Retention of Geologic Misconceptions: Alternative Ideas That Persist After Instruction

NASA Astrophysics Data System (ADS)

Wandersee, J. H.; Clary, R. M.; Anderson, S. W.; Libarkin, J.

2003-12-01

We used a 30 item multiple-choice instrument called the geoscience concept test (GCT) to study learning in introductory college-level science courses. The GCT uses common misconceptions as wrong answers, and allows us to pre- and post-test individual courses to gauge the effectiveness of instruction. The GCT was given at the beginning of the semester to 2215 college students in 42 classes at 32 different institutions in 19 different states (21 public and 6 private four-year institutions, 4 community colleges, and one tribal college). The pilot was also given to 1907 students as a semester-end post-test in 30 different classes. We were able to match pre- and post-test results for 967 students through an analysis of volunteered personal and demographic data. Although statistical analysis shows that learning occurred in all classes, closer inspection of the data show that the student population retained a number of misconceptions. Students retained several incorrect ideas relating to geologic time despite instruction. For example, 71% of post-tested students believe that the study of fossils, rock layers, or carbon is the most accurate means for calculating the age of the Earth. Nearly 25% of students believed that dinosaurs only existed on Earth for 500,000 years, and 40% believe dinosaurs came into existence about halfway through the geologic time scale. Many alternative ideas about plate tectonics and the formation of rocks also existed after instruction. Nearly half of the post-tested students (47%) believed that tectonic plates do not extend all way to the surface of the Earth, and 65% did not believe that animals could form oceanic rocks. Identification of strongly held misconceptions in a post-tested student population provides instructors with information that could impact the way they present material to their introductory classes.
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.
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).
Portuguese Students' Understanding at Ages 10-11 and 14-15 of the Origin and Nature of the Earth and the Development of Life.

ERIC Educational Resources Information Center

Marques, Luis; Thompson, David

1997-01-01

Uses interviews and a written questionnaire to probe students' ideas on the origin of earth and life on earth. A significant number of commonly held misconceptions were prevalent in the sample (N=493). Provides guidelines to assist learners in challenging existing views. Contains 64 references. (DDR)
A Magnetic Set-Up to Help Teach Newton's Laws

ERIC Educational Resources Information Center

Panijpan, Bhinyo; Sujarittham, Thanida; Arayathanitkul, Kwan; Tanamatayarat, Jintawat; Nopparatjamjomras, Suchai

2009-01-01

A set-up comprising a magnetic disc, a solenoid and a mechanical balance was used to teach first-year physics students Newton's third law with the help of a free body diagram. The image of a floating magnet immobilized by the solenoid's repulsive force should help dispel a common misconception of students as regards the first law: that stationary…
Junior High School Students' Ideas about the Shape and Size of the Atom

ERIC Educational Resources Information Center

Cokelez, Aytekin

2012-01-01

The concept of the atom is one of the building blocks of science education. Although the concept is a foundation for students' subsequent learning experiences, it is difficult for students to comprehend because of common misconceptions and its abstractness. The purpose of this study is to examine junior high school students' (ages 12-13) ideas…
Cardiovascular Effects of Caffeine

PubMed Central

Myers, Martin G.

1992-01-01

A review of the literature on the cardiovascular effects of caffeine indicates that moderate caffeine consumption does not cause cardiac arrhythmias, hypertension, or an increased incidence of coronary heart disease. Caffeine use is often associated with atherogenic behavior, such as cigarette smoking. Failure to take into account covariables for cardiovascular disease could be responsible for commonly held misconceptions about caffeine and heart disease. PMID:21221403
Factors Associated with Perceptions of Hookah Addictiveness and Harmfulness among Young Adults

ERIC Educational Resources Information Center

Noonan, Devon; Patrick, Megan E.

2013-01-01

Hookah smoking is a form of tobacco use that is growing in popularity in the United States. College-aged students, who are known to experiment with multiple forms of tobacco, are particularly vulnerable to this tobacco trend. There is a common misconception that hookah smoking is not as dangerous as other forms of tobacco, which may help explain…
Integrating Sand Tray and Solution Focused Brief Counseling as a Model for Working with Middle School Students

ERIC Educational Resources Information Center

McBrayer, Rachel H.; Chibbaro, Julia S.

2012-01-01

School counselors are master jugglers and must assume a variety of roles and tasks in order to be successful. Despite common misconceptions, Play Therapy is not for exclusive use with younger children. In fact, adolescents can also benefit from its unique properties. One integrated technique that could prove to be especially helpful with middle…
How Do Biology Teacher Candidates Know Particulate Movements & Random Nature of Matter and Their Effects to Diffusion

ERIC Educational Resources Information Center

Oztas, Fulya; Oztas, Haydar

2016-01-01

The previous researches results seem to suggest that some aspects of learning of diffusion and osmosis concepts such as membranes, kinetic energy of matter, and elements of the particulate and random nature of matter could lead to misconceptions. The concept of diffusion is very common in science instruction, and understanding the concept is an…
Conceptual Difficulties Experienced by Prospective Teachers in Electrochemistry: Half-Cell Potential, Cell Potential, and Chemical and Electrochemical Equilibrium in Galvanic Cells.

ERIC Educational Resources Information Center

Ozkaya, Ali Riza

2002-01-01

A previous study of prospective teachers found that students from different countries and different levels of electrochemistry hold common misconceptions, indicating that concepts were presented to them poorly. Reports on how prospective teachers' scientifically incorrect ideas were used to form assertion-reason-type questions and how these…
Common Misconceptions about the Dynamical Theory of Crystal Lattices: Cauchy Relations, Lattice Potentials and Infinite Crystals

ERIC Educational Resources Information Center

Elcoro, Luis; Etxebarria, Jesus

2011-01-01

The requirement of rotational invariance for lattice potential energies is investigated. Starting from this condition, it is shown that the Cauchy relations for the elastic constants are fulfilled if the lattice potential is built from pair interactions or when the first-neighbour approximation is adopted. This is seldom recognized in widely used…
Language Outcomes for Children of Low-Income Families Enrolled in Auditory Verbal Therapy

ERIC Educational Resources Information Center

Hogan, Sarah; Stokes, Jacqueline; Weller, Isobel

2010-01-01

A common misconception about families in the UK who choose to participate in an Auditory Verbal (AV) approach for their child with hearing impairment, is that they are uniformly from affluent backgrounds. It is asserted that the good spoken language outcomes in these children are a product of the child's social background and family's values…
Electromagnetic Scattering by a Morphologically Complex Object: Fundamental Concepts and Common Misconceptions

NASA Technical Reports Server (NTRS)

Mischenko, Michael I.; Travis, Larry D.; Cairns, Brian; Tishkovets, Victor P.; Dlugach, Janna M.; Rosenbush, Vera K.; Kiselev, Nikolai N.

2011-01-01

Following Keller(Proc Symp Appl Math 1962;13:227:46), we classify all theoretical treatments of electromagnetic scattering by a morphologically complex object into first- principle (or "honest" in Keller s terminology) and phenomenological (or "dishonest") categories. This helps us identify, analyze, and dispel several profound misconceptions widespread in the discipline of electromagnetic scattering by solitary particles and discrete random media. Our goal is not to call for a complete renunciation of phenomenological approaches but rather to encourage a critical and careful evaluation of their actual origin, virtues, and limitations. In other words, we do not intend to deter creative thinking in terms of phenomenological short-cuts, but we do want to raise awareness when we stray (often for practical reasons) from the fundamentals. The main results and conclusions are illustrated by numerically-exact data based on direct numerical solutions of the macroscopic Maxwell equations.
Awareness about autism among school teachers in Oman: a cross-sectional study.

PubMed

Al-Sharbati, Marwan M; Al-Farsi, Yahya M; Ouhtit, Allal; Waly, Mostafa I; Al-Shafaee, Mohamed; Al-Farsi, Omar; Al-Khaduri, Maha; Al-Said, Mona F; Al-Adawi, Samir

2015-01-01

Children with special needs such as those with autism spectrum disorder have been recorded as ostracized and stigmatized in many parts of the world. Little is known about whether such negative views are present among mainstream teachers in Oman. A cross-sectional study was conducted to evaluate school teachers' awareness about autism spectrum disorder in an urban region in Oman. A total of 164 teachers were randomly enrolled from five schools. Misconceptions about autism spectrum disorder were found to be common among mainstream teachers in the country. We posit that such lack of awareness was likely to be rooted with sociocultural patterning as well as conflicting views often "spun" by the scientific community and mass media. Enlightened views toward children with autism spectrum disorder should be presented to Omani teachers to overcome misconceptions and negative attitudes toward children with autism spectrum disorder. © The Author(s) 2013.
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.

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…
Evaluating the Training of Chinese-Speaking Community Health Workers to Implement a Small-Group Intervention Promoting Mammography.

PubMed

Gu, Jiayan; Maxwell, Annette E; Ma, Grace X; Qian, Xiaokun; Tan, Yin; Hsieh, Hsing-Chuan; Tu, Shin-Ping; Wang, Judy Huei-Yu

2018-04-14

This study evaluated the training of Chinese American Community Health Workers (CHWs) to implement a small-group mammography video and discussion program as part of a randomized controlled trial that had the goal to increase adherence to mammography screening guidelines among Chinese American women. A total of 26 Chinese American CHWs in the metropolitan Washington DC area, Southern California, and New York City participated in a 4-h training workshop and completed surveys before and after the workshop to assess their knowledge regarding mammography screening guidelines and human subjects protection rules. The results showed significantly increased knowledge of mammography screening guidelines and human subjects protection rules (both p < 0.01) after the training. CHWs were also trained to lead a discussion of the video, including screening benefits and misconceptions. Forty-three audio recordings of discussions led by 13 active CHWs were transcribed and qualitatively analyzed to assess implementation fidelity. Ten out of 13 active CHWs fully addressed about 3 of the 5 benefit items, and 11 out of 13 CHWs fully addressed more than 5 of the 9 misconception items. Chinese CHWs can be trained to implement research-based intervention programs. However, a one-time training resulted in moderate adherence to the discussion protocol. Ongoing or repeat trainings throughout the intervention period may be needed to enhance implementation fidelity.
Patterns of knowledge and condom use among population groups: results from the 2005 Ethiopian behavioral surveillance surveys on HIV.

PubMed

Kassie, Getnet M; Mariam, Damen H; Tsui, Amy O

2008-12-31

Behavioral surveys help interpret the magnitude of HIV/AIDS. We analyzed indicators of knowledge on HIV/AIDS and condom use among sub populations selected for behavioral surveillance in Ethiopia. We used 2005 HIV/AIDS behavioral data from ten target groups. These were female sex workers, defense forces, police force, pastoralists, truck drivers, intercity bus drivers, road construction workers, teachers, factory workers and people in ANC catchment areas. Data from 14,524 individuals were analyzed. The majority were males (63.6%). Overall, knowledge of the three preventive methods, misconceptions and comprehensive knowledge was 57%, 75% and 18.5%, respectively. Female sex workers and the defense force showed some behavioral change in using a condom during the most recent sexual encounter and consistently used a condom with non-regular sexual partners and paying partners. Women, pastoralists and the illiterate were less likely to use condom. Misconceptions about the transmission of HIV were high and comprehensive knowledge about HIV & AIDS was low, particularly among pastoralists. Consistent condom use and condom use during the last sexual encounter were high among both female sex workers and defense force employees, both with paying and non-regular sexual partners. This might be a positive sign, though a considerable proportion in each target group did not report using a condom during sex with non-regular partners.
Assessing and managing drug-nutrient interactions.

PubMed

Anderson, Karl E; Greenblatt, David J

2002-01-01

Drug-nutrient interactions can occur through many mechanisms. The amount of protein in the diet and the presence of micronutrients, such as polycyclic aromatic hydrocarbons and indoles, can affect drug metabolism. Although furanocoumarins in grapefruit juice can interact with certain oral medications, noninteracting medications generally can be substituted. Pharmacists need to provide patients with accurate information about drug-nutrient interactions and help to clarify common misconceptions about these effects.
Introduction to Adjoint Models

NASA Technical Reports Server (NTRS)

Errico, Ronald M.

2015-01-01

In this lecture, some fundamentals of adjoint models will be described. This includes a basic derivation of tangent linear and corresponding adjoint models from a parent nonlinear model, the interpretation of adjoint-derived sensitivity fields, a description of methods of automatic differentiation, and the use of adjoint models to solve various optimization problems, including singular vectors. Concluding remarks will attempt to correct common misconceptions about adjoint models and their utilization.
The Xs and Whys of Algebra: Key Ideas and Common Misconceptions

ERIC Educational Resources Information Center

Collins, Anne; Dacey, Linda

2011-01-01

In many ways, algebra can be as challenging for teachers as it is for students. With so much emphasis placed on procedural knowledge and the manipulations of variables and symbols, it can be easy to lose sight of the key ideas that underlie algebraic thinking and the relevance algebra has to the real world. In the The Xs and Whys of Algebra: Key…
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.
Misconceptions Yesterday, Today, and Tomorrow

PubMed Central

Kalinowski, Steven T.; Andrews, Tessa C.

2014-01-01

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

PubMed Central

Fraser, S. J.; Al Youha, S.; Rasmussen, P. J.

2017-01-01

Background: Plastic surgery as a discipline is poorly understood by many, including primary care physicians, nurses, medical students, and the public. These misconceptions affect the specialty in a number of ways, including referral patterns and recruitment of medical students into residency programs. The reason for these commonly held misconceptions has not yet been addressed in the plastic surgery literature. As such, we assessed medical students’ knowledge and perceptions of plastic surgery as a discipline and explored factors influencing these opinions. Methods: To assess medical students’ knowledge and perceptions of plastic surgery, we conducted an online survey. A total of 231 medical students responded. Interviews were then conducted with 2 focus groups, in which we explored the survey results and reasons behind these misconceptions. Results: As with previous studies, medical students showed a gap in knowledge with respect to plastic surgery. Although they were generally aware that plastic surgeons perform cosmetic procedures and treat burns, they were largely unaware that plastic surgeons perform hand and craniofacial surgeries. Focus groups revealed that television plays a large role in shaping their ideas of plastic surgery. Conclusion: Medical students have a skewed perception of the discipline of plastic surgery, and this is largely influenced by television. Interventions aimed at educating medical students on the matter are recommended, including a greater presence in the preclerkship medical school curriculum. PMID:29026812
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.
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,…
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…
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…
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…
Clarifying the Misconception about the Principle of Floatation

ERIC Educational Resources Information Center

Yadav, Manoj K.

2014-01-01

This paper aims to clarify the misconception about the violation of the principle of floatation. Improper understanding of the definition of "displaced fluid" by a floating body leads to the misconception. With the help of simple experiments, this article shows that there is no violation of the principle of floatation.
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…
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…
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.
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.
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.
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).
Common Magnets, Unexpected Polarities

NASA Astrophysics Data System (ADS)

Olson, Mark

2013-11-01

In this paper, I discuss a "misconception" in magnetism so simple and pervasive as to be typically unnoticed. That magnets have poles might be considered one of the more straightforward notions in introductory physics. However, the magnets common to students' experiences are likely different from those presented in educational contexts. This leads students, in my experience, to frequently and erroneously attribute magnetic poles based on geometric associations rather than actual observed behavior. This polarity discrepancy can provide teachers the opportunity to engage students in authentic inquiry about objects in their daily experiences. I've found that investigation of the magnetic polarities of common magnets provides a productive context for students in which to develop valuable and authentic scientific inquiry practices.
Effective Methods of Teaching Moon Phases

NASA Astrophysics Data System (ADS)

Jones, Heather; Hintz, E. G.; Lawler, M. J.; Jones, M.; Mangrubang, F. R.; Neeley, J. E.

2010-01-01

This research investigates the effectiveness of several commonly used methods for teaching the causes of moon phases to sixth grade students. Common teaching methods being investigated are the use of diagrams, animations, modeling/kinesthetics and direct observations of moon phases using a planetarium. Data for each method will be measured by a pre and post assessment of students understanding of moon phases taught using one of the methods. The data will then be used to evaluate the effectiveness of each teaching method individually and comparatively, as well as the method's ability to discourage common misconceptions about moon phases. Results from this research will provide foundational data for the development of educational planetarium shows for the deaf or other linguistically disadvantage children.
The Treatment of Geological Time & the History of Life on Earth in High School Biology Textbooks

ERIC Educational Resources Information Center

Summers, Gerald; Decker, Todd; Barrow, Lloyd

2007-01-01

In spite of the importance of geological time in evolutionary biology, misconceptions about historical events in the history of life on Earth are common. Glenn (1990) has documented a decline from 1960 to 1989 in the amount of space devoted to the history of life in high school earth science textbooks, but we are aware of no similar study in…
Believe It or Not: Why December Is the Best Month To Job Hunt.

ERIC Educational Resources Information Center

Karp, Marshall J.

This paper offers 10 facts to address common misconceptions about job-hunting during the holiday season. The facts are: (1) job hunters are going to be a bother to most of the employers that they call no matter what day or time that they call, so call them regardless of the day or time; (2) most employers are not merely lying back and coasting…
Diagnosing Cognitive Errors: Statistical Pattern Classification and Recognition Approach

DTIC Science & Technology

1985-01-01

often produces several different erroneous rules. For example, when adding two fractions with different denominators, many students add the numerators ...common denominator and add the numerators . As listed in Tatsuoka (1984a), there are eleven different erroneous rules which result from a misconception...the score of five. These patterns correspond to different values of 42 (Tatsuoka, 1985) The numerator of 42 is divided into two parts in Equation (5
Respiratory Phenotypes for Preterm Infants, Children, and Adults: Bronchopulmonary Dysplasia and More.

PubMed

Collaco, Joseph M; McGrath-Morrow, Sharon A

2018-05-01

Ongoing advancements in neonatal care since the late 1980s have led to increased numbers of premature infants surviving well beyond the neonatal period. As a result of increased survival, many individuals born preterm manifest chronic respiratory symptoms throughout infancy, childhood, and adult life. The archetypical respiratory disease of prematurity, bronchopulmonary dysplasia, is the second most common chronic pediatric respiratory disease after asthma. However, there are several commonly held misconceptions. These misconceptions include that bronchopulmonary dysplasia is rare, that bronchopulmonary dysplasia resolves within the first few years of life, and that bronchopulmonary dysplasia does not impact respiratory health in adult life. This focused review describes a spectrum of respiratory conditions that individuals born prematurely may experience throughout their lifespan. Specifically, this review provides quantitative estimates of the number of individuals with alveolar, airway, and vascular phenotypes associated with bronchopulmonary dysplasia, as well as non-bronchopulmonary dysplasia respiratory phenotypes such as airway malacia, obstructive sleep apnea, and control of breathing issues. Furthermore, this review illustrates what is known about the potential for progression and/or lack of resolution of these respiratory phenotypes in childhood and adult life. Recognizing the spectrum of respiratory phenotypes associated with individuals born preterm and providing comprehensive and personalized care to these individuals may help to modulate adverse respiratory outcomes in later life.
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…
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…
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…
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…
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
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
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.
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.
Patterns of thinking about phylogenetic trees: A study of student learning and the potential of tree thinking to improve comprehension of biological concepts

NASA Astrophysics Data System (ADS)

Naegle, Erin

Evolution education is a critical yet challenging component of teaching and learning biology. There is frequently an emphasis on natural selection when teaching about evolution and conducting educational research. A full understanding of evolution, however, integrates evolutionary processes, such as natural selection, with the resulting evolutionary patterns, such as species divergence. Phylogenetic trees are models of evolutionary patterns. The perspective gained from understanding biology through phylogenetic analyses is referred to as tree thinking. Due to the increasing prevalence of tree thinking in biology, understanding how to read phylogenetic trees is an important skill for students to learn. Interpreting graphics is not an intuitive process, as graphical representations are semiotic objects. This is certainly true concerning phylogenetic tree interpretation. Previous research and anecdotal evidence report that students struggle to correctly interpret trees. The objective of this research was to describe and investigate the rationale underpinning the prior knowledge of introductory biology students' tree thinking Understanding prior knowledge is valuable as prior knowledge influences future learning. In Chapter 1, qualitative methods such as semi-structured interviews were used to explore patterns of student rationale in regard to tree thinking. Seven common tree thinking misconceptions are described: (1) Equating the degree of trait similarity with the extent of relatedness, (2) Environmental change is a necessary prerequisite to evolution, (3) Essentialism of species, (4) Evolution is inherently progressive, (5) Evolution is a linear process, (6) Not all species are related, and (7) Trees portray evolution through the hybridization of species. These misconceptions are based in students' incomplete or incorrect understanding of evolution. These misconceptions are often reinforced by the misapplication of cultural conventions to make sense of trees. Chapter 2 explores the construction, validity, and reliability of a tree thinking concept inventory. Concept inventories are research based instruments that diagnose faulty reasoning among students. Such inventories are tools for improving teaching and learning of concepts. Test scores indicate that tree thinking misconceptions are held by novice and intermediate biology students. Finally, Chapter 3 presents a tree thinking rubric. The rubric aids teachers in selecting and improving introductory tree thinking learning exercises that address students' tree thinking misconceptions.
Systematic reviews: Separating fact from fiction.

PubMed

Haddaway, Neal R; Bilotta, Gary S

2016-01-01

The volume of scientific literature continues to expand and decision-makers are faced with increasingly unmanageable volumes of evidence to assess. Systematic reviews (SRs) are powerful tools that aim to provide comprehensive, transparent, reproducible and updateable summaries of evidence. SR methods were developed, and have been employed, in healthcare for more than two decades, and they are now widely used across a broad range of topics, including environmental management and social interventions in crime and justice, education, international development, and social welfare. Despite these successes and the increasing acceptance of SR methods as a 'gold standard' in evidence-informed policy and practice, misconceptions still remain regarding their applicability. The aim of this article is to separate fact from fiction, addressing twelve common misconceptions that can influence the decision as to whether a SR is the most appropriate method for evidence synthesis for a given topic. Through examples, we illustrate the flexibility of SR methods and demonstrate their suitability for addressing issues on environmental health and chemical risk assessment. Copyright © 2015 Elsevier Ltd. All rights reserved.
[Utilitarianism or communitarianism as the foundation of public health ethics?].

PubMed

Rauprich, O

2008-02-01

The goal of public health is to maximise health, and to promote the common good. These two assumptions frequently give rise to claims that public health is founded on utilitarian or communitarian ethics, respectively. In this paper, these claims are critically examined and rejected. It is neither plausible to assume utilitarian goals in public health nor to propose a utilitarian account of public health ethics. The idea of public health as health-related utilitarianism rests on a misconception of utilitarian ethics. Once this misconception is realised, the seeming appeal of public health to utilitarianism quickly fades. Communitarianism, in turn, fails to serve as a comprehensive and systematic ethical account. Some moderate appeals to more communal spirit for public health are well taken, although not exclusive communitarian. Other more extreme proposals of communitarians, e.g. to exercise public-health police power and public-health paternalism, are to be taken with great care. Thus, it is concluded that there is a need for an ethical foundation of public health different from both utilitarianism and communitarianism.
Diagnostic of students' misconceptions using the Biological Concepts Instrument (BCI): A method for conducting an educational needs assessment

PubMed Central

Champagne Queloz, Annie; Klymkowsky, Michael W.; Stern, Elsbeth; Hafen, Ernst; Köhler, Katja

2017-01-01

Concept inventories, constructed based on an analysis of students’ thinking and their explanations of scientific situations, serve as diagnostics for identifying misconceptions and logical inconsistencies and provide data that can help direct curricular reforms. In the current project, we distributed the Biological Concepts Instrument (BCI) to 17-18-year-old students attending the highest track of the Swiss school system (Gymnasium). Students’ performances on many questions related to evolution, genetics, molecular properties and functions were diverse. Important common misunderstandings were identified in the areas of evolutionary processes, molecular properties and an appreciation of stochastic processes in biological systems. Our observations provide further evidence that the BCI is efficient in identifying specific areas where targeted instruction is required. Based on these observations we have initiated changes at several levels to reconsider how biological systems are presented to university biology studies with the goal of improving student’s foundational understanding. PMID:28493960
STUDENTS IN BRUNEI DARUSSALAM.

PubMed

Lim, A G; Chong, V H; Salleh, S M; Poh, S H

2017-03-01

Sexually transmitted infections (STI) remain an important public health issue globally, particularly among the young population. Despite being preventable and curable, STI continue to spread. Lack of access to treatment is an important factor in many developing and underdeveloped nations. Lack of awareness and knowledge is another important factor. This study assessed the awareness, knowledge, and misconceptions among secondary school students on STI. Overall, awareness was poor but better among male students and those in the Pure Science academic streaming. Similarly, the knowledge level of STI was also poor: low level (63.0%), moderate level (34.4%), and high level (2.6%). Male students (p=0.014) and Pure Science academic streaming students (p<0.001) scored better. There were misconceptions, but poor knowledge was predominant. Common sources of information were teachers, health professionals, Internet, parents and TV programs. Based on our study, more needs to be done to improve the awareness and knowledge level of STI, and detailed inclusion into the educational curriculum may be a consideration.
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…
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…
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…
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…
Constraints to applying systems thinking concepts in health systems: A regional perspective from surveying stakeholders in Eastern Mediterranean countries.

PubMed

El-Jardali, Fadi; Adam, Taghreed; Ataya, Nour; Jamal, Diana; Jaafar, Maha

2014-12-01

Systems Thinking (ST) has recently been promoted as an important approach to health systems strengthening. However, ST is not common practice, particularly in Low- and Middle-Income Countries (LMICs). This paper seeks to explore the barriers that may hinder its application in the Eastern Mediterranean Region (EMR) and possible strategies to mitigate them. A survey consisting of open-ended questions was conducted with a purposive sample of health policy-makers such as senior officials from the Ministry of Health (MoH), researchers, and other stakeholders such as civil society groups and professional associations from ten countries in the region. A total of 62 respondents participated in the study. Thematic analysis was conducted. There was strong recognition of the relevance and usefulness of ST to health systems policy-making and research, although misconceptions about what ST means were also identified. Experience with applying ST was very limited. Approaches to designing health policies in the EMR were perceived as reactive and fragmented (66%). Commonly perceived constraints to application of ST were: a perceived notion of its costliness combined with lack of the necessary funding to operationalize it (53%), competing political interests and lack of government accountability (50%), lack of awareness about relevance and value (47%), limited capacity to apply it (45%), and difficulty in coordinating and managing stakeholders (39%). While several strategies have been proposed to mitigate most of these constraints, they emphasized the importance of political endorsement and adoption of ST at the leadership level, together with building the necessary capacity to apply it and apply the learning in research and practice.
Constraints to applying systems thinking concepts in health systems: A regional perspective from surveying stakeholders in Eastern Mediterranean countries

PubMed Central

El-Jardali, Fadi; Adam, Taghreed; Ataya, Nour; Jamal, Diana; Jaafar, Maha

2014-01-01

Background: Systems Thinking (ST) has recently been promoted as an important approach to health systems strengthening. However, ST is not common practice, particularly in Low- and Middle-Income Countries (LMICs). This paper seeks to explore the barriers that may hinder its application in the Eastern Mediterranean Region (EMR) and possible strategies to mitigate them. Methods: A survey consisting of open-ended questions was conducted with a purposive sample of health policy-makers such as senior officials from the Ministry of Health (MoH), researchers, and other stakeholders such as civil society groups and professional associations from ten countries in the region. A total of 62 respondents participated in the study. Thematic analysis was conducted. Results: There was strong recognition of the relevance and usefulness of ST to health systems policy-making and research, although misconceptions about what ST means were also identified. Experience with applying ST was very limited. Approaches to designing health policies in the EMR were perceived as reactive and fragmented (66%). Commonly perceived constraints to application of ST were: a perceived notion of its costliness combined with lack of the necessary funding to operationalize it (53%), competing political interests and lack of government accountability (50%), lack of awareness about relevance and value (47%), limited capacity to apply it (45%), and difficulty in coordinating and managing stakeholders (39%). Conclusion: While several strategies have been proposed to mitigate most of these constraints, they emphasized the importance of political endorsement and adoption of ST at the leadership level, together with building the necessary capacity to apply it and apply the learning in research and practice. PMID:25489598
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.
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.
"Just like EKGs!" Should EEGs undergo a confirmatory interpretation by a clinical neurophysiologist?

PubMed

Benbadis, Selim R

2013-01-01

The misdiagnosis of epilepsy is common and has serious consequences. A major contributor to the misdiagnosis of epilepsy is the tendency to overread normal EEGs as abnormal. In fact, the wrong diagnosis of seizures is sometimes based solely on the "abnormal" EEG. Reasons for the common overinterpretation of normal EEGs are mostly related to the lack of standards or mandatory training in EEG, and the erroneous assumption that all neurologists are trained to read EEGs. The most common overread pattern consists of benign, nonspecific, sharply contoured temporal transients. In particular, there is a common misconception that "phase reversals" are indicative of abnormality. Potential solutions include defining and ensuring EEG competency of neurologists who read EEGs, and perhaps providing a confirmatory reading by an electroencephalographer, as is done for EKGs.
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…
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.
Factors influencing HIV disclosure among people living with HIV/AIDS in Nigeria: a systematic review using narrative synthesis and meta-analysis.

PubMed

Adeoye-Agboola, D I; Evans, H; Hewson, D; Pappas, Y

2016-07-01

To critically review, appraise and evaluate quality of evidence on HIV disclosure among people living with HIV/AIDS (PLWHA) in Nigeria, and to identify a possible gap in knowledge on HIV/AIDS and disclosure. A systematic review using narrative synthesis and meta-analysis. MedLine, PsycINFO, PubMed Central, Scopus and CINAHL were searched. Data were extracted with the use of spread sheet. An analysis of heterogeneity was performed for the disclosure rate and the presence of a supportive reaction from partners. A meta-analysis was performed for the disclosure rates to sexual partners, with data available for all ten studies. Ten studies met the inclusion criteria. The outcomes show that HIV disclosure of sero-positive status is most common between spouses or sexual partners than disclosure to relatives/family members, friends, pastor/Imam or work colleagues/employers. The participants in most of these studies are women, and amongst the most influential factors on disclosure are gender, anticipated outcome, marital status and knowledge of partners' status. Some studies reported non-disclosure as a way of limiting stigma. Almost all of the studies highlighted that there is fear of stigma and social exclusion associated with disclosure. This review discusses the overall experience of HIV disclosure on the management of the disease and barriers to disclosure. We found that PLWHA in Nigeria disclosed to at least one person within their social networks. Stigma is still a major consideration for PLWHA who experience a range of misconceptions around HIV transmission. The findings of this study may inform local policies and plans for improving the PLWHA quality of life. Targeted policies to increase disclosure of sero-positive status and reduce stigma may facilitate disease prevention. The methodological rigour of the included studies was appraised low. Copyright © 2016 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.
Understanding Inclusion and the Americans with Disabilities Act (ADA): A Resource To Assist Families, Child Care Providers and Advocates in Planning and Delivering Child Care for Children with Special Needs.

ERIC Educational Resources Information Center

2001

This booklet is designed to assist families, child care providers, and advocates in planning and delivering child care for children with disabilities and special health care needs. The booklet defines the term inclusion and discusses common misconceptions about children with special needs and disabilities. It explains what the Americans with…
Un Futuro Prometedor para su Nino con Labio Hendido y Paladar Hendido. Edicion Refundida (Bright Promise for Your Child with Cleft Lip and Cleft Palate. Revised Edition).

ERIC Educational Resources Information Center

McDonald, Eugene T.; Berlin, Asa J.

The booklet, written in Spanish, is intended to help parents of babies with cleft lip and/or cleft palate. Topics covered include the sequence of prenatal development and the effects of birth defects, common misconceptions about what causes the conditions, possible hereditary and environmental causes, and what it means to have a cleft palate or a…
Looking for a Fight: Why Youth Join al-Qaeda and How to Prevent It

DTIC Science & Technology

2010-04-08

misconceptions about extremist motivations, focusing instead on potential recruits‘ early development. Al-Qaeda seekers have characteristics common to other...Recruits The al-Qaeda terrorist who, quite literally, explodes onto the world stage is in a much different mental state from the impressionable young...presents impressionable youths with the idea that there are no viable positive alternatives to al-Qaeda. In 2007, over 4,500 jihadist Web sites were
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.
Savant syndrome: realities, myths and misconceptions.

PubMed

Treffert, Darold A

2014-03-01

It was 126 years ago that Down first described savant syndrome as a specific condition and 70 years ago that Kanner first described Early Infantile Autism. While as many as one in ten autistic persons have savant abilities, such special skills occur in other CNS conditions as well such that approximately 50 % of cases of savant syndrome have autism as the underlying developmental disability and 50 % are associated with other disabilities. This paper sorts out realities from myths and misconceptions about both savant syndrome and autism spectrum disorders (ASD) that have developed through the years. The reality is that low IQ is not necessarily an accompaniment of savant syndrome; in some cases IQ can be superior. Also, savants can be creative, rather than just duplicative, and the skills increase over time on a continuum from duplication, to improvisation to creation, rather than diminishing or suddenly disappearing. Genius and prodigy exist separate from savant syndrome and not all such highly gifted persons have Asperger's Disorder. This paper also emphasizes the critical importance of separating 'autistic-like' symptoms from ASD especially in children when the savant ability presents as hyperlexia (children who read early) or as Einstein syndrome (children who speak late), or have impaired vision (Blindisms) because prognosis and outcome are very different when that careful distinction is made. In those cases the term 'outgrowing autism' might be mistakenly applied when in fact the child did not have ASD in the first place.
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…
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.

Engaging Patients in Online Self-Care Technologies for Chronic Disease Management.

PubMed

Picton, Peter; Wiljer, David; Urowitz, Sara; Cafazzo, Joseph A

2016-01-01

A common perception is that the use of Internet-based self-care systems is best suited for a younger, tech-proficient population, and that these systems will increase the burden on patients with complex chronic conditions. The study stratified patients with diabetes into three regimens of use of an Internet-based diabetes self-care portal. Results show that patients were more likely to adhere to a diurnal regimen than a variable regimen, and older patients, over the age of 60, were more adherent than younger patients, regardless of regimen. This suggests that common misconceptions should be reconsidered when prescribing Internet-based interventions for patients with chronic illness.
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.
A Three-Lesson Teaching Unit Significantly Increases High School Students’ Knowledge about Epilepsy and Positively Influences Their Attitude towards This Disease

PubMed Central

Simon, Uwe K.; Gesslbauer, Lisa; Fink, Andreas

2016-01-01

Epilepsy is not a regular topic in many countries’ schools. Thus many people harbor misconceptions about people suffering from this disease. It was our aim to a) examine what grade ten students know and believe about epilepsy, and b) to develop and test a teaching unit to improve their knowledge and attitude. The test group comprised eight grade ten classes from six different Austrian high schools (54 girls and 51 boys aged 14–17), the control group (no intervention) five grade ten classes from the same schools (26 girls and 37 boys aged 14–17). The teaching unit consisted of three 45-min lessons using different methods and material. Changes in knowledge about and attitude towards epilepsy as a result of the intervention were psychometrically assessed in a pre-test intervention post-test design (along with a follow-up assessment two months after the intervention) by means of a questionnaire capturing different facets of epilepsy-related knowledge and attitude. Across all knowledge/attitude domains, students of the test group had a significantly improved knowledge about and a more positive attitude towards epilepsy and people suffering from it after the teaching unit. However, starting levels were different between the five knowledge/attitude domains tested. Medical background knowledge was lowest and consequently associated with the highest increase after the intervention. This study shows that epilepsy-related knowledge of many grade ten high school students is fragmentary and that some harbor beliefs and attitudes which require improvement. Our comprehensive but concise teaching unit significantly increased knowledge about epilepsy and positively influenced attitude towards individuals with epilepsy. Thus we recommend implementing this unit into regular school curricula. PMID:26919557
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.…
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.
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.
On the CHSH Form of Bell's Inequalities

NASA Astrophysics Data System (ADS)

Lambare, Justo Pastor

2017-03-01

A common mistake present in the derivation of the usually known as the CHSH form of Bell's inequalities is pointed out. References and comments to the correct approach are given. This error does not alter the final result and only affects the logical consistency of the derivation, but since it seems to be a widespread misconception regarding the roll and interpretation of the of use of hidden variables in Bell's theorem it is considered to be of general interest.
Conceptual versus Algorithmic Learning in High School Chemistry: The Case of Basic Quantum Chemical Concepts--Part 2. Students' Common Errors, Misconceptions and Difficulties in Understanding

ERIC Educational Resources Information Center

Papaphotis, Georgios; Tsaparlis, Georgios

2008-01-01

Part 2 of the findings are presented of a quantitative study (n = 125) on basic quantum chemical concepts taught at twelfth grade (age 17-18 years) in Greece. A paper-and-pencil test of fourteen questions was used that were of two kinds: five questions that tested recall of knowledge or application of algorithmic procedures (type-A questions);…
Inside the Sea Dragon: The Generations within the Current Peoples Liberation Army Navy Officer Corps

DTIC Science & Technology

2016-06-10

strength is inadequate; he attacks when it is abundant.46 ― Sun Tzu , The Art of War Overview There are many common misconceptions about China’s...46 Sun Tzu , The Art of War, trans. Samuel B. Griffith, 26th ed. (London: Oxford University Press, 1971), 85...Press, 1997. Sun Tzu . The Art of War. Translated by Samuel B. Griffith. 26th ed. London: Oxford University Press, 1971. Swanson, Bruce. Eighth Voyage
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)
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)
A Preliminary Analysis of College Students’ Preinstructional Ideas About Planet Formation

NASA Astrophysics Data System (ADS)

Simon, Molly; Impey, Chris David; Buxner, Sanlyn

2017-01-01

From as early as nursery school, children are taught about planet Earth and “our place in space.” Learning about the Solar System transcends K-12 education, and is considered one of the top-ten most frequently discussed topics in undergraduate introductory astronomy courses for non-majors. All too frequently, however, the discussion stops after a brief overview of each planet, and students are left to ponder how the Solar System came to be in the first place. The topic of planet formation has grown in importance in any astronomy class in light of the discovery of nearly 5,000 exoplanet candidates, where the properties of exoplanetary systems have cast light on the general process of planet formation. This highly active research field has been slow to be properly represented in the astronomy classroom for non-majors. For this work, we presented students in six undergraduate 100 and 200-level astronomy courses at the University of Arizona with one of three short answer questions on the topic of planet formation. The questions were administered on the first day of the Fall 2016 semester before any related material was taught. We will present an analysis of these responses, and discuss any common trends, themes, and misconceptions that appear from the dataset. These responses will lend to the development of the Planet Formation Concept Inventory (PFCI) that will be used by ASTR 101 instructors to evaluate students’ understanding of planet formation before and after instruction.
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.
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.

Empiricists are from Venus, modelers are from Mars: Reconciling experimental and computational approaches in cognitive neuroscience.

PubMed

Cowell, Rosemary A; Bussey, Timothy J; Saksida, Lisa M

2012-11-01

We describe how computational models can be useful to cognitive and behavioral neuroscience, and discuss some guidelines for deciding whether a model is useful. We emphasize that because instantiating a cognitive theory as a computational model requires specification of an explicit mechanism for the function in question, it often produces clear and novel behavioral predictions to guide empirical research. However, computational modeling in cognitive and behavioral neuroscience remains somewhat rare, perhaps because of misconceptions concerning the use of computational models (in particular, connectionist models) in these fields. We highlight some common misconceptions, each of which relates to an aspect of computational models: the problem space of the model, the level of biological organization at which the model is formulated, and the importance (or not) of biological plausibility, parsimony, and model parameters. Careful consideration of these aspects of a model by empiricists, along with careful delineation of them by modelers, may facilitate communication between the two disciplines and promote the use of computational models for guiding cognitive and behavioral experiments. Copyright © 2012 Elsevier Ltd. All rights reserved.
Myths in peritoneal dialysis.

PubMed

Lee, Martin B; Bargman, Joanne M

2016-11-01

To clarify misconceptions about the feasibility and risks of peritoneal dialysis that unnecessarily limit peritoneal dialysis uptake or continuation in patients for whom peritoneal dialysis is the preferred dialysis modality. The inappropriate choice of haemodialysis as a result of these misconceptions contributes to low peritoneal dialysis penetrance, increases transfer from peritoneal dialysis to haemodialysis, increases expenditure on haemodialysis and compromises quality of life for these patients. Peritoneal dialysis is an excellent renal replacement modality that is simple, cost-effective and provides comparable clinical outcomes to conventional in-centre haemodialysis. Unfortunately, many patients are deemed unsuitable to start or continue peritoneal dialysis because of false or inaccurate beliefs about peritoneal dialysis. Here, we examine some of these 'myths' and critically review the evidence for and against each of them. We review the feasibility and risk of peritoneal dialysis in patients with prior surgery, ostomies, obesity and mesh hernia repairs. We examine the fear of mediastinitis with peritoneal dialysis after coronary artery bypass graft surgery and the belief that the use of hypertonic glucose dialysate causes peritoneal membrane failure. By clarifying common myths about peritoneal dialysis, we hope to reduce overly cautious practices surrounding this therapy.
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.
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.
The myths and realities of hemochromatosis

PubMed Central

Beaton, Melanie D; Adams, Paul C

2007-01-01

Hemochromatosis is a common genetic condition and yet there are still a number of misperceptions surrounding the diagnosis and management of this condition. Hemochromatosis affects both men and women. Typical patients do not have alcoholism or viral hepatitis, and often have normal liver enzymes. Clinical expression is highly variable. Genetic testing is widely available and particularly useful in family studies. Hemochromatosis can be readily diagnosed and treated. The purpose of the present review is to address the medical myths and misconceptions of hemochromatosis. PMID:17299614
The Big Bang Theory

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

Lincoln, Don

The Big Bang is the name of the most respected theory of the creation of the universe. Basically, the theory says that the universe was once smaller and denser and has been expending for eons. One common misconception is that the Big Bang theory says something about the instant that set the expansion into motion, however this isn’t true. In this video, Fermilab’s Dr. Don Lincoln tells about the Big Bang theory and sketches some speculative ideas about what caused the universe to come into existence.
Predictive Control of Plasma Kinetics: Time-Resolved Measurements of Inert Gas Mixing in a Hollow Cathode Discharge

DTIC Science & Technology

2011-10-01

enable more extensive cost-capped, Discovery class NASA missions such as robotic missions to Mars and near- Earth asteroids to perform round trip sample...could be facilitated with higher performance propulsion systems include robotic missions to the Moon, Mars, and near- Earth asteroids to perform round...discharge in the case with nitrogen gas mixing. This is not due to the common misconception that molecular gases would have a higher ionization energy
Arresting but misleading phrases.

PubMed Central

Harris, J

1984-01-01

This paper discusses some common misconceptions of what a utilitarian approach to medical ethics is and of the conclusions it forces upon those disposed to accept such an approach. It suggests that broad and unargued characterisations of approaches to moral questions as 'utilitarian', 'Hippocratic' or whatever are likely to be misleading and counterproductive. What matters is not what to call the position that people feel inclined to accept but rather what arguments there are in its favour and what arguments there are against it. PMID:6502645
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.
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.
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.
Phenytoin-induced toxic epidermal necrolysis: Review and recommendations

PubMed Central

Al-Quteimat, Osama M.

2016-01-01

Toxic epidermal necrolysis (TEN) is a serious, life-threatening skin reaction characterized by severe exfoliation and destruction of the epidermis of the skin. In most TEN cases, drugs are believed to be the causative agent; antipsychotics, antiepileptics, and other medications such as sulfonamides are among the most common causes of drug-induced TEN. Phenytoin, a commonly prescribed medication for seizure, was found to cause TEN. Evidence-based treatment guidelines are lacking, so the best strategy is to identify and avoid potential risk factors and to provide intensive supportive care. The aim of this literature review is to focus on phenytoin-induced TEN, to explore the risk factors, and to highlight the possible treatment options once phenytoin-induced TEN is confirmed. PMID:27651708
[Infant nutrition in a historical perspective].

PubMed

Seip, M

1993-12-10

Throughout history man, with few exceptions, has meant that breast feeding is best for the infant. In poor countries with bad hygiene this can still be a question of life or death. However, during several millennia up to the end of the 19th century, there have been many periods and cultures when the upper classes have preferred to have wet nurses for their babies. Artificial feeding is known from the Roman empire from the time around the birth of Christ. For centuries, many misconceptions have had an influence on infant feeding, often with serious consequences for the baby and the mother. Since the latter half of the 19th century infant feeding based on scientific observations has gradually emerged, and further progress is expected in the coming years. Recent research has shown that the infant's diet is more important than it was thought to be ten years ago.
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.
Educating Brazilian workers about AIDS.

PubMed

1991-12-01

This article contains a the script for a slide-tape presentation entitled Working Against AIDS, a presentation developed by the Brazil Family Planning Association (BEMFAM) which is designed to debunk common misconceptions about the disease. This audio-visual, which targets Brazilian workers, can be used during talks, seminars, and meetings. A discussion of the issues involved usually follows the presentation of Working Against AIDS. The presentation contains 30 illustrated slides (these are included in the article). The presentation begins by explaining that much of the information concerning AIDS is prejudicial and misleading. The next few slides point out some of the common misconceptions about AIDS, such as claims denying the existence of the disease, or suggestions that only homosexuals and prostitutes are at risk. The presentation then goes on to explain the ways in which the virus can and cannot be transmitted. Then it discusses how the virus destroys the body's natural defenses and explains the ensuing symptoms. Slides 14 and 15 point out that no cure yet exists for AIDS, making prevention essential. Slides 16-23 explain what actions are considered to be high risk and which ones do not entail risk. Noting that AIDS can be prevented, slide 24 says that the disease should not present an obstacle to spontaneous manifestations of human relations. The next slide explains that condoms should always be used when having sex with someone who could be infected with AIDS. Finally slides 26-30 demonstrate the proper way to use and dispose of a condom.
IUD knowledge and experience among family medicine residents.

PubMed

Schubert, Finn D; Herbitter, Cara; Fletcher, Jason; Gold, Marji

2015-06-01

The intrauterine device (IUD) is a highly effective contraceptive method with few contraindications; however, clinician lack of training in insertion and misconceptions about IUD risks are barriers to utilization. Previous research has shown gaps in IUD training in family medicine residency programs. An online survey addressing experience with IUD insertion, knowledge of patient eligibility and IUD risks, and intent to insert IUDs in practice was circulated to residents at 15 US family medicine residency programs. Programs were eligible to participate if they were receiving funding to enhance training in family planning and abortion care and interested in additional support to enhance IUD training. The overall response rate for the surveys was 76.1% (332/436). Experience with the levonorgestrel intrauterine system was more common than with the copper IUD. Residents performed well on knowledge questions, but many would not insert in common patient scenarios in which insertion was not contraindicated, including a history of sexually transmitted infection in the past 6 months (48.2% would not insert), a history of ectopic pregnancy (37.0%), no pap smear in the past year (30.7%), or if the patient was not in a monogamous relationship (29.2%). The vast majority of residents (88.7%) reported that they were likely or very likely to provide IUDs in their future family medicine practice. Although residents overwhelmingly expressed interest in providing IUDs after residency, our results suggest that additional clinical and didactic training is needed, particularly interventions targeted at dispelling misconceptions about patient eligibility for IUDs.
[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.
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.
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.
Mastering the Concepts of Geologic Time: Novice Students' Understanding of the Principles of Relative Age

NASA Astrophysics Data System (ADS)

Speta, M.; Reid, L.

2010-12-01

Misconceptions can adversely affect students’ mastery of the fundamental geoscience concepts necessary for development of the knowledge base required to become a professional geoscientist. In the fall of 2009, in-class learning assessments were introduced into a large (400 student) undergraduate introductory geoscience course to help students develop expert-like problem solving skills for geologic problems. They were also designed to reveal students’ misconceptions on geoscience concepts in order to help direct the course of instruction. These assessments were based on simple, real-world scenarios that geoscientists encounter in their research. One of these assessments focused on the application of concepts of geologic time. It asked students to give the relative ages of granite, schist and shale based on a sketch of two outcrops, and to describe the reasoning behind their answer. In order to test all of the principles of relative age, the assignment had two possible solutions. A post-course analysis of student responses on these assessments was carried out using a modified constant comparative analysis method to identify common misconceptions. This analysis revealed that 61% of students failed to identify both possible solutions. Furthermore, 55% of students applied the principle of superposition to intrusive igneous and metamorphic rocks, and 18% treated the once connected outcrops as having separate geologic histories. 56% of students could not support their proposed geologic history with appropriate reasoning. These results suggest that the principles of relative geologic time that students had the greatest difficulty with were when to apply the principle of superposition and how to apply the principle of original continuity. Students also had difficulty using the principles of relative age to provide appropriate scientific reasoning for their choices.
Framing Prospective Elementary Teachers' Conceptions of Dissolving as a Ladder of Explanations

NASA Astrophysics Data System (ADS)

Subramaniam, Karthigeyan; Esprivalo Harrell, Pamela

2013-11-01

The paper details an exploratory qualitative study that investigated 61 prospective teachers' conceptual understanding of dissolving salt and sugar in water respectively. The study was set within a 15-week elementary science methods course that included a 5E learning cycle lesson on dissolving, the instructional context. Oversby's (Prim Sci Rev 63:6-19, 2002, Aspects of teaching secondary science, Routledge Falmer, London, 2002) ladder of explanations for the context of dissolving, current scientific explanations for dissolving and perspectives on conceptions and misconceptions provided the unified framework for the study. Concept maps, interview transcripts, written artifacts, and drawings and narratives were used as data to investigate these prospective teachers' conceptual understanding of dissolving throughout the 15-weeks of the methods course. Analysis revealed that participants' explanations of dissolving were predominantly descriptive explanations (39 %) and interpretative explanations (38 %), with lower percentage occurrences of intentional (14 %) and cause and effect (9 %) level explanations. Most of these explanations were also constructed by a set of loosely connected and reinforcing everyday concepts abstracted from common everyday experiences making them misconceptions. Implications include: (1) the need for science teacher educators to use multiple platforms to derive their prospective elementary teachers' conceptual understandings of science content; and (2) to identify and help them identify their own scientific conceptions and misconceptions and how they influence the construction of scientific/nonscientific explanations. Science teacher educators also need to emphasize the role of meaningful frameworks associated with the concept that is being introduced during the Engage phase of the 5E learning cycle. This is important because, relevant prior knowledge is associated with the knowledge of the particle theory of matter and both are part of larger knowledge system comprised of interrelated scientific concepts.
Myths and Misconceptions in Fall Protection

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

Epp, R J

2006-02-23

Since 1973, when OSHA CFRs 1910 and 1926 began to influence the workplace, confusion about the interpretation of the standards has been a problem and fall protection issues are among them. This confusion is verified by the issuance of 351 (as of 11/25/05) Standard Interpretations issued by OSHA in response to formally submitted questions asking for clarification. Over the years, many workers and too many ES&H Professionals have become 'self-interpreters', reaching conclusions that do not conform to either the Standards or the published Interpretations. One conclusion that has been reached by the author is that many ES&H Professionals are eithermore » not aware of, or do not pay attention to the Standard Interpretations issued by OSHA, or the State OSHA interpretation mechanism, whoever has jurisdiction. If you fall in this category, you are doing your organization or clients a disservice and are not providing them with the best information available. Several myths and/or misconceptions have been promulgated to the point that they become accepted fact, until an incident occurs and OSHA becomes involved. For example, one very pervasive myth is that you are in compliance as long as you maintain a distance of 6 feet from the edge. No such carte blanche rule exists. In this presentation, this myth and several other common myths/misconceptions will be discussed. This presentation is focused only on Federal OSHA CFR1910 Subpart D--Walking-Working Surfaces, CFR1926 Subpart M--Fall Protection and the Fall Protection Standard Interpretation Letters. This presentation does not cover steel erection, aerial lifts and other fall protection issues. Your regulations will probably be different than those presented if you are operating under a State plan.« less
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)
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.
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.
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
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.
Methods for culturing saltwater rotifers (Brachionus plicatilis) for rearing larval zebrafish.

PubMed

Lawrence, Christian; Sanders, Erik; Henry, Eric

2012-09-01

The saltwater rotifer, Brachionus plicatilis, is widely used in the aquaculture industry as a prey item for first-feeding fishes due to its ease of culture, small size, rapid reproductive rate, and amenability to enrichment with nutrients. Despite the distinct advantages of this approach, rotifers have only been sporadically utilized for rearing larval zebrafish, primarily because of the common misconception that maintaining cultures of rotifers is difficult and excessively time-consuming. Here we present simple methods for maintaining continuous cultures of rotifers capable of supporting even the very largest zebrafish aquaculture facility, with minimal investments in materials, time, labor, and space. Examples of the methods' application in one large, existing facility is provided, and troubleshooting of common problems is discussed.
Controversies in oncologist-patient communication: a nuanced approach to autonomy, culture, and paternalism.

PubMed

Cherny, Nathan I

2012-01-01

Difficult dialogues with patients facing life-changing decisions are an intrinsic part of oncologic practice and a major source of stress. Having a sophisticated approach to the concepts of autonomy, paternalism, and culture can help in addressing difficult dilemmas that arise around the issues of disclosure and decision making. This article addresses some of the most common major challenges in oncologist-patient communication with a nuanced approach to the concepts of autonomy, paternalism, and culture. It introduces the new concept of"voluntary diminished autonomy" and describes the implications this concept has for the consent process. It also attempts to bring clarity to common problems and misconceptions relating to culture, paternalism, and therapeutic privilege as these pertain to the communication practices of oncologists.
Atypical pattern of (meth)acrylate allergic contact dermatitis in dental professionals.

PubMed

Prasad Hunasehally, R Y; Hughes, T M; Stone, N M

2012-09-01

(Meth)acrylates in dental bonding agents are a common source of allergic contact dermatitis in dental professionals. The distribution of the contact dermatitis is commonly on finger tips, but is determined by individual habits as demonstrated by the two case reports in this article. Despite the site of contact dermatitis, the bonding agents are often not suspected as a source of contact allergy due to misconception regarding the protective effect of natural rubber latex gloves. With these case reports, we endeavour to emphasize the inadequacy of the latex gloves in protecting against the (meth)acrylate induced contact allergy and also list the measures a dental professional needs to incorporate in order to minimise the risks of sensitisation to (meth)acrylates.

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