Log in

Relevant bibliographies by topics / Science misconceptions

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Academic literature on the topic 'Science misconceptions'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Science misconceptions.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Science misconceptions"

1

Morton, James P., Dominic A. Doran, and Don P. M. MacLaren. "Common student misconceptions in exercise physiology and biochemistry." Advances in Physiology Education 32, no. 2 (June 2008): 142–46. http://dx.doi.org/10.1152/advan.00095.2007.

Full text

Abstract:

The present study represents a preliminary investigationdesigned to identify common misconceptions in students' understanding of physiological and biochemical topics within the academic domain of sport and exercise sciences. A specifically designed misconception inventory (consisting of 10 multiple-choice questions) was administered to a cohort of level 1, 2, and 3 undergraduate students enrolled in physiology and biochemistry-related modules of the BSc Sport Science degree at the authors' institute. Of the 10 misconceptions proposed by the authors, 9 misconceptions were confirmed. Of these nine misconceptions, only one misconception appeared to have been alleviated by the current teaching strategy employed during the progression from level 1 to 3 study. The remaining eight misconceptions prevailed throughout the course of the degree program, suggesting that students enter and leave university with the same misconceptions in certain areas of exercise physiology and biochemistry. The possible origins of these misconceptions are discussed, as are potential teaching strategies to prevent and/or remediate them for future years.

APA, Harvard, Vancouver, ISO, and other styles

2

Suprapto, Nadi. "Do We Experience Misconceptions?: An Ontological Review of Misconceptions in Science." Studies in Philosophy of Science and Education 1, no. 2 (April 20, 2020): 50–55. http://dx.doi.org/10.46627/sipose.v1i2.24.

Full text

Abstract:

A misconception is a misunderstanding in connecting a concept with other concepts, between new concepts and old concepts that are already in the minds of students, so that the wrong concepts are formed. Students' conceptions are different or contrary to the conceptions of the scientists. There are five kinds of misconceptions, namely: (a) preconceived notions; (b) non-scientific beliefs; (c) conceptual misunderstandings; (d) misconceptions of local languages (vernacular misconceptions); and (e) factual misconceptions. The causes of misconceptions are four parts: students, teachers, teaching materials or literature, context and teaching methods. It is expected that by knowing the types and causes of students' misconceptions in understanding science, it will be easier for teachers to find solutions in teaching science concepts. Examples of data related to misconceptions in physics are illustrated to reinforce explanations.

APA, Harvard, Vancouver, ISO, and other styles

3

Qian, Yizhou, Susanne Hambrusch, Aman Yadav, Sarah Gretter, and Yue Li. "Teachers’ Perceptions of Student Misconceptions in Introductory Programming." Journal of Educational Computing Research 58, no. 2 (April 29, 2019): 364–97. http://dx.doi.org/10.1177/0735633119845413.

Full text

Abstract:

A quality computer science (CS) teacher needs to understand students’ common misconceptions in learning CS. This study explored one aspect of CS teachers’ understanding of student misconceptions: their perceptions of student misconceptions related to introductory programming. Perceptions in this study included three parts: teachers’ perceived frequency of a student misconception, teachers’ perceived importance of a misconception in learning, and teachers’ confidence in addressing a misconception. Teachers in our study taught a Python-based CS course for high schools students. A survey was designed and administered to assess teachers’ perceptions of students’ misconceptions. Our results indicated that teachers’ confidence of addressing misconceptions and the teaching context may affect their perceptions of student misconceptions. We also found that some latent misconceptions are likely to lead to a perception of low frequency as they can be more difficult to detect. Moreover, our study found that teachers’ degrees and additional computing training showed positive relationships with their confidence of addressing student misconceptions and that additional computing training also showed a positive relationship with teachers’ perceived importance of student misconceptions. Implications of the findings for future research and practice of CS education are discussed.

APA, Harvard, Vancouver, ISO, and other styles

4

Anjarsari, Putri. "The Common Science Misconceptions in Indonesia Junior High School Students." Journal of Science Education Research 2, no. 1 (April 17, 2018): 21–24. http://dx.doi.org/10.21831/jser.v2i1.19329.

Full text

Abstract:

Identifying and correcting the mistake that students make about science concept is very important. The main purpose of this article is to analyse some publications about common science misconceptions in some science topics in junior high schools. Misconceptions are erroneous perceptions of what is universally accepted. The misconception identification in this research is based on the descriptive research using some journal publications in Indonesia university which is held science education study program. Study found that : the concept of photosynthesis, respirations, the relationship of photosynthesis and respirations, force (action and reaction forces) , and Newton laws are most frequently investigated as misconceptions of science. Students’ interest and learning environments are some reasons of students’ misconceptions.

APA, Harvard, Vancouver, ISO, and other styles

5

Karataş, Ayla. "Preservice Science Teachers’ Misconceptions About Evolution." Journal of Education and Training Studies 8, no. 2 (January 17, 2020): 38. http://dx.doi.org/10.11114/jets.v8i2.4690.

Full text

Abstract:

Misconceptions/misunderstandings are a basic problem often encountered in topics in education. “Misunderstandings” commonly observed about evolution makes it difficult for biology teachers to teach this topic. Reasons that are related to teachers are a basic source of misconceptions. Misconceptions can increase incrementally if their source is teachers. This study aims to determine the nature and scope of nonscientific views about evolution in preservice science teachers. An important step in correcting misconceptions or misunderstandings is to first determine the frequently observed misunderstandings. This study investigates and compares the misconceptions of students who have completed an evolution course and those who have not. The results showed that an evolution course considerably decreased the misconceptions. The most frequently observed misconceptions were; considering evolution as the effort to bring living things to perfection, associating evolution only with Darwin, identifying evolution with metamorphosis, thinking that living things evolve to accommodate, and having only a human-focused perspective about evolution. The idea that believing in evolution is an alternative to believing in a creator; that it is not possible for someone to believe in a creator and, at the same time in evolution, or vice versa also appeared as a noteworthy misconception revealed by the study.

APA, Harvard, Vancouver, ISO, and other styles

6

Sadler, Philip M., Harold Coyle, Nancy Cook Smith, Jaimie Miller, Joel Mintzes, Kimberly Tanner, and John Murray. "Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards." CBE—Life Sciences Education 12, no. 3 (September 2013): 553–75. http://dx.doi.org/10.1187/cbe.12-06-0078.

Full text

Abstract:

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K–8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students’ performance and to have a high level of awareness of the particular misconceptions that their students hold on the K–4 standards, but a low level of awareness of misconceptions related to the 5–8 standards.

APA, Harvard, Vancouver, ISO, and other styles

7

Samiha, Yulia Tri, Erie Agusta, and Gestri Rolahnoviza. "ANALISIS MISKONSEPSI SISWA PADA MATA PELAJARAN IPA DI SMPN 4 PENUKAL UTARA KABUPATEN PENUKAL ABAB LEMATANG ILIR PENDOPO." Bioilmi: Jurnal Pendidikan 3, no. 1 (August 11, 2017): 38. http://dx.doi.org/10.19109/bioilmi.v3i1.1338.

Full text

Abstract:

This study titled analysis misconceptions students use science subjects in SMPN 4penukal utara kabupaten penukal abab lematang ilir pendopo. Misconceptions in students oftenhappens, the misconception occurs because the need for students to understand a concept, ashappened to the students at SMPN 4 penukal. This study aims to analyze studentmisconceptions in science subjects in SMPN 4 penukal utara kabupaten penukal abab lematangilir. According Omrood (2008) misconception is the belief that is not in accordance withgenerally accepted explanation and proved valid about a phenomenon or event. The researchmethodology used in this research is quantitative descriptive. Sampling using cluster randomsampling, to be sampled VII.1 class research amounted to 38 students .Instruments used in thestudy using a multiple-choice test reasoned open. The analysis showed that there was amisconception in science subjects, namely on the material characteristics of living things andthe organization of life. Percentage of misconceptions students on the material characteristicsof living things at 41.5% for the material organization of life 48%. t can be concluded thatstudent misconceptions in the material organization of life is higher than the misconceptions onthe material characteristics of living things. Student misconceptions caused by student learning,the methods used, and the lack of students in finding information

APA, Harvard, Vancouver, ISO, and other styles

8

Muna, Izza Aliyatul. "MISKONSEPSI MATERI FOTOSINTESIS DALAM PEMBELAJARAN ILMU PENGETAHUAN ALAM (IPA) DI SD/MI." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 10, no. 2 (December 1, 2012): 201. http://dx.doi.org/10.21154/cendekia.v10i2.411.

Full text

Abstract:

Abstract: The quality of science education that is still unsatisfying can be effected by misconceptions and learning conditions that less pay attention to learners’ preconceptions. Misconception is frequently happened among students in all levels of education, including elementary school students, secondary schools students, up to university or college students and even someone who have already worked. The most common misconceptions are caused by the initial concept (preconception) in which it was taken to formal education. As a result, many of elementary school students are encountered with misconception. Since childhood, people have already constructed such concepts through daily experiences, and it is possible to say that they have undergone a process of learning early. The cause of misconceptions that happen to learners are vary, including learners from itself, educators, textbooks, contexts, and methods of teaching. All science materials are possible to create misconception among learners, for instance, photosynthesis. The example of misconceptions in this material include the process of photosynthesis in which students assume that it occurs only during the day with the help of sunlight, only plants whose green leaf that capable to have photosynthesis; chlorophyll present in the leaves alone, as well as plants perform photosynthesis during the day while at night plants do breathe. The misconception is a major problem in learning science as it can disrupt the formation of a scientific conception.

APA, Harvard, Vancouver, ISO, and other styles

9

Adi, Yogi Kuncoro, and Ndaru Mukti Oktaviani. "FAKTOR-FAKTOR PENYEBAB MISKONSEPSI SISWA SD PADA MATERI LIFE PROCESSES AND LIVING THINGS." Profesi Pendidikan Dasar 1, no. 1 (July 29, 2019): 91–104. http://dx.doi.org/10.23917/ppd.v1i1.7988.

Full text

Abstract:

AbstractThe misconception is a common problem in the world of science learning. This study aims to reveal the types and causes of primary science misconception in the life processes and living things. Therefore, qualitative case studies were used in this study and the primary school students were subject to this study. The results showed that students who had misconceptions in the concept of living, classification, breathing, and microbe and disease. In addition, the causes of student misconceptions were the students' pre-concepts, humanist thinking, false reasoning, and associative thinking. Based on the findings of this study, it is recommended that learning must promote cognitive conflict to correct the student’s misconceptions.Keywords: misconception, primary science

APA, Harvard, Vancouver, ISO, and other styles

10

Adi, Yogi Kuncoro, and Ndaru Mukti Oktaviani. "FAKTOR-FAKTOR PENYEBAB MISKONSEPSI SISWA SD PADA MATERI LIFE PROCESSES AND LIVING THINGS." Profesi Pendidikan Dasar 6, no. 1 (July 29, 2019): 91–104. http://dx.doi.org/10.23917/ppd.v6i1.7988.

Full text

Abstract:

AbstractThe misconception is a common problem in the world of science learning. This study aims to reveal the types and causes of primary science misconception in the life processes and living things. Therefore, qualitative case studies were used in this study and the primary school students were subject to this study. The results showed that students who had misconceptions in the concept of living, classification, breathing, and microbe and disease. In addition, the causes of student misconceptions were the students' pre-concepts, humanist thinking, false reasoning, and associative thinking. Based on the findings of this study, it is recommended that learning must promote cognitive conflict to correct the student’s misconceptions.Keywords: misconception, primary science

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Science misconceptions"

1

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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 explored through an analysis of the role of modelling in science, the nature of student's beliefs about physical phenomena that conflict with more established beliefs and of how computer-based modelling environments can promote learning through modelling. This requires consideration of a wide number of issues relating to educational theory and practice, student learning, the design of modelling environments and methodologies and techniques taken from the field of Artificial Intelligence. The methodology adopted required that a number of computer environments be constructed and observations made of their usage by students. The environments are used to focus attention on the various issues. The results contained within this thesis include a short analysis of the educational implications if the use of modelling environments were to be more widely adopted, an analysis of the strengths and weaknesses of these systems in terms of how they promote student learning -particularly in relation to the nature of the beliefs that students hold- and design criteria for how future systems might be built.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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 given to high school chemistry students. The instruments included multiple-choice and free-response questions. I also kept a teacher journal of my thoughts throughout the unit. The unit was somewhat successful in addressing heat energy and temperature misconceptions as more students answered post-test questions correctly when compared to the pre-test responses. Students identified labs and out of class experiences as affecting their thinking, which I agree with and would also include activities that make students more aware of their own thinking along with group discussion and modeling.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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

Full text

Abstract:

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 education course who have previously completed an introductory course in statistics. We found common misconceptions among pre-service teachers participating in this study. An unanticipated finding is that all the pre-service teachers believed that the construction of a confidence interval relies on a sampling distribution that does not contain every possible sample. Instead, they believed it is necessary to take multiple samples and build a distribution of their means. I called this distribution the Multi-Sample Distribution (MSD).

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Science misconceptions"

1

Misconceptions in primary science. Maidenhead [u.a.]: Open Univ. Press, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Karpudewan, Mageswary, Ahmad Nurulazam Md Zain, and A. L. Chandrasegaran, eds. Overcoming Students' Misconceptions in Science. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3437-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Romer, David. Misconceptions and political outcomes. Cambridge, MA: National Bureau of Economic Research, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Brna, P. Confronting science misconceptions: A computer-based methodology. (Edinburgh) ((Hope Park Square, Meadow Lane, Edinburgh, EH8 9NW)): Dept. of Artificial Intelligence, University of Edinburgh, 1987.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Where science went wrong: Tracking four centuries of misconceptions. [Springfield, Va.]: Financial Book Partners, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Targeting students' science misconceptions: Physical science concepts using the conceptual change model. Riverview, FL: Idea Factory, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Smith, Wolfgang. Ancient wisdom and modern misconceptions: A critique of contemporary scientism. Tacoma, WA: Sophia Perennis, 2013.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Scientific development and misconceptions through the ages: A reference guide. Westport, Conn: Greenwood Press, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Natural and artificial intelligence: Misconceptions about brains and neural networks. Amsterdam: North-Holland, 1992.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Plait, Philip C. Bad astronomy: Misconceptions and misuses revealed, from astrology to the moon landing 'hoax'. New York: Wiley, 2002.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Science misconceptions"

1

McComas, William F. "Misconceptions." In The Language of Science Education, 65. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_57.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Taber, Keith S. "Alternative Conceptions/Frameworks/Misconceptions." In Encyclopedia of Science Education, 37–41. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_88.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Taber, Keith S. "Alternative Conceptions/Frameworks/Misconceptions." In Encyclopedia of Science Education, 1–5. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_88-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Karpudewan, Mageswary, Ahmad Nurulazam Md Zain, and A. L. Chandrasegaran. "Introduction: Misconceptions in Science Education: An Overview." In Overcoming Students' Misconceptions in Science, 1–5. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3437-4_1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Sawilowsky, Shlomo. "Statistical Fallacies: Misconceptions, and Myths." In International Encyclopedia of Statistical Science, 1412–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-04898-2_78.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Ali, Mohd Norawi, Lilia Halim, Kamisah Osman, and Lilia Ellany Mohtar. "The Integration of Fund of Knowledge in the Hybridization Cognitive Strategy to Enhance Secondary Students’ Understanding of Physics Optical Concepts and Remediating Their Misconceptions." In Overcoming Students' Misconceptions in Science, 181–201. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3437-4_10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Ling, Tan Wee. "Fostering Understanding and Reducing Misconceptions About Image Formation by a Plane Mirror Using Constructivist-Based Hands-on Activities." In Overcoming Students' Misconceptions in Science, 203–22. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3437-4_11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Rosli, Nurulhuda, and Noor Nadiah Mohd Nasir. "The Use of the Process-Oriented Guided-Inquiry Learning (POGIL) Approach to Address Form One Students’ Misconceptions About Weight and Mass." In Overcoming Students' Misconceptions in Science, 243–62. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3437-4_13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Subari, Khairina. "Improving Understanding and Reducing Matriculation Students’ Misconceptions in Immunity Using the Flipped Classroom Approach." In Overcoming Students' Misconceptions in Science, 265–82. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3437-4_14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Kalimuthu, Ilavarasi. "Improving Understanding and Reducing Secondary School Students’ Misconceptions about Cell Division Using Animation-Based Instruction." In Overcoming Students' Misconceptions in Science, 283–306. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3437-4_15.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Science misconceptions"

1

Kennedy, Cazembe, Aubrey Lawson, Yvon Feaster, and Eileen Kraemer. "Misconception-Based Peer Feedback: A Pedagogical Technique for Reducing Misconceptions." In ITiCSE '20: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3341525.3387392.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Cartelli, Antonio. "Misinforming, Misunderstanding Misconceptions: What Informing Science Can Do." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2706.

Full text

Abstract:

First of all a survey of the most relevant definitions and hypotheses concerning data, information, communication and knowledge is proposed. Main aim of this introduction is to give to the reader a reference frame for the analysis of the students’ learning and for their knowledge construction works. Soon after some wrong ideas are analyzed with respect to the above conceptual frame, i.e. with respect to didactic communication, to human knowledge construction and to individual cleverness in the use of the concepts pertaining to specific disciplinary fields. At last some considerations on the above results are reported and some hints and suggestions for a revision of the Informing Science definition are proposed; all is done in a perspective that assigns to Informing Science a trans-disciplinary function that helps well-established disciplines like Didactics, Psychology, Philosophy etc. to find new strategies for the analysis of the teaching-learning process.

APA, Harvard, Vancouver, ISO, and other styles

3

Ohrndorf, Laura. "Measuring Knowledge of Misconceptions in Computer Science Education." In ICER '15: International Computing Education Research Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2787622.2787745.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Gray, Kyle, Bradley M. O'Connell, and Alexa R. C. Sedlacek. "MISCONCEPTIONS OF MASS EXTINCTIONS: DIFFERENCES BETWEEN SCIENCE AND NON-SCIENCE MAJORS." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-323584.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Velázquez-Iturbide, J. Ángel. "Students' Misconceptions of Optimization Algorithms." In ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3319749.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Becker, Wynne, Kayley James, and Maya Minier. "Four Scope-Related Misconceptions Held by Computer Science Students." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293860.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Zehra, Shamama, Aishwarya Ramanathan, Larry Yueli Zhang, and Daniel Zingaro. "Student Misconceptions of Dynamic Programming." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3159528.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Edwards, Stephen H. "Session details: Paper Session: Misconceptions." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3314808.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Soltanpoor, Reza, and Charles Thevathayan. "Correcting Novice Programmers' Misconceptions Through Personalized Quizzes." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162266.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Birta-Székely, Noémi. "Caracteristics Of Natural Science Misconceptions Among Transylvanian Hungarian Teacher Training Students." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.73.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!