Acne vulgaris is a complicated disease. It is primarily caused by dead skin, excessive sebum, and bacteria proliferation, all of which clogs hair follicles. The nature of this disease can start as comedone acne that affects young children, which progress into inflammatory acne in adolescent. The disease can persist into adulthood and is even reported to affect those 40 years of age. In adulthood, acne is more prevalent in women than in men. In addition to scarring and other physical damage, acne can also be psychologically damaging, especially in adolescents and adults. This paper will attempt to elucidate the causes of acne which includes: hormone, diet, smoking, environment, and human biology. Then this paper will explain common treatments that include: oral antibiotics, isotretinoin, topical treatment, hormone therapy, and light and laser therapy. After establishing researched causes and treatments, this paper will look into misconceptions regarding acne. Since there are many myths surrounding acne, this paper will only visit a few well documented misconceptions. Finally, this paper will formulate some new areas of research that acne literature is lacking. Acne is a serious disease and new information and research must be done in order to clear up misconceptions and allow physicians to provide better treatment.

Background: Therapeutic misunderstanding (TMU) and its three facets: therapeutic misconception, therapeutic misestimation, and therapeutic optimism have been identified as major challenges to the ethical conduct of clinical research and obtaining informed consent from research participants. However, the prevalence of TMU among clinicians and researchers has not been explored. Since most physicians will be exposed to clinical research over the course of their career, the understanding of clinical research procedures is important. In this study we attempted to determine the prevalence of TMU among medical students: future clinicians. Methods: Twenty-two BUSM undergraduate medical students took part in a two-part, survey evaluating the prevalence of therapeutic misunderstanding using "The Therapeutic Misunderstanding Scale". The attitudes of the students towards increasing the exposure to clinical research topics through the medical school curriculum were also determined. Results: The majority of the medical students exhibited therapeutic misunderstanding, particularly in the area of therapeutic misconception. In particular, the misunderstanding the difference between evidence-based clinical care versus hypothesis driven clinical research was exhibited. Although there was strong agreement that education in clinical research and clinical research ethics was important, the participants though increases of clinical research topics in the curriculum was not needed. Conclusions: The increased prevalence of TMU among future physicians underscores the need to teach clinical research and research ethics. Further research on a larger sample needed to validate the findings.

Trees play an important role for humans and other living organisms. Trees provide us, as humans, with the oxygen we breathe, materials for tools and protection, medicine, improve our health, habitat for wildlife and mitigate climate change. Despite this, many people ignore and underestimate the trees around us. This suggests that some people develop what can be called plantblindness, which is a sign of not perceiving plants and trees as significant or even alive. This indicates how important it is to pay attention to plants and trees already in preschool.This study therefore aims to depict the variation in ways preschoolers conceptualize trees. The focus is on how children think and reason about the conceptions of the trees as living or non-living organisms. A phenomenographic approach is used to analyze the interviews with 25 four to six years old children from two different preschools in Sweden. There was a wide range in the children's answers, which were both completely compatible with a biological description, but also a series of misunderstandings, and even an incipient plant blindness.This emphasizes the crucial role of introducing trees and plants in preschool education with a focus on biological accuracy. To capture children’s interest, it is essential for educators to present information in a scientifically accurate manner. This approach not only imparts knowledge about the distinctive biological features and functions of trees and plants but also ensures that learning about trees and other biological organisms is enjoyable and fun for the children. / Träd spelar en viktig roll för människor och andra levande organismer. Träd ger oss, som människor, det syre vi andas, material för verktyg och skydd, medicin, förbättrar vår hälsa, livsmiljö för vilda djur och mildrar. Trots detta ignorera och nedvärderar många människor träden omkring oss. Detta tyder på att vissa människor utvecklat vad som kan kallas för växtblindhet, vilket är ett tecken på att vi inte uppfattar växter och träd som betydelsefulla eller ens levande (Amprazis m.fl., 2021). Detta indikerar hur viktigt det är att uppmärksamma växter och träd redan i förskolan. Denna studie syftar därför till att skildra variationen i hur förskolebarn uppfattar träd. Fokus ligger på hur barn tänker och resonerar kring sina föreställningar om träden som levande eller icke-levande organismer. Studien bygger på denfenomenografiska ansatsen som använts för att analysera intervjuerna med 25 fyra till sexåriga barn från två olika förskolor i Sverige. Det fanns en stor spännvidd i barnens svar, som både var helt förenliga med en biologisk beskrivning, men också en rad missförstånd och till och med en begynnande växtblindhet. Resultatet understryker betydelsen av att introducera träd och växter i förskoleundervisningen med fokus på biologisk noggrannhet. Det är viktigt att pedagoger fångar barns intresse och presenterar information på ett vetenskapligt korrekt sätt. Detta tillvägagångssätt ger inte bara kunskap om trädens och växternas utmärkande biologiska egenskaper och funktioner utan säkerställer också att det är lustfyllt och roligt för barnen att lära sig om träd och andra biologiska organismer.

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Concepções alternativas são compreensões não científicas estáveis e bastante resistentes a mudanças, forjadas pela experiência cotidiana dos indivíduos. Pesquisadores têm mobilizado esforços para entender como elas interagem com os conteúdos científicos presentes no contexto escolar e universitário. Tem ficado evidente que a mudança conceitual não depende apenas de processos puramente cognitivos. O ensino capaz de promover verdadeiramente uma mudança conceitual, deve integrar formas de aumentar o engajamento emocional dos estudantes, de modo que esta relação afetiva com o conhecimento faça com que suas crenças e pré-concepções sejam modificadas. Evidências tem demonstrado que processos cognitivos são fortemente influenciados tanto por aspectos racionais quanto emotivos. As emoções, por sua vez, são acompanhadas de marcadores somáticos, isto é, reações corporais fisiológicas, mediadas pelo sistema nervoso autônomo. Segundo alguns autores, elas são fundamentais nos processos de tomada de decisão. O presente estudo teve por objetivo desenvolver uma ferramenta para investigação do processo de mudança conceitual bem como aspectos fisiológicos desse processo. Para tanto, desenvolvemos um questionário que permite diferenciar biólogos de não-biólogos através de seu desempenho e identificamos 5 tipos diferentes de conceitos em biologia, quanto à sua compreensão e adoção. Avaliamos o vínculo afetivo que biólogos e não-biólogos possuem com concepções alternativas e científicas, através da resposta de condutância da pele. Verificamos que os não-biólogos apresentam maiores alterações na resposta de condutância da pele independentemente de estarem visualizando uma concepção alternativa ou científica. Mostramos, também, que questionários de resposta forçada, tão utilizados no ensino em geral, geram aumento da atividade eletrodérmica independentemente da formação do respondente, como uma possível resposta à condição de estresse / In students, misconceptions, or spontaneous conceptions, are comprehensions of natural phenomena forged by daily experience. These non-scientific viewpoints regarding the world are both solid and resistant to change. Besides the attempt to map misconceptions regarding a vast amount of natural phenomena, research in Science Education has also been dedicated to understanding how they interact with the scientific content in school and college programs. Some researchers have proposed that conceptual change is not dependent on purely rational processes. Evidence has shown that cognitive processes, such as perception, attention, learning, memory, decision-making, and problem resolution, are all strongly influenced by both rational aspects and emotional factors. Furthermore, the latter are accompanied by somatic markers, namely, corporal physiological reactions that act in the construction of emotional perceptive experiences. These markers are extremely important in the decision-making process, and it is hypothesized that before rationalizing a decision in terms of value analysis, they are instrumental in the unconscious reduction in the number of options that occurs. In this study, we developed a questionnaire that allows to differ biologists from non-biologists through its score and identified 5 different kinds of biological concepts, for their understanding and adoption. We evaluated the affective bonding that biologists and non-biologists have with the misconceptions and scientific conceptions, by its skin conductance response. We found that non-biologists presented higher skin conductance responses regardless of visualizing a misconception or a scientific conception. We showed that questionnaires with forced answer, so used in teaching, generates an increase on skin conductance responses, as a prospective response to stress condition

The purpose of this study was to investigate the effect of gender and reasoning ability on the 8th grade students&rsquo / understanding of ecological concepts and attitude toward science. All 8th grade students from public elementary school in Tosya participated in the study. Students&rsquo / understanding, attitude toward science and reasoning ability were also measured by means of the Test of Ecology Concept (TEC), the Attitude Scale toward Science (ASTS) and the Test of Logical Thinking (TOLT) respectively. In order to investigate students&rsquo / understanding deeply, interview was conducted. Results of the TEC and interview show that students have many misconceptions concerning ecosystem, population, community, decomposers, food chain, food web, energy pyramid and energy flow. Students&rsquo / understanding for the first tier (M= 55.8), combination of first two tiers (M= 27) and combination of all three tiers (M= 21.2) were calculated according to TEC results. Multivariate Analysis of Covariance (MANCOVA) conducted to determine the effect of gender on students&rsquo / understanding of ecological concepts and attitude towards science when reasoning ability was controlled. The results indicated that there was significant gender difference in favor of girls with respect to students&rsquo / understanding of ecological concepts and attitude towards science when reasoning ability was controlled (Wilks&rsquo / Lambda=0.97 / p=.00).

The purpose of this study was to investigate the effects of conceptual change oriented instruction accompanied by demonstrations and gender on tenth grade students&rsquo / understanding of gases concepts, and attitudes toward chemistry. Hundred tenth grade students from two classes taught by the same teacher in a public high school were enrolled in the study in the Fall semester of 2003-2004. Control group students were taught by traditionally designed chemistry instruction (TI), while experimental group students were instructed by conceptual change oriented instruction accompanied by demonstrations (CCID). Gases Concept Test and Attitude Scale toward Chemistry were administered to both groups as a pre-test and post-test to assess the students understanding of gases concepts and students&rsquo / attitudes toward chemistry, respectively. Science Process Skills Test was given at the beginning of the study to determine students&rsquo / science process skills. Learning Style Inventory was also given to all students to determine their learning styles. After treatment, interviews were conducted with the teacher and several students from the two groups. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results showed that CCID caused significantly better acquisition of the scientific conceptions related to gases than TI. There was no significant effect of the treatment on the students&rsquo / attitudes toward chemistry. No significant effect of gender difference on students&rsquo / understanding the concepts about gases and students&rsquo / attitudes toward chemistry was found. Science process skill was determined as a strong predictor in understanding the concepts related to gases.

The purpose of this study is to develop a three-tier test for assessing high school students&rsquo / misconceptions concerning force and motion. The first tier is a traditional multiple choice item, the second tier presents several alternatives addressing the reason for the response for the first tier, and the third tier asks if examinees are confident for their responses to the first two tiers. In the process of test development, Force and Motion Test Requesting Reasoning was developed and utilized to determine the alternatives of Force and Motion Three Tier Test (FMTTT). The test was administered to 207 students, but 19 students were removed from all analyses due to too many missing items. For checking validity of the FMTTT, correlation was investigated between confidence levels and student scores on the first two tiers, and also correlation between confidence levels and student misconception scores on the first two tiers was investigated. Factor analyses were conducted using scores and misconception scores / and percentages of false negatives and false positives were estimated. The percentages of false negatives and false positives were found to be 6% and 8%, respectively. The reliability coefficients were estimated for student scores and misconception scores as 0.48 and 0.62, respectively. In conclusion, using the FMTTT as an achievement test may not be as reliable as using it as a misconception test.

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2015-11-12T18:37:25Z No. of bitstreams: 2 Dissertação - Acácia Gonçalves Ferreira Leal - 2015.pdf: 866513 bytes, checksum: fee2ce01f3c685785faca3c701c1484c (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-11-13T10:35:50Z (GMT) No. of bitstreams: 2 Dissertação - Acácia Gonçalves Ferreira Leal - 2015.pdf: 866513 bytes, checksum: fee2ce01f3c685785faca3c701c1484c (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-11-13T10:35:50Z (GMT). No. of bitstreams: 2 Dissertação - Acácia Gonçalves Ferreira Leal - 2015.pdf: 866513 bytes, checksum: fee2ce01f3c685785faca3c701c1484c (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-02-26 / Regular practice of regular exercise has been increasingly seen as an important tool for the prevention and treatment of chronic diseases related to sedentary lifestyle. In addition, regular physical exercise is an important tool for the improvement of physical fitness attributes such as strength, muscle endurance and power, cardiorespiratory endurance and others. Physical exercise effects, acute or chronic are investigated in exercise science. The exercise science is the science of the techniques and methods used in assessing the suitability and fitness of individuals and teams. Additionally, are the disciplines related to exercise science investigating the benefits of exercise. However, these goals are achieved only if the exercise is prescribed and well oriented. For this reason it is very important that the health professional has the right knowledge of the concepts and use of the disciplines related to exercise science. Goal:To assess the knowledge of disciplines related to exercise science in health care professionals. Methods: the evidence of health professionals were analyzed who participated in the qualifying process for entry into the Specialization Course in Exercise Physiology, Federal University of São Paulo conducted between 2004 and 2008. In total, the evidence of 300 physiotherapists were evaluated, 705 physical education teachers and 142 nutritionists. For the purposes of the study, questions were analyzed on maximal oxygen uptake ( O2 máx) (4 questions), assessment of physical fitness (3 questions), physical training (2 questions), bioenergy (1 questions) and exercise in special conditions (1 questions).Results:The results of this study reveal ignorance of health professionals about some concepts related to exercise science (eg.: maximal oxygen consumption).Conclusion: This scenario is worrisome because the benefits of regular exercise are achieved only if it is prescribed and well oriented.The results of this study reinforce the need for continuing education of health professionals in order to minimize the lack of knowledge on subjects related to exercise science and maximixar the service provided by these professionals.However, professionals reviewed here, have a good knowledge in matters related to assessment and physical fitness training. / A prática regular de exercício físico regular tem sido cada vez mais considerada uma ferramenta importante para a prevenção e o tratamento de doenças crônicas relacionadas ao sedentarismo. Adicionalmente, o exercício físico regular é uma ferramenta importante para o aprimoramento dos atributos da aptidão física, tais como, força, resistência e potência musculares, resistência cardiorespiratória e outros. Os efeitos do exercício físico, agudo ou crônico, são investigados pela ciência do exercício. A ciência do exercício é a ciência das técnicas e métodos usados na avaliação da aptidão e condicionamento físico de indivíduos e equipes. Adicionalmente, são as disciplinas relacionadas à ciência do exercício que investigam os benefícios do exercício físico. Entretanto, estes objetivos somente são atingidos se o exercício físico for bem prescrito e orientado. Por este motivo, é muito importante que o profissional da saúde tenha o correto conhecimento dos conceitos relacionadas à ciência do exercício. Objetivo: avaliar o conhecimento relacionado à ciência do exercício em profissionais da saúde. Métodos: Foram analisadas as provas de profissionais da saúde que participaram do processo classificatório para o ingresso no Curso de Especialização em Fisiologia do Exercício da Universidade Federal de São Paulo, realizados entre os anos de 2004 e 2008. No total, foram avaliadas as provas de 142 nutricionistas, 300 fisioterapeutas, 705 educadores físicos. Para os propósitos do estudo, foram analisadas questões sobre consumo máximo de oxigênio ( O2máx) (4 questões), avaliação da aptidão física (3 questões), treinamento físico (2 questões), bioenergética (1 questão) e exercício físico em condições especiais (1 questão). Resultados: Os resultados do presente estudo revelam desconhecimento dos profissionais da saúde sobre alguns conceitos relacionados à ciência do exercício (p.ex.: consumo máximo de oxigênio). Conclusão: Tal cenário é preocupante, pois os benefícios do exercício físico regular somente são atingidos se este for bem prescrito e orientado. Os resultados do presente estudo reforçam a necessidade de educação continuada de profissionais da saúde, a fim de minimizar a falta de conhecimento sobre disciplinas relacionadas à ciência do exercício e maximizar o serviço prestado por esses profissionais. Em contrapartida, os profissionais aqui analisados, apresentam um bom conhecimento nos assuntos relacionados à avaliação e ao treinamento da aptidão física.

Concepções alternativas são compreensões não científicas estáveis e bastante resistentes a mudanças, forjadas pela experiência cotidiana dos indivíduos. Pesquisadores têm mobilizado esforços para entender como elas interagem com os conteúdos científicos presentes no contexto escolar e universitário. Tem ficado evidente que a mudança conceitual não depende apenas de processos puramente cognitivos. O ensino capaz de promover verdadeiramente uma mudança conceitual, deve integrar formas de aumentar o engajamento emocional dos estudantes, de modo que esta relação afetiva com o conhecimento faça com que suas crenças e pré-concepções sejam modificadas. Evidências tem demonstrado que processos cognitivos são fortemente influenciados tanto por aspectos racionais quanto emotivos. As emoções, por sua vez, são acompanhadas de marcadores somáticos, isto é, reações corporais fisiológicas, mediadas pelo sistema nervoso autônomo. Segundo alguns autores, elas são fundamentais nos processos de tomada de decisão. O presente estudo teve por objetivo desenvolver uma ferramenta para investigação do processo de mudança conceitual bem como aspectos fisiológicos desse processo. Para tanto, desenvolvemos um questionário que permite diferenciar biólogos de não-biólogos através de seu desempenho e identificamos 5 tipos diferentes de conceitos em biologia, quanto à sua compreensão e adoção. Avaliamos o vínculo afetivo que biólogos e não-biólogos possuem com concepções alternativas e científicas, através da resposta de condutância da pele. Verificamos que os não-biólogos apresentam maiores alterações na resposta de condutância da pele independentemente de estarem visualizando uma concepção alternativa ou científica. Mostramos, também, que questionários de resposta forçada, tão utilizados no ensino em geral, geram aumento da atividade eletrodérmica independentemente da formação do respondente, como uma possível resposta à condição de estresse / In students, misconceptions, or spontaneous conceptions, are comprehensions of natural phenomena forged by daily experience. These non-scientific viewpoints regarding the world are both solid and resistant to change. Besides the attempt to map misconceptions regarding a vast amount of natural phenomena, research in Science Education has also been dedicated to understanding how they interact with the scientific content in school and college programs. Some researchers have proposed that conceptual change is not dependent on purely rational processes. Evidence has shown that cognitive processes, such as perception, attention, learning, memory, decision-making, and problem resolution, are all strongly influenced by both rational aspects and emotional factors. Furthermore, the latter are accompanied by somatic markers, namely, corporal physiological reactions that act in the construction of emotional perceptive experiences. These markers are extremely important in the decision-making process, and it is hypothesized that before rationalizing a decision in terms of value analysis, they are instrumental in the unconscious reduction in the number of options that occurs. In this study, we developed a questionnaire that allows to differ biologists from non-biologists through its score and identified 5 different kinds of biological concepts, for their understanding and adoption. We evaluated the affective bonding that biologists and non-biologists have with the misconceptions and scientific conceptions, by its skin conductance response. We found that non-biologists presented higher skin conductance responses regardless of visualizing a misconception or a scientific conception. We showed that questionnaires with forced answer, so used in teaching, generates an increase on skin conductance responses, as a prospective response to stress condition