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Dissertations / Theses on the topic 'Science Misconception'

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Published: 7 June 2025

Last updated: 2 August 2025

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1

Abdullah, Wan S. W. "The use of an expert system to identify pupils' misconception in science : a prototype and evaluation." Thesis, Loughborough University, 1995. https://dspace.lboro.ac.uk/2134/33135.

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In this research, the author proposes a development which contributes towards a knowledge of linking research in diagnosing student misconception in science education and the expert systems technology. Specifically, the thesis will describe the development and evaluation of a prototype diagnostic system to become a supportive tool for classroom teachers. Three topics of electricity, speed and motion graphs, and floating and sinking were selected to explore the use of expert systems technology in diagnostic testing in science. For each topic, the strategy for building the rule-based diagnostic

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2

Short, Melissa L. "Addressing Secondary Student Misconceptions in Ecology." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1304098355.

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3

Myers, Donald L. "Remediation of the misconception held by elementary students that humans are not animals through application of integrated art-science activities." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902510.

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This study was designed to investigate the effectiveness of integrated art-science curricula upon remediation of the misconception held by elementary students that humans are not animals. Quantitative instruments were designed to measure and assess: (1) the existence of the misconception within the test population; (2) the degree to which the misconception existed within grade levels and treatment groups within grade levels; (3) the degree to which any positive level of remediation is achieved; and (4) evaluation of the experimental curricula by participating faculty. Qualitative instruments w

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4

Baker, Heather R. "Exploring Teaching Regimes to Change Preschoolers' Mistaken Beliefs about Sinking Objects." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384333966.

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5

Celebi, Ozgur. "Effect Of Conceptual Change Oriented Instruction On Removing Misconceptions About Phase Changes." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605317/index.pdf.

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In this study, a comparison of the effectiveness of conceptual change oriented instruction with traditionally designed chemistry instruction and an investigation of the effect of gender difference were made on ninth grade students&rsquo<br>understanding of phases and phase changes concepts. In addition, the effects of these instructional methods on students&rsquo<br>attitudes toward chemistry as a school subject were compared. In this study 56 ninth grade students from two classes of a chemistry course instructed by the same teacher from Ankara Atat&uuml<br>rk Anatolian Lycee in 2003-2004 edu

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6

Pesman, Haki. "Development Of A Three-tier Test To Assess Ninth Grade Students&#039." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606625/index.pdf.

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The main purpose of this study was to develop a three-tier test for assessing ninth-grade students&rsquo<br>misconceptions about simple electric circuits. The first tier of an item on the test presents an ordinary multiple choice question, the second tier presents a set of reasons for the response given to the first tier, and the third tier questions if examinees are confident for their responses to the first two tiers. The study was carried in Polatli, the biggest outlying district of capital Ankara. In the light of the related literature, interviews were conducted by the researcher so as to

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7

Azizoglu, Nursen. "Conceptual Change Oriented Instruction And Students." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605127/index.pdf.

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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<br>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 demonst

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8

Crosswhite, F. S., and C. D. Crosswhite. "Editorial - Misconceptions Concerning Science." University of Arizona (Tucson, AZ), 1992. http://hdl.handle.net/10150/609142.

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9

Seker, Aytul. "Conceptual Change Oriented Instruction And Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614212/index.pdf.

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The main purpose of this study was to investigate the effects of conceptual change oriented instruction accompanied with analogies on eight grade students&rsquo<br>understanding of chemical bonding concepts. In addition, the effect of instruction on students&rsquo<br>attitude toward science as a school subject and the effect of gender difference on understanding of chemical bonding concepts were investigated. Fifty eight-grade students from two classes of a science course taught by the same teacher in B&uuml<br>y&uuml<br>kel&ccedil<br>i Nazim Belger Primary School in the 2010-2011 spring se

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10

Soylu, Hacer. "The Effect Of Gender And Reasoning Ability On The Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607790/index.pdf.

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The purpose of this study was to investigate the effect of gender and reasoning ability on the 8th grade students&rsquo<br>understanding of ecological concepts and attitude toward science. All 8th grade students from public elementary school in Tosya participated in the study. Students&rsquo<br>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<br>understanding deeply, interview was cond

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11

Weigend, Michael. "Intuitive Modelle der Informatik." Phd thesis, Potsdam : Univ.-Verl, 2007. http://d-nb.info/987373528/04.

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12

Brna, P. "Confronting science misconceptions with the help of a computer." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377488.

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A long standing aim of science educators is to help secondary school science students to learn efficiently through various exploratory regimes. A further aim, currently held by several leading science educators, is to promote learning by confronting students with the inconsistencies entailed by their own beliefs. The claim at the heart of the thesis is that well designed computer-based modelling facilities can provide advantages over many approaches exploiting other media and that such facilities can be used to promote the kinds of conflict that are believed to be beneficial. This claim is exp

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Kaya, Ebru. "The Effect Of Conceptual Change Based Instruction On Students." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613137/index.pdf.

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The purpose of this study was to investigate the effects of conceptual change based instruction accompanied by demonstrations (CCBIAD) and gender on 11th grade students&rsquo<br>understanding and achievement in rate of reaction concepts, and their attitudes toward chemistry as a school subject compared to traditionally designed chemistry instruction (TDCI). Sixty nine 11th grade students from two classes in a public high school in Ankara participated in this study in the Fall Semester of 2008-2009. These classes were randomly assigned as control and experimental groups. In the control group TD

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14

Leal, Acácia Gonçalves Ferreira. "Conhecimento de profissionais da saúde sobre conceitos relacionados à ciência do exercício: um estudo transversal." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/4892.

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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)<br>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: 9da0b6dfac957114c6a7714

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Uzuntiryaki, Esen. "Effectiveness Of Constructivist Approach On Students&amp." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/692046/index.pdf.

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The main purpose of this study was to compare the effectiveness of instruction based on constructivist approach over traditionally designed chemistry instruction on ninth grade students&amp<br>#65533<br>understanding of chemical bonding concepts. In addition, the effect of instruction on students&amp<br>#65533<br>attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts were investigated. Forty-two ninth grade students from two classes of a chemistry course taught by the same teacher in METU Development Foundation Private

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Balci, Ceyda. "Conceptual Change Text Oriented Instruction To Facilitate Conceptual Change In Rate Of Reaction Concepts." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607815/index.pdf.

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The aim of this study is to investigate the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students&rsquo<br>misconceptions, their understanding of rate of reaction concepts and their attitude towards chemistry as a school subject. 42 tenth grade students from two classes of a chemistry course taught by the same teacher at a public high school in &Ccedil<br>anakkale involved in the study. The study was carried out in Spring Semester of 2005-2006 Education Year. Two groups of st

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17

AlKhars, Mohammed. "Decision Makers’ Cognitive Biases in Operations Management: An Experimental Study." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849675/.

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Behavioral operations management (BOM) has gained popularity in the last two decades. The main theme in this new stream of research is to include the human behavior in Operations Management (OM) models to increase the effectiveness of such models. BOM is classified into 4 areas: cognitive psychology, social psychology, group dynamics and system dynamics (Bendoly et al. 2010). This dissertation will focus on the first class, namely cognitive psychology. Cognitive psychology is further classified into heuristics and biases. Tversky and Kahneman (1974) discussed 3 heuristics and 13 cognitive bias

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18

(ozdemir), Erdemir Arzu. "Effect Of Cooperative Learning Based On Conceptual Change Conditions On Seventh Grade Students." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607121/index.pdf.

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The main purpose of this study was to compare the effectiveness of the cooperative learning based on conceptual change conditions and traditionally designed science instruction on 7th grade students&rsquo<br>understanding of chemical and physical changes and classification of matter concepts and attitudes toward science as a school subject. In this study 102 seventh grade students from four classes of a Science Course instructed by the two teachers from ODT&Uuml<br>G.V. &Ouml<br>zel ilk&ouml<br>gretim Okulu took part. One of the classes of each teacher was randomly assigned as experimental gr

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Onder, Ismail. "The Effect Of Conceptual Change Approach On Students&amp." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607345/index.pdf.

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The main purpose of this study was to compare the effectiveness of instructions one based on conceptual change approach and the other based on traditional chemistry instruction on tenth grade high school students&amp<br>#8217<br>understanding of solubility equilibrium concept. In addition, students&amp<br>#8217<br>attitudes toward chemistry as a school subject and toward conceptual change texts were investigated. Moreover, students&amp<br>#8217<br>science process skills were also investigated. 125 tenth grade students from four classes of a chemistry course taught by three teachers in Kocate

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20

Pabuccu, Aybuke. "Effect Of Conceptual Change Texts Accompanied With Analogies On Understanding Of Chemical Bonding Concepts." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605121/index.pdf.

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The purpose of this study was to explore the effects of CCTIA over TDCI for 9th grade students&rsquo<br>understanding of chemical bonding concepts. Also, the effect of instruction on students&rsquo<br>attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts and attitudes toward chemistry were investigated. The subjects of this study consisted of 41 ninth grade students from two classes of a chemistry course in TED Ankara High School. This study was conducted during the 2003-2004-spring semester. The classes were randomly a

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21

Ayhan, Arzu. "Effect Of Conceptual Change Oriented Instruction Accompanied With Cooperative Group Work On Understanding Of Acid-base Concepts." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605122/index.pdf.

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The main purpose of this study was to compare the effectiveness of conceptual change oriented instruction accompanied with cooperative group work and traditionally designed instruction for removing misconceptions related to acid-base concepts. In this study 33 tenth grade students from two classes from METU Development Foundation Private School in the spring semester of 2003-2004 participated. There were two groups in the study. Students in experimental group received conceptual change oriented instruction with cooperative group work, and students in control group received traditionally desi

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22

Hicks, Adam S. "A.C.C.E.S.S. - Alternative Conceptions: a Comprehensive Examination of Space Science." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1250084491.

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23

Hicks, Adam Scott. "A.C.C.E.S.S. alternative conceptions : a comprehensive examination of space science /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1250084491.

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24

Grossman, Brian Matthew. "Intelligent algebraic tutoring based on student misconceptions." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/38796.

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25

Brodie, Michael Benjamin. "A Common Misconception in Multi-Label Learning." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6114.

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The majority of current multi-label classification research focuses on learning dependency structures among output labels. This paper provides a novel theoretical view on the purported assumption that effective multi-label classification models must exploit output dependencies. We submit that the flurry of recent dependency-exploiting, multi-label algorithms may stem from the deficiencies in existing datasets, rather than an inherent need to better model dependencies. We introduce a novel categorization of multi-label metrics, namely, evenly and unevenly weighted label metrics. We explore spec

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Yeung, Kim-wai Thomas. "Language and school children's misconceptions in energy and force." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B3862705X.

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27

Robinson, Euphemia Sophia. "Science Content Knowledge: A Component of Teacher Effectiveness in a Primary School in Jamaica." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4019.

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Empirical evidence from the National Education Inspectorate suggested that teachers at the primary school in this study in an island country in the Caribbean have inadequate science content knowledge. Students' average performance on the science Grade Six Achievement Test (GSAT) has been below 40% for the last 5 years. The purpose of this bounded case study, guided by Shulman's conceptual framework, was to understand teachers' science subject matter knowledge (SMK). The guiding questions focused on teachers' abilities to demonstrate components of Shulman's SMK during science teaching and lesso

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28

Marques, Luis Manuel Ferreria. "From misconceptions to modified teaching-learning strategies in earth sciences in Portuguese secondary education." Thesis, Keele University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385776.

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This study, based on a constructivist approach to teaching a difficultpart of the Geology Syllabusfor 16-17 year olds concerned with the Theory of Plate Tectonics attempts to make the teaching process in Earth-sdences easier, more enjoyable and more productive. The first step was to investigate misconceptions held by a sample of 270 students after spedalist teaching concerning the nature and origin of continents, oceans, continental drift, the Earth's magnetic field and plates. The second step involved the designing of a teaching and learning model. This starts with a recognition phase, in whi

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Gates, Sheri Lynn. "The effects of using the conceptual change model to dispel misconceptions in science in elementary children." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/gates/GatesS0811.pdf.

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Elementary children come to school with a mental schema of scientific principles that come from their everyday experiences and observations. Sometimes this mental schema contains misconceptions. This study used the Conceptual Change Model as a methodology to identify these misconceptions and target instruction with experiments that gave students the opportunity to validate or invalidate these preconceptions. A group of 63 fourth grade students and four elementary teachers were involved in this study. The CCM methodology was used in a unit on heat and energy that spanned an eight week time peri

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30

Rosenblatt, Rebecca J. "Identifying and addressing student difficulties and misconceptions: examples from physics and from materials science and engineering." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1336658092.

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31

Jolley, Daniel. "Misconceptions and Critical Thinking Ability In Undergraduate Exercise Science Students, Vocational Fitness Students, and Exercise Professionals." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/76905.

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This research is the first known cross-sectional and longitudinal investigation of misconceptions and critical thinking in exercise science and fitness students and professionals. Misconceptions were higher in students than degree-qualified professionals, though there was no difference between vocational graduates and vocationally-qualified personal trainers. An online, content-specific critical thinking course was effective in reducing misconceptions and improving critical thinking ability in professionals. Critical thinking appears to be more important than specific knowledge in reducing mi

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Bozkoyun, Yasin. "Facilitating Conceptual Change In Learning Rate Of Reaction Concepts." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605284/index.pdf.

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The main aim of this study to investigate the effectiveness of conceptual change texts oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students&amp<br>#8217<br>misconceptions, their understanding of rate of reaction concepts and attitude towards chemistry as a school subject. 56 tenth grade students from two classes of a chemistry course taught by the same teacher in the ATAT&Uuml<br>RK Anatolian High school, participated in the study. This study was carried out in 2003-2004 spring semester. There were two groups in t

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33

Erdogan, Rahsan. "Investigation Of The Preservice Science Teachers." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605156/index.pdf.

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The aim of this study is to investigate the views of preservice science teachers on nature of science (NOS). A total of 166 preservice science teachers participated in the study. A 21-item &ldquo<br>Views on Science-Technology-Society (VOSTS)&rdquo<br>instrument, translated and adapted into Turkish, were utilized to assess participants&rsquo<br>views on the nature of science. The VOSTS (Aikenhead, Ryan and Fleming, 1989) is a pool of 114 empirically developed multiple-choice items with nine categories. In this study, 21 item selected from the epistemology of science category corresponded to th

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34

Azmeh, Wayel. "Misconceptions About the Caliphate in Islam." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1460735934.

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35

Martinez, Kelley Vineyard. "Addressing Heat Energy and Temperature Misconceptions in High School Chemistry." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978080.

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<p> The purpose of this study was to identify misconceptions and perceptions of best teaching practices to better bring about conceptual change in thermodynamics, a core idea within the high school physical science Next Generation Science Standards. This study identified student misconceptions related to a thermodynamics unit, focusing on misconceptions related to temperature and energy, temperature and perceptions of hot/cold, and heat capacity. I also sought to identify factors that students and I, separately, identified as affecting their thinking. Data includes a pre-test and a post-test g

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36

Yeung, Kim-wai Thomas, and 楊劍威. "Language and school children's misconceptions in energy and force." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B3862705X.

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Eliason, Kiya Lynn. "Addressing Pre-Service Teachers' Misconceptions About Confidence Intervals." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6917.

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Increased attention to statistical concepts has been a prevalent trend in revised mathematics curricula across grade levels. However, the preparation of secondary school mathematics educators has not received similar attention, and learning opportunities provided to these educators is oftentimes insufficient for teaching statistics well. The purpose of this study is to analyze pre-service teachers' conceptions about confidence intervals. This research inquired about statistical reasoning from the perspective of students majoring in mathematics education enrolled in an undergraduate statistics

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38

Adair, Aaron M. "Student Misconceptions about Newtonian Mechanics: Origins and Solutions through Changes to Instruction." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1386034522.

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Chouliara, Despoina. "The Role of Misconceptions in the Development of a Reliable Geological Knowledge. A Statistical Analysis of the Alternative Ideas of Earth Science Bachelor Students at Uppsala University." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-275664.

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The pre-existing knowledge that Earth Science Bachelor students have when they are starting their University studies, is influential on the scientific knowledge that they will have built when they graduate. This thesis examines the alternative ideas that Uppsala University’s first, second and third year Earth Science Bachelor students have on basic geological topics, and whether it influences the knowledge that they develop. These topics include; the definition of density, Earth’s magnetic and gravity field, heat sources inside the Earth, location and movement of tectonic plates, volcanic ande

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40

Martínez, Patricia. "Impact of an integrated science and reading intervention (INSCIREAD) on bilingual students' misconceptions, reading comprehension, and transferability of strategies." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3179.

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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 369. Thesis director: Brenda Bannan-Ritland. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 8, 2008). Includes bibliographical references (p. 340-368). Also issued in print.

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41

Iqbal, Muhammad Zafar. "A study of children's misconceptions in science and the effectiveness of a related programme of teacher training in Pakistan." Thesis, University of Hull, 1985. http://hydra.hull.ac.uk/resources/hull:16569.

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The study comprised an investigation of children's misconceptions in science with the intention this should provide a base for further research linked to a wider programme of the improvement of science education in Pakistan. The investigation was carried out on the concepts of Force, Energy, Light, Work, and Electric Current using Interview-About-Instances approach. It was discovered that children in Pakistan hold misconceptions similar to those held by children in other parts of the world. Then, three groups of science teachers were tested in the concept Force after giving them different leve

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Cho, Jung-il. "An investigation into fifth and eighth-grade Korean students' misconceptions of photosynthesis /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu148759165817567.

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43

Ouarrak, Bouazza. "Les misconceptions dans la microgenèse de l'objet technique." Phd thesis, Conservatoire national des arts et metiers - CNAM, 2011. http://tel.archives-ouvertes.fr/tel-00844242.

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Cette thèse explore les ressources cognitives que mobilisent des élèves ingénieurs dans un APP (Apprentissage par problème) dans une tâche de conception d'un objet technique. La situation-problème à laquelle ces élèves sont confrontés est constituée par un système technique inédit de réfrigération sans apport extérieur d'énergie. Dans cet apprentissage, les élèves doivent concevoir l'objet technique et apprendre des concepts en thermodynamique. Deux groupes d'élèves sont comparés : le premier dispose d'un modèle analogique d'une situation connue pour aborder la situation nouvelle, le second ne

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44

Iwuanyanwu, Paul Nnanyereugo. "Pre-service science teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4002.

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>Magister Scientiae - MSc<br>Students frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog

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Sarwar, Gul Shahzad. "Structural assessment of knowledge for misconceptions in the domain of physics." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27651.

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Unlike textual description, pathfinder network (an algorithm that results in a kind of concept map) provides a visual way to describe the knowledge structure of a student. It often provides a clear measure of the student's understanding and highlights the student's misconceptions. The traditional approaches of assessment such as multiple-choice questions and word problems often fail to identify these misconceptions. The following steps were carried out for this study. 1. The study assessed the knowledge structures of grade 11 physics students of a public high school of Ottawa and their instruc

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46

Dillon, Andrew. "Myths, misconceptions and an alternative perspective on information usage and the electronic medium." Mahwah, NJ: Lawrence Earlbaum, 1996. http://hdl.handle.net/10150/106386.

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This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A. (1996) Myths, misconceptions and an alternative perspective on information usage and the electronic medium. In: J. F. Rouet et al (eds.) Hypertext and Cognition, Mahwah NJ: LEA, 25-42. Abstract: Hypertext represents the forefront of a technological wave in education that is driven more by enthusiasm for the computer than by reliable knowledge of the human user. This chapter outlines some of the myths and misconceptions that have emerged in recent years about hypertext and

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Sarrazine, Angela Renee. "Addressing astronomy misconceptions and achieving national science standards utilizing aspects of multiple intelligences theory in the classroom and the planetarium." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3178473.

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Thesis (Ph.D.)--Indiana University, Dept. of Currulum and Instruction, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2093. Adviser: William J. Boone. "Title from dissertation home page (viewed Nov. 27, 2006)."

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LeVaughn, Justin M. "WHAT’S IN A GENE: UNDERGRADUATES’ IDEAS AND MISCONCEPTIONS ABOUT GENE FUNCTION." UKnowledge, 2016. http://uknowledge.uky.edu/stem_etds/6.

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The purpose of this study was to field test a two-tiered instrument including multiple-choice and short answer tasks to assess college students’ ideas and level of understanding in genetics. The instrument was constructed from previously tested assessment tasks and findings from the current research literature. Ninety-seven freshmen enrolled in a biology lab course were surveyed. Test validity and reliability were measured using Chronbach coefficients. Multiple-choice and short answer responses were analyzed using descriptive statistics to identify frequencies of answer selections. Written res

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Tlala, Kedibone Magdeline. "The effect of predict-observe-explain strategy on learner's misconceptions about dissolved salts." Thesis, University of Limpopo ( Turfloop campus), 2011. http://hdl.handle.net/10386/641.

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Thesis (M.Ed.) --University of Limpopo, 2011<br>Misconceptions learners bring to class are in sharp contrast to acceptable science. These misconceptions emanate from a variety of sources including the way educators teach, textbooks used by teachers and from life experiences. These misconceptions at high school (Grade 10) are a potential source of learning difficulty regarding understanding how salts dissolve in water. To assist learners to overcome such difficulties, learner-centred and activity-based intervention, Predict-Observe-explain (POE), was used in this study. The sample consisted of

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Graytock, Andrea Michele. "Is the Blueprint the Building? Studies on the Use of Social Representation Theory, Information Theory, Folkscience, Metaphor and Language to Understand Student Comprehension of Metaphors in the Domain of Gene Expression." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306905803.

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