Spelling suggestions: "subject:"misconceptions"" "subject:"isconceptions""
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Student Misconceptions about Newtonian Mechanics: Origins and Solutions through Changes to InstructionAdair, Aaron M. January 2013 (has links)
No description available.
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Development and Validation of Virus and Ebola Misconceptions Assessment (VirEMiA): Ebola Virus Misconceptions in College StudentsMiller, Michele 04 May 2016 (has links)
No description available.
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Platsvärde, storleksordning och tallinje i läromedel : En läromedelsanalys som behandlar missuppfattningar gällande begrepp inom tal i decimalform och på vilka sätt de kan motverkas / Place value, order of magnitude and number line in learning materials : A learning material analysis of misconceptions regarding three concepts within decimal numbers and in which ways counteraction can be madePetersson, Vilma, Öberg, Adina January 2024 (has links)
Studien behandlar missuppfattningar gällande tre begreppen platsvärde, tallinje och storleksordning inom ämnesområdet tal i decimalform. Syftet för studien är att genom en läromedelsanalys undersöka vilka aspekter av missuppfattningar som motverkas i fyra olika läromedel för den svenska årskursen 5. Ett konceptuellt ramverk används i studien där begrepp sammanlänkas för att förstå ett fenomen, som i denna studie avser missuppfattningar. Metoden som har använts är läromedelsanalys där det genomförts både kvantitativa och kvalitativa analyser av läromedel. De läromedel som har analyserats i studien är: Mitt i Prick Matematik 5A, Koll på Matematik 5A, Matte Direkt-Borgen 5B och Pixel Matematik 5A. Resultatet visar en variation av erbjudanden där samtliga läromedel motverkar missuppfattningar gällande tal i decimalform i olika utsträckning. En slutsats utifrån studien är att läromedel kan vara en möjlig resurs för arbete med tal i decimalform men förutsätter ämnesdidaktiskt medvetna lärare i undervisningen. / The study deals with misconceptions connected to the three concepts place value, order of magnitude and number line in the mathematical field of decimal numbers. The purpose of the study is to investigate, through a learning material analysis, which aspects of misconceptions that are counteracted. The learning material analysis is based on four different learning materials for the Swedish grade 5. A conceptual framework is used in the study where concepts are linked together to understand a phenomenon, in this study misconceptions. The method that has been used is learning material analysis where both quantitative and qualitative analysis of learning materials have been done. The learning materials that have been analysed are: Mitt i Prick Matematik 5A, Koll på Matematik 5A, Matte Direkt-Borgen 5B and Pixel Matematik 5A. The result shows that all teaching materials contributes to counteractions of misconceptions in different ways. A conclusion based on the study shows that teaching materials are a possible resource for the education of decimal numbers in combination with didactical knowledge.
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An exploration of Grade 12 learners' use of inappropriate algorithms in calculusBansilal, S., Pillay, E. January 2014 (has links)
Published Article / This study was conducted with 29 Grade 12 learners who were studying calculus. The purpose was to explore how the learners responded to questions based on the derivative and why they did so. Data was collected from the written responses of the learners to two assessments carried out over a six-month period as well as interviews with four of the learners. It was found that learners made extensive use of inappropriate formulae, drawn from other sections of the curriculum The study recommends that teachers should not focus solely on how to carry out procedures, but they should also pay attention to why certain procedures are appropriate or not.
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Exploring the Impact of a Visuo-Haptic Simulation for the Conceptual Understanding of PulleysShreya Digambar Randive (6818642) 02 August 2019 (has links)
<p>Recently, exploration to develop creative and technology-centered learning techniques have become popular. Researchers work on non-traditional tools to help students understand abstract concepts and reduce misconceptions in physics education. Studies have been performed to explore the influence computer simulations can make on learning as compared to the traditional methods. Simulations with dynamic moving images which engage visual senses have helped improve learning, while haptic channels are unexplored in comparison tactile senses are crucial in the case of embodied cognitive learning.</p><p><br></p><p>This thesis takes an opportunity to explore the research area of haptic technology combined with visual simulation. It tests the efficiency of the learning environment developed as a part of this thesis called the Visuo-Haptic Pulley Simulation (ViHaPS) in learning concepts of when compared to traditional learning tools. ViHaPS consists of six different scenarios and is designed to address common misconceptions of pulleys and has two different modes - minimal visual cues and added visual cues. Undergraduate students enrolled at Purdue University participated in this research. They were formed into two groups - an experimental group (ViHaPS) and control group (physical manipulatives) and were compared for learning gains.</p><p> </p><p><br></p><p>Results indicate that ViHaPS is useful in learning concepts of pulleys; however, the results are not significant in comparison to the real experimentation with pulleys.</p>
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O ensino do conceito de função e conceitos relacionados a partir da resolução de problemas /Botta, Eliane Saliba. January 2010 (has links)
Orientador: Lourdes de la Rosa Onuchic / Banca: Miriam Godoy Penteado / Banca: Norma Suely Gomes Allevato / Resumo: Este trabalho de pesquisa se refere ao ensino e à aprendizagem do conceito de função, no Ensino Fundamental e Médio, fazendo uso da Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas e, também, fazendo uso de análise de erros e concepções errôneas. Duas questões básicas que podem resumir o propósito deste trabalho são as seguintes: (1) É possível antecipar a introdução do conceito de função para as diversas séries do Ensino Fundamental II, com o uso da metodologia acima mencionada? (2) Como o estudo dos erros cometidos pelos alunos pode ajudar no processo de ensino-aprendizagem? Procuramos respostas para essas questões ao analisarmos trabalhos de alunos das diferentes séries dos ensinos Fundamental e Médio, realizados em sala de aula, sob nossa orientação como professora-pesquisadora. As respostas a essas questões se apoiaram em pontos-chave desta pesquisa, referentes a diferentes concepções da álgebra, a princípios da aprendizagem, e a estudo de erros. A análise desses trabalhos nos leva a pensar que é possível antecipar o ensino do conceito de função para a 5a série /6° ano do Ensino Fundamental, de forma intuitiva, ao invés de, como o usual, introduzi-lo formalmente na 1ª série do Ensino Médio. Para o desenvolvimento desta pesquisa utilizamos a Metodologia de Pesquisa de Thomas A. Romberg / Abstract: This research refers to the teaching and learning of the function concept in elementary school and school, making use of the Mathematics Teaching - Learning - Assessment through Problem Solving Methodology and also making use of error analysis and misconceptions. Two basic questions that can summarize the purpose of this study are: (1) Is it possible to anticipate the introduction of the concept of function for the various grades, II, using the methodology mentioned above? (2) How to study the mistakes made by students can help in the teaching-learning process? We seek answers to these questions by analyzing the works of students of different grades of elementary and high schools, conducted in the classroom, under our guidance as a teacher-researcher. The answers to these questions were supported by key points of this research, referring to different concepts of algebra, to principles of learning and study of errors. The analysis of these students works leads us to think that we can anticipate the teaching of the concept of function to the 5th grade / 6th grade of elementary school, intuitively, rather than, as usual, introduce it formally in first grade of High School. This research was developed following the Research Methodology presented by Thomas A. Romberg / Mestre
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Accepting Evolution and Believing in God: How Religious Persons Perceive the Theory of EvolutionManwaring, Katherine F. 01 February 2016 (has links)
Students frequently hold an incorrect view of evolution. There are several potential barriers that prevent students from engaging evolutionary theory including lack of knowledge, limited scientific reasoning ability, and religiosity. Our research provides tools for overcoming barriers related to religiosity and diagnoses the barriers preventing students from fully engaging in learning the theory of evolution. This was a two-part study. The first part of our study addressed two hypothesized barriers to learning evolutionary theory among members of The Church of Jesus Christ of Latter-day Saints (LDS or Mormon): (1) religious views stemming from incorrect understanding of the Church's neutral stance on evolution and (2) misunderstanding the theory of evolution. We measured the relationship between acceptance of evolution and knowledge of evolution, religiosity, and understanding of religious doctrine on evolution. Additionally, we measured the effect of including a discussion on religious doctrine in the classroom. Students in all sections, except for a control section, were taught a unit on evolution that included a discussion on the neutral LDS doctrine on evolution. Students enrolled in introductory biology for non-majors took pre, post, and longitudinal surveys on topics in evolution. We found significant relationships between knowledge, understanding of religious doctrine, and religiosity with acceptance of evolution. Additionally, an in-class discussion of he LDS doctrine on evolution helped students be more accepting of evolution. In the second part of our study, we studied a broader population to analyze differences in acceptance of evolution based on religious affiliation and religiosity. Our study focused on the interaction of five variables and their implication for evolution education: (1) religious commitment (2) religious views (3) knowledge of evolution (4) scientific reasoning ability and (5) acceptance of evolution. We measured each of these among equal samples of Southern Baptists, Catholics, Jews, and LDS populations and analyzed them with traditional statistics and structural equation modeling. Our findings showed that religious affiliation, religiosity and creationist views effected evolution acceptance, but not knowledge or scientific reasoning. These data provide compelling evidence that as students gain an accurate understanding of their religious doctrines and knowledge of evolution, they are more willing to accept the basic concepts of evolution. They also show diagnostic results that help educators better understand students' background and views. When educators better understand views that students hold, they are better able to design instruction for optimal learning.
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Development And Application Of A Four-tier Test To Assess Pre-service Physics Teachers' / Misconceptions About Geometrical OpticsKaltakci, Derya 01 September 2012 (has links) (PDF)
The main purpose of this study was to develop and administer a four-tier test for assessing Turkish pre-service physics teachers&rsquo / misconceptions about geometrical optics. Sixteen pre-service physics teachers, who were selected by maximum variation and convenience sampling methods from three state universities in Ankara, were interviewed in the contexts of plane mirrors, spherical mirrors, and lenses. From these interviews and the studies in the literature, the Open-Ended Geometrical Optics Test was developed. It was administered to 52 pre-service physics teachers from three state universities selected by purposive and convenience sampling. The responses of each subject for each item were categorized in order to determine the alternatives of the multiple-tier multiple-choice misconception test. The initial form of the test, the Three-Tier Geometrical Optics Test (TTGOT), was administered to 53 pre-service physics teachers from three state universities selected by purposive and convenience sampling as a pilot study. The analysis of the results of the TTGOT was used to revise the test items. Finally, the Four-Tier Geometrical Optics Test (FTGOT) was developed and administered to 243 pre-service physics teachers from 12 state universities in Turkey. The validity of the FTGOT scores was established by means of some qualitative and quantitative methods. The Cronbach alpha reliability coefficients were calculated for
different test scores. Those for the total correct scores and standardized misconception scores (SUMM4) were found to be .59 and .42, respectively. Some misconceptions, which were held by more than 10 % of the pre-service teachers, were identified and considered to be significant.
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Understanding of Earth and Space Science Concepts: Strategies for Concept Building in Elementary Teacher PreparationBulunuz, Nermin 07 February 2007 (has links)
Research on conceptual change provides strong evidence that not only children but also many adults have incorrect or incomplete understanding of science concepts. This mixed methods study was concerned with preservice and inservice teachers’ understanding of six earth and space science concepts commonly taught in elementary school: reasons for seasons, phases of the moon, reasons for the wind, the rock cycle, soil formation, and earthquakes. The first part of the study determined and compared the level of conceptual understanding held by both groups on topics they will need to teach in the Georgia Performance Standards [GPS]. The second part focused on whether readings or hands-on learning stations, in some cases combined with concept mapping, improves preservice teachers’ understanding of these concepts. The third part described the application of conceptual change strategies of one group of preservice teachers during their field placements. The overall sample was two cohorts of preservice teachers, one cohort of preservice teachers from an alternative initial certification program, and two masters’ cohorts consisting of inservice teachers. Four data sources were: a six item open-ended survey, concept maps, the field assignments, and the researcher’s field notes. Rubrics were used to score answers to each survey question. Concept map scores were calculated based on the criteria developed by Novak and Gowin (1984). The first part of the study shows that both preservice and inservice teachers have low conceptual understanding of the earth science concepts taught in elementary school. Independent samples t-tests results indicate that both groups have similar understanding about these concepts. A two way ANOVA with repeated measures analysis demonstrated that readings and learning stations are both successful in building preservice teacher’s understanding and that benefits from the hands-on learning stations approached statistical significance. A paired samples t-test shows that concept mapping added to the participants’ conceptual understanding whether the participants learned the concepts through readings or stations. Finally, field assignments allowed the participants to apply knowledge that they learned in their science methods course in their classroom placements. This study has implications for teacher preparation programs, staff development, and conceptual change practices in field placements.
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Assessing Tenth Grade StudentsAydin, Ozlem 01 May 2007 (has links) (PDF)
The main purpose of this study was to develop a three-tier test for assessing tenthgrade students&rsquo / difficulties about kinematics graphs. In a three-tier test, first tier is
classical multiple-choice question, the second tier is also classical multiple-choice question but presents reasons for answers given to the first tier and the third tier asks
existence of confidence about the first two tiers. To develop a three-tier test, Turkish translation of the Test of Understanding Graphs in Kinematics (TUG-K) developed
by Beichner (1994) was used. One more essay type question of asking students&rsquo / reasons of their answers and blank alternatives to write any suggestion different from
choices were added to the each item of Turkish translation of this test translated by Delialioglu (2003). Finally, Kinematics Graphs Test Requesting Reasoning (KGTRR) was developed and administered to 253 students. To determine the
distracters of the second-tiers of the Kinematics Graphs Three-Tier Test (KGTTT), answers on each item in KGTRR were categorized according to similarities in their
meanings. Considering the frequency of these categories, the KGTTT was developed and administered to 495 students. Both quantitative and qualitative methods were used to determine the validity of the KGTTT. A positive correlation coefficient was calculated between student scores for the first two tiers and confidence levels for the third tiers. Also, percentages of false positives and false negatives were estimated.
Cronbach alpha reliability coefficients of correct answers and difficulties of the students for all three tiers together were calculated as 0.84 and 0.69, respectively.
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