Abstract The purpose of this study is to explore the effect of ¡§pressure¡¨ and ¡§buoyancy¡¨ misconceptions on the related problem solving ability for middle school students. The formal test was conducted upon 96 second-year middle school students in the Kaohsiung area. Both two-tier test and interview techniques were used to diagnose the students¡¦ misconceptions about pressure and buoyancy. The A-type and B-type situation questionnaires were the two tests used in this study. The test-retest reliabilities of these two tests are 0.84 and 0.82, respectively. Every student was required to complete the A-type questionnaire, and then take the B-type questionnaire a week later. After completing the tests, students were sample-selected as representatives for in-depth interviews. The interview for each student was based on his or her two-tier test. After dividing students into three levels within their own classes, two students were chosen from each level. The two tests¡¦ data were then analyzed and compared using statistical frequency distribution, descriptive analyses, t-test, and phi and Pearson product-moment correlation coefficients. The data from interview was transcribed into Word documents from the recorded interview tapes. The major results of this study are the following: 1. There was a significant correlation¡]P¡Õ.01¡^ between the two misconception tests. 2. There was a significant correlation¡]P¡Õ.05¡^between each misconception test and the students¡¦ school achievement. 3. There exist statistical significant differences on both A and B test scores between students from rural school from suburban school¡]P¡Õ.01¡^. This study also categorized the ¡§pressure¡¨ and ¡§buoyancy¡¨ misconceptions and unique misconceptions from different situations as tested by the A-type and B-type questionnaires.

A key component of informed consent to participate in research is the understanding that research is not the same as treatment and that scientific goals have priority over therapeutic ones. However, studies have found many research participants do not understand these important differences between research and treatment, a phenomenon termed therapeutic misconception (TM). The problem addressed in this project was research nurses' lack of education regarding the existence and concepts of TM, and their struggles to assess and address research participants' TM of clinical trials. Matutina's conceptual model of TM was used to guide this project. The purpose of this project was to develop an educational program that prepares registered nurses to assess clinical trials participants for TM and correct any misunderstandings. The educational program included concepts related to TM, guidance on recognizing TM, strategies to correct participant misunderstanding, and assessments of nurses' understanding of related concepts and strategies. The products of this project include the program with an implementation plan and an evaluation plan that outlines short- intermediate- and long- term plans for evaluating effectiveness of this program. For both short and intermediate-term evaluation, outcomes will be measured using a pre and post survey. The long-term evaluation of the educational program was designed as a study to measure TM among research participants comparing data before and after nurses receive TM education. Refining the standard education of TM for registered nurses can serve both to improve protection of trial participants and to clarify the informed consent process, ultimately contributing to a more informed population of clinical trials participants.

ABSTRACT INVESTIGATION OF STUDENTS&rsquo / PROBABILISTIC MISCONCEPTIONS MUT, Ali ihsan M.S. in Secondary Science and Mathematics Education Supervisor: Assoc. Prof. Dr. Safure BULUT December 2003, 86 pages The purpose of the study was to investigate the students&rsquo / probabilistic misconceptions with respect to grade level, previous instruction on probability and gender. The sample of the study was 885 students from different types of the schools (general high schools, private collages, Anatolian high school, vocational high schools, and elementary schools) and from grade levels (5, 6, 7, 8, 9 and 10). The sample represented a range of students with respect to socio-economic level and cultural background. To collect data for the study Probabilistic Misconception Test (PMT) and a questionnaire were administered. The test consisted of 14 problems from 8 probabilistic misconception types. Its content validity was tested. The data of the study were analyzed by means of SPSS. Each misconception type is investigated with respect to all variables. The results of the study revealed that: (a) The frequencies of all misconception types varied across grade levels. (b) The percentages of students who received instruction on probability in the school were higher than those who did not received instruction in terms of misconceptions on Effect of Sample Size and Time Axis Fallacy. In addition, the other misconception types were more frequent among the students who did not receive a certain instruction on probability than the students who received a certain instruction probability before the study / (c) The frequencies of all misconception types varied across gender.

In this thesis, we analyzed the perception of landscape during education. It is presented as constructive process determined by evolutionary aspects, ontegenesis, personal and social specificity. Students´ misconceptions of landscape are presented as natural process during knowledge integration, which has to be diagnosed and solved. Different aspect of education can affect students´personality toward the development of not only kognitive, but also affective dimensions. By this, students´ attidudes toward landscape can be steered. The attention is foccused on the student perception of present landscape and understanding ofexistence of landscape micsonceptions among students. Variables such as teachers´ personal attitudes or certain activation methods were found to be related to students´concept of the landscape. Fulfilling of educational goals by teachers was not found significant for students´landscape perception.

La surdité est un handicap ayant la particularité d'engager, outre la perceptionauditive, le langage et le rapport à l'autre. De nombreux malentendus de naturedifférente ont émergé au fil du temps et interviennent encore aujourd'hui dans leséchanges entre interlocuteurs sourds et entendants. Ces malentendus naissentd'une conception philosophique de la langue comme seule vecteur de pensée,d'une histoire traumatique marquée par l'interdiction de la langue des signes, etd'une langue spécifique, la LSF. L'ensemble de ces éléments participe à laconstruction culturelle et identitaire du sujet sourd, et influence de manièreimportante ses interactions. Les rapports de force qui en découlent nous ont amenéà questionner une autre forme de malentendu, reposant essentiellement sur lerapport sensoriel au monde. La présente thèse tente de s'interroger sur lesdifférentes sources du malentendu et leur impact sur le développement du discoursdu sujet, pour ensuite présenter une nouvelle forme de malentendu, reposant sur laperception des vibrations. / Deafness is a disability which concerns not only the hearing perception, butlanguage as well as relationships. Numerous misconceptions have been createdover time, and even today they plague the relations between individuals withimpaired hearing and the rest of the world. These misconceptions stem from aphilosophical basis which considers language to be the only vector for thought.These misunderstandings were further aggravated by the traumatic history, namelythe ban on sign language, as well as the particular language known as LSF. All ofthese elements combined create the culture and identity of a deaf person today andplay a role in his interaction with society. The resulting conflicts have led us to thestudy of a different misconception, one which is mainly based on the sensoryrelationship with the world. This thesis tries to consider the different sources of thesemisconceptions and their impact on the development of the expression of a deafindividual. Then we'll discuss a new form of misconception, concerning theperception of vibrations..

The present dissertation research examined the effects of applying the enhanced hands-on intervention to reveal and correct student misunderstandings of the concepts in engineering dynamics, especially particle dynamics. We involved 36 student volunteers for three different research topics. The student participants were divided into two groups in each research topic: enhanced hands-on intervention and pure textbook groups. An interview and intervention was conducted with each participant individually. The author introduced the “Think-Aloud” method with two kinds of interventions mentioned above. The participants were required to speak out their thought process loud as they worked on the two sets of assessment questions with intervention between them, and the entire process was audio and video recorded. The audio records were transcribed into text files and segmented with meaningful codes. In all of the codes, the relationship between misconceptions found and potential reasons for these misconceptions were revealed. The effects were assessed by qualitative and quantitative research methods. Statistical analysis of the coding results verified the efficacy of the coding process. The qualitative research focused on the reasoning progress of the participants and the quantitative research focused on the score increase rates and normalized learning gains of the participants in both intervention groups. It was found that the groups who utilized the enhanced hands-on intervention achieved a better performance than those who accepted only textbook interventions in score increase rates, normalized learning gains, and code reduction rates, for all three research topics. In addition, the enhanced hands-on intervention showed a higher effectiveness than the textbook intervention for lower-level concepts, but it was harder to correct those misconceptions related to applications with higher abstraction of the concept itself. From the results of the normalized learning gains, the enhanced hands-on intervention benefitted the top students more than the struggled students. The research results suggested that the enhanced hands-on intervention should be added to the current engineering curricula in order to help students to improve their academic performance.

This dissertation reports on the secondary analysis of data obtained in 2013 about first-year university student’s conceptual understanding of concepts related to simple DC-circuits. The aim was to investigate the nature of conceptual understanding of students entering first-year physics at a South African university, and to explore how their conceptual understanding relates to contextual factors. Data collected from 815 participants comprise contextual data about each participant and responses in the DIRECT-instrument (Determining and Interpreting Resistive Electric Circuits Concepts Test). The conceptual framework for this study was based on a combination of the model about the effectiveness of science teaching and the critical outcomes related to electricity and electric circuits, which involve aspects of current, energy, potential difference and the physical aspects of circuits. The contextual data included information at personal, classroom and school level. Data were analysed using Rasch analysis. The study found that students entering a first-year physics module at a South African university have poor conceptual understanding about simple DC-electric circuits. The analysis of the DIRECT-instrument revealed that students had difficulties understanding concepts relating to parallel circuits, confusing terms such as voltage and current, and current and energy. They also struggled to relate a circuit diagram to an actual circuit and issues regarding short circuits were prominent. The analysis of the contextual data revealed that students’ degree of exposure to practical work does not imply conceptual understanding of DC-electric circuits. Factors that relate with conceptual understanding included students’ attitudes towards science, gender and previous achievement in Science, Mathematics, and English. Key terms: Conceptual understanding, DC-electric circuit, Misconception, Aptitudes / Dissertation (MSc)--University of Pretoria, 2021. / Science, Mathematics and Technology Education / MEd / Unrestricted

The main purpose of this study was developing a three-tier test for assessing 11th grade students&rsquo / misconceptions about geometric optic. The accessible population was all 11th grade science students in Bayrampasa, Istanbul. While developing the test, interviews and open-ended tests were used to collect data to create the three-tier test. An interview questionnaire was developed based on the literature review. 15 11th grade students were interviewed by this questionnaire. Then, an open-ended test was created based on the interview results and also the literature review. It was applied to 114 11th grade science students. The responses of the students for each item were categorized considering the frequencies. Then, these categories were used in the development of the Three-tier Geometric Optic Misconception Test (TTGOMT). The categories were used as the distracters of the items in the TTGOMT. Besides, some of the distracters were extracted from the interview results and the literature review even if they had no frequencies in open-ended test results. The test was applied to the 141 11th grade high school students. A factor analysis was conducted to establish the content validity of the TTGOMT and five categories were found. Also, the proportions of the false positives and false negatives were estimated to establish the content validity and found 28.2 % for the false positives and 3.4 % for false negatives. The construct validity was established by estimating a correlation between the scores of the students for the first two tiers and confidence levels for the third tier. Two reliability analyses were conducted by using Cronbach alpha. One of the reliability analyses was estimated based on the correct answers of the students for all the three tiers together and found 0.55. The other one was estimated based on the misconceptions of the students and found 0.28. Moreover, item analysis was done for each item by using Iteman program.

This study describes some teacher´s perceptions of how problems with reading and writing difficulties are desciribed in reading and writing analyses. It shows the understanding as it is today, but also the need of further training in the field of reading and writing difficulties. The study is a semi structured interview study with eight high school teachers in two high schools in Sweden and it has a phenomengrafic approach. The teachers in this study are familiar to working with students with reading and writing difficulties and support their students in the classroom. Allthough the study shows some misconceptions of the same type that have previously been shown in international research. There is a lot of intuitive skills in the sense that the teachers interviewed, know that adjustments are needed and, that the students abilities can differ. The formal knowledge of disabilitie effects and what it means for teaching, as expressed in the reading and writing analysis are not complete and the study shows some misconceptions and, in some cases, the lack of basic knowledge. An effect of this is that in some cases, support become meaningless or had an opposite effect.

The purpose of this study was to determine performance of prospective elementary mathematics teachers on answering the items handling the probabilistic misconceptions. The other aim was to investigate the underlying reasons behind these misconceptions of prospective elementary mathematics teachers. To address these aims, qualitative approach was performed. The sample of this study was obtained through convenience sampling. Data were gathered during 2011-2012 spring semester by administering Probability Misconception Questionnaire to 12 senior prospective elementary mathematics teachers studying at faculty of education in Sakarya and through semi-structured interviews conducted with those prospective teachers. None of the participants provided correct answers to items addressing misconceptions regarding time axis fallacy and compound event. Furthermore, less than half of the participants provide the correct answer to items handling misconceptions regarding conditional probability, effect of sample size, conjunction fallacy and representativeness. Also, in this study, reasons behind those misconceptions were determined. Particularly, focusing on the first event was found to be a reason underlying time axis fallacy misconception. Also, another reason behind this misconception was misinterpretation of the problem, which also resulted in misconception regarding conditional probability. Furthermore, focusing on the ratio was found to be a reason underlying misconception regarding effect of sample size. Several participants solely focused on the narrative, which lead to misconception regarding conjunction fallacy. Moreover, seeking representativeness in samples was found to be a reason underlying misconception regarding representativeness. Lastly, in this study, it was found that ignoring order of outcomes resulted in misconception regarding compound event.