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1
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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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 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.
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.
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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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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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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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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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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.
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.
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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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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 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).
11
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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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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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 period. Students were interviewed before the unit and diagnosed for misconceptions with pre assessment questions. After treatment students were then assessed with the same questions and the percentage difference between pre and post answers was analyzed. Data from this study indicate that the CCM is an effective tool in dispelling student misconceptions as well as helping students who have no preconceptions in place at all to develop valid mental schemas. Additionally the results suggest that the CCM stimulates student interest and engagement in science. Elementary teachers also indicated that the help of a science specialist was beneficial in implementing the CCM effectively.
14
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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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 lesson planning and to gather their views on their abilities to meet the SMK components in grades 4-6. The 9 participants were primary-trained and each had taught science at grades 4-6 for a minimum of 2 years. Data collection consisted of interviews, lesson observations, and lesson plan reviews. Data were analyzed using open coding, axial coding, and themes from Shulman's SMK domains. The participants believed that they lacked proficiency in teaching science at the assigned grade level. They held misconceptions about the topics taught at the Grade 4-6 level and their lesson plans and observation data demonstrated lack of key components of SMK. Findings from this study were used to develop a science professional development project to empower teachers and, in turn, students in science content and processes. It is expected that implementation of the program could improve the science content knowledge of teachers at the primary school in this study. Positive social change might occur as improvement in teachers' science content knowledge might serve to improve students' learning outcomes in science at this and other settings in the island country.
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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 its use for information-intensive activities such as learning. In so
doing, it emphasizes experimental evidence over wishful thinking and outlines an
ergonomic perspective on human information usage that seeks to maximize usability and
ultimately the acceptability of this emerging technology.
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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 responses were independently evaluated using a five-point scoring rubric by three researchers to identify common misconceptions revealed in students’ written responses. A purposeful stratified sample of 15 students was selected across low, middle, and high performance on the instrument for individual interviews.
Findings revealed that undergraduates have a variety of ideas concerning gene concepts. While the instrument revealed student conceptual difficulties, there also were issues with previously tested survey items. The findings suggest students possess superficial understanding regarding transcription and translation. Students also hold hybrid conceptual models of gene structure and function. The paper presents a critique of the instrument and discusses the broader impacts to teaching and learning college biology. Recommendations for improving assessment techniques also are discussed.
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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, 2011Misconceptions 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 93 Grade 10 Physical Sciences learners from two neighbouring schools situated in Moutse West circuit, Sekhukhune District, Limpopo Province. 53% of the students involved in this study were males and 47% were females. The purpose of this study was to investigate Grade 10 Science learners’ conceptual understanding of dissolved salts and to explore the use of POE strategy in order to reduce learners’ misconceptions about the dissolved salts. The study also, explored students’ prior knowledge of concepts related to the dissolved salts and determined the effectiveness of POE strategy on males and females. A quasi-experimental design was used where the experimental group (EG) used POE strategy during treatment and where the control group (CG) used the traditional teaching using lecturing and demonstrations. Before the start of the study, both groups wrote a pre-test using the Achievement Test (AT) to determine science baseline knowledge. Thereafter the intervention for EG and lecturing for CG followed and lasted for five weeks. After the intervention, both groups wrote the post-test to determine learners’ achievements. The post-test was followed by interviews to discover issues that were not identified during the AT. The quantitative data were analysed using both the t-test and the Analysis of Co-variance (ANCOVA). The qualitative data collected through interviews were coded to form themes and later themes were organised in categories. The results show that EG performed better in the post-test than the CG their counterpart. More importantly, this study identified two new misconceptions that have not been reported in the literature: salts dissolve in water when it is in ‘fine’ grains; and solid sodium chloride is not an ionic compound. Furthermore, findings from AT revealed that students’ conceptual understanding of how salts are formed, how salts dissolve in water and how salts ionise improved dramatically especially from the EG, but not for the CG. Data collected on the AT post-test for EG show that males (mean 21.13 ± 9.72 SD) achieved better than females (mean 12.73 ± SD 5.97) and t-test p = 0.004. On macro level concepts, females from CG achieved higher scores than the males from the same group. Conversely, on micro level, the CG achievements were lower than the EG in males and females, suggesting that POE favours the reduction of misconceptions not only at macroscopic levels, but also at microscopic levels. The findings in this study highlight the need for educators, curriculum developers and textbook writers to work together in order to include various elements of POE in the curriculum as a model for conceptual change at high school science classroom.
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Iqbal, Md Hasan. "The Development and Validation of a One Tier Diagnostic Assessment to Test Premedical Students’ Misconceptions about Traumatic Brain Injury." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1464271962.
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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.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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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&rsquounderstanding of phases and phase changes concepts. In addition, the effects of these instructional methods on students&rsquo
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 Atatü
rk Anatolian Lycee in 2003-2004 educational year&rsquo
s first semester took part. The classes were randomly assigned as control and experimental groups. The experimental group was instructed by conceptual change oriented method with conceptual change texts supported by demonstration, whereas the control group was instructed by traditionally designed method over a period of three weeks. Both groups were administered to Phases and Phase Changes Achievement Test as pretest and posttest in order to assess students&rsquo
understanding of phases and phase changes concepts. Additionally, Science Process Skills Test was given before the treatment to measure students&rsquo
science process skills and Attitude Scale toward Chemistry as a School Subject was given after the treatment to determine their attitudes. The hypotheses were tested using analysis of covariance (ANCOVA), paired samples t-test, and analysis of variance (ANOVA). Results of this study indicated that conceptual change oriented instruction caused a significantly better understanding of phases and phase changes concepts
that males had fewer alternative conceptions than females on phases and phase changes
and that science process skills were strong predictors of understanding in phases and phase changes concepts. On the other hand, no significant difference between conceptual change oriented instruction and traditionally designed chemistry instruction
and no effect of gender difference on students&rsquo
attitudes toward chemistry as a school subject were found.
22
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 levels of information about students' misconceptions. It was found that science teachers also hold misconceptions and performance of the three groups was almost equal on the test. Next, the teachers of the sample students were trained to reteach three concepts: Force, Energy, and Light. After re-teaching, students were retested using both IAI and multiple-choice instruments. The results showed that pupils' misconceptions persist despite re-teaching. Then, in order to confirm or refute these results more widely, a larger number of teachers and students were involved. The purpose of this part of the study was to discover if in-depth teacher training can lead to more effective teaching. A special teacher training programme was developed. The selected teachers were randomly distributed into three groups. Group A was given in-depth training, whilst group B was given simple training. Group C served as a control group. After training, teachers retaught the concepts Force, Energy and Light in their own schools. Students were tested using multiple choice tests. It was found that group A was significantly different from groups B and C together only in one subset of test items in the concept Force. Also, the mean scores of students in group A in each test were found to be higher than those of students in groups B and C. From these results it is argued that programmes can be organised for the training of science teachers to tackle effectively problems arising from children's misconceptions. Finally, the study proposes a research project with an overall purpose of improvement of science education in Pakistan.
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Weiss, Leah. "ELL AND NON-ELL STUDENTS' MISCONCEPTIONS ABOUT HEAT AND TEMPERATURE IN MIDDLE SCHOOL." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4413.
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All students come to the classroom with their own ideas about a number of science phenomena. In the classroom setting, English language learners may have ideas about heat and temperature that present additional challenges for teachers. In fact, their ideas can stem from many different influences and English language learners (ELL), in particular, may have misconceptions about topics and language barriers, or misconceptions, that are culturally or language-based (Lee, 2001). This action research thesis was performed to explore the research questions: How did my use of formative assessment affect ELL students' misconceptions about heat?, How did my use of formative assessment uncover students' misconceptions about heat? Formative assessments were used in the classroom to uncover students' misconceptions about heat and temperature. The students performed labs based on the formative assessment activity sheets. The students answer before and after questions related to the labs. Data were collected and analyzed to examine changes in ELL students' conceptions of heat and temperature. Data showed that some ELL students changed their ideas about heat and temperature but other misconceptions remained. Time allotted to instruction and alignment of laboratory activities with formative assessments need to be further explored to address changing students' ideas about heat and temperature.M.Ed.;
Department of Teaching and Learning Principles;
Education
Teaching and Learning Principals
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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 &ldquoViews on Science-Technology-Society (VOSTS)&rdquo
instrument, translated and adapted into Turkish, were utilized to assess participants&rsquo
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 the purposes of the assessment. In order to understand participants&rsquo
views on nature of science in depth, semi-structured interviews were also conducted by 9 volunteer preservice science teachers. The results gave a picture of the preservice science teachers&rsquo
views on nature of science. Results of this study revealed preservice science teachers&rsquo
misconceptions on nature of science. Their views are mostly traditional on the nature of science. Results of the study indicated that preservice science teachers held traditional views (naive) regarding the definition of science
the nature of scientific models
the relationships between hypotheses, theories, and laws
fundamental assumptions for all science
the scientific method
uncertainty in scientific knowledge
epistemological status of scientific knowledge
coherence of concepts across disciplines. On the other hand participants have contemporary views (realistic) on the nature of observation
the nature of classification schemes
the tentativeness of scientific knowledge
cause and effect relationship. Analysis of interviews also supported these findings and gave a deep insight on preservice science teachers&rsquo
views on nature of science.
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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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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 andearthquake’s distribution on surface, isostasy, weathering and erosion, earth’s past and future, rock formation and the relevant age of continental and oceanic rocks. In order to process this, students’alternative ideas were assessed with a 20-item multiple choice questionnaire, which was formed online and delivered to all the Earth Science bachelor students of Uppsala University, at the end of the academic year. The questions were selected from the Geoscience Concept Inventory (GCI) developed by Libarkin & Anderson (2006). The answers of the questionnaire were statistically analyzed with SPSS software and students’ scores were calculated. One way ANOVA was performed in order to determine if there is a statistically significant difference between students’ scores and the year ofstudies. The expected outcome was that third year students would have higher GCI scores/level ofconceptual understanding, compared to the first and second year students, and that first year students would have the lowest. The results revealed the presence of alternative ideas to all of the students, and that even that the year of studies is a factor that affects the GCI scores, students’ final scores, are relatively low. The Earth’s scientific knowledge is not acquired by the accumulation of relevant information through the years of studies, but the existence of alternative ideas imply a resistance to learning or an obstacle in learning science.De studenter som börjar på universitet har inhämtat kunskap kring olika naturvetenskapliga fenomen och företeelser under sinuppväxt och genom undervisningen i grundskola och gymnasium. Detta kan ha resulterat i alternativa idéer eller missuppfattningar som står i strid med den vetenskapliga uppfatt-ningen. När desedanbörjar studera på universitetsnivå, så kan den uppfattning deredan har hamna i konflikt med undervisningen och blir till ett motståndmotkunskapsinlärning. Förståelsen av dessa alternativa idéer är därför mycket viktig, speciellt tidigt i en utbildning, då det visat sig i tidigare studier att dessa alternativaidéerkan vara mycket motståndskraftiga mot devetenskapliga förklaringar de möter, även efter att de studerat vidare under lång tid.Syftet med denna studie är att undersökaom kandidatstudenter i geovetenskap vid Uppsala universitet harmed sigalternativa idéer och sedan se hur detta påverkar deras kunskap om grund-läggande delar av geovetenskapernasom jordens magnetfält, källor till värme i jordens inre, platt-tektonik, vulkaner och jordbävningar, isostasi, vittring och erosion, jordens utveckling och framtid, åldern på bergarter och bergartsbildning. Studien genomfördes med hjälp av ett frågeformulär med 20 frågori form av en konceptinventering, vilket är ett diagnostiskt verktyg för att studera alternativa idéer och missuppfattningar hos elever och studenter. Frågorna valdes från en Internetbaserad resurs för s.k. ”Geoscience Concept Inventory”. Dessa skickades ut till studenterpå år ett, två och trepå kandidatprogrammet i geovetenskap, med frågor som täckte de områden som nämnts tidigare.Därefter utfördes en statistisk analysav resultatetoch utvärderades med avseende på studenternas kunnande i de olika frågorna.Ett förväntat resultat var att de studenter som läste på tredje året borde ha mer kunskap och förförståelse än de på första året av programmet. Resultatet avslöjade dock att förståelsen hos de olika studenterna i många fall var relativt lika och kunskapen i stort sett densamma för alla studenter, oavsett antaletår av studier. En slutsats var således att de alternativa idéer som studenterna hade var motståndskraftiga mot nya idéer och kunskap, så som teorin beskrivit det och att det är viktigt att ha kunskap om alternativa idéer som studenter kan förväntas bära med sig i undervisningen.I den geovetenskapliga utbildningenerhålls således inte ny kunskap genom en ständig påbyggnad av ny information genom åren, utan är ett slags ”kamp” mellan intuition och logik, strävandemot en mer vetenskaplig kunskapslogik
27
Linck, Barbara. "Test items for and misconceptions of competences in the domain of logic programming." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6446/.
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Development of competence-oriented curricula is still an important theme in informatics education. Unfortunately informatics curricula, which include the domain of logic programming, are still input-orientated or lack detailed competence descriptions. Therefore, the development of competence model and of learning outcomes' descriptions is essential for the learning process in this domain. A prior research developed both. The next research step is to formulate test items to measure the described learning outcomes. This article describes this procedure and exemplifies test items. It also relates a test in school to the items and shows which misconceptions and typical errors are important to discuss in class. The test result can also confirm or disprove the competence model. Therefore, this school test is important for theoretical research as well as for the concrete planning of lessons. Quantitative analysis in school is important for evaluation and improvement of informatics education.
28
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.Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2093. Adviser: William J. Boone. "Title from dissertation home page (viewed Nov. 27, 2006)."
29
Holveck, Susan, and Susan Holveck. "Teaching for Conceptual Change in a Density Unit Taught to 7th Graders: Comparing Two Teaching Methodologies - Scientific Inquiry and a Traditional Approach." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12414.
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This mixed methods study was designed to compare the effect of using an inquiry teaching methodology and a more traditional teaching methodology on the learning gains of students who were taught a five-week conceptual change unit on density.
30
Shaker, elJishi Ziad. "A Vygotskian Analysis of Preservice Teachers’ Conceptions of Dissolving and Density." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500010/.
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The purpose of this study was to examine the content knowledge of 64 elementary preservice teachers for the concepts of dissolving and density. Vygotsky’s (1987) theory of concept development was used as a framework to categorize concepts and misconceptions resulting from evidences of preservice teacher knowledge including pre/post concept maps, writing artifacts, pre/post face-to-face interviews, examination results, and drawings. Statistical significances were found for pre- and post-concept map scores for dissolving (t = -5.773, p < 0.001) and density (t = -2.948, p = 0.005). As measured using Cohen’s d values, increases in mean scores showed a medium-large effect size for (dissolving) and a small effect size for density. The triangulated results using all data types revealed that preservice teachers held several robust misconceptions about dissolving including the explanation that dissolving is a breakdown of substances, a formation of mixtures, and/or involves chemical change. Most preservice teachers relied on concrete concepts (such as rate or solubility) to explain dissolving. With regard to density, preservice teachers held two robust misconceptions including confusing density with buoyancy to explain the phenomena of floating and sinking, and confusing density with heaviness, mass, and weight. Most preservice teachers gained one concept for density, the density algorithm. Most preservice teachers who participated in this study demonstrated Vygotsky’s notion of complex thinking and were unable to transform their thinking to the scientific conceptual level. That is, they were unable to articulate an understanding of either the process of dissolving or density that included a unified system of knowledge characterized as abstract, generalizable, and hierarchical. Results suggest the need to instruct preservice elementary science teachers about the particulate nature of matter, intermolecular forces, and the Archimedes' principle.
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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.
Full textAbstract:
>Magister Scientiae - MScStudents 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’s (1982) conceptual change theory and the revised Bloom’s Taxonomy. Moreover, the very shift or restructuring of existing knowledge, concepts or schemata is what distinguishes conceptual change from other types of learning, and provides students with a more fruitful conceptual framework to solve problems, explain phenomena, and function in the world (Biemans & Simons, 1999; Davis, 2011). A quasi-experimental design was adopted to explore pre-service teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science. Sixteen second and third year pre-service teachers in one of the historically black universities in the Western Cape, South Africa, participated in the study. Two inseparable concepts of basic mechanics, work-energy concepts were taught and used for data collection. Data were collected using questionnaires, Physical Science Achievement Test (PSAT), Multiple Reflective Questions (MRQ) and an interview. An explicit problem solving strategy (IDEAL strategy versus maths-in-science instructional model) was taught in the intervention sessions for duration of three weeks to the experimental group (E-group). IDEAL strategy placed emphasis on drill and practice heuristics that helped the pre-service teachers’ (E-group) understanding of problem-solving. Reinforcing heuristics of this IDEAL strategy include breaking a complex problem into sub-problems. Defining and representing problem (e.g. devising a plan-using Free-Body-Diagram) was part of the exploring possible strategies of the IDEAL. More details on IDEAL strategy are discussed in Chapter 3. The same work-energy concepts were taught to the control group (C-group) using lecture-demonstration method. A technique (i.e. revised taxonomy table for knowledge and cognitive process dimension) was used to categorize and analyse the level of difficulties for each item tested (e.g. D1 = minor difficulty, D2 = major difficulty, and D3 = atypical difficulty
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Bulunuz, Nermin. "Understanding of Earth and Space Science Concepts: Strategies for Concept Building in Elementary Teacher Preparation." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/ece_diss/2.
Full textAbstract:
Research on conceptual change provides strong evidence that not only children but also many adults have incorrect or incomplete understanding of science concepts. This mixed methods study was concerned with preservice and inservice teachers’ understanding of six earth and space science concepts commonly taught in elementary school: reasons for seasons, phases of the moon, reasons for the wind, the rock cycle, soil formation, and earthquakes. The first part of the study determined and compared the level of conceptual understanding held by both groups on topics they will need to teach in the Georgia Performance Standards [GPS]. The second part focused on whether readings or hands-on learning stations, in some cases combined with concept mapping, improves preservice teachers’ understanding of these concepts. The third part described the application of conceptual change strategies of one group of preservice teachers during their field placements. The overall sample was two cohorts of preservice teachers, one cohort of preservice teachers from an alternative initial certification program, and two masters’ cohorts consisting of inservice teachers. Four data sources were: a six item open-ended survey, concept maps, the field assignments, and the researcher’s field notes. Rubrics were used to score answers to each survey question. Concept map scores were calculated based on the criteria developed by Novak and Gowin (1984). The first part of the study shows that both preservice and inservice teachers have low conceptual understanding of the earth science concepts taught in elementary school. Independent samples t-tests results indicate that both groups have similar understanding about these concepts. A two way ANOVA with repeated measures analysis demonstrated that readings and learning stations are both successful in building preservice teacher’s understanding and that benefits from the hands-on learning stations approached statistical significance. A paired samples t-test shows that concept mapping added to the participants’ conceptual understanding whether the participants learned the concepts through readings or stations. Finally, field assignments allowed the participants to apply knowledge that they learned in their science methods course in their classroom placements. This study has implications for teacher preparation programs, staff development, and conceptual change practices in field placements.
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Amatangelo, Miriam Lynne. "Student Understanding of Limit and Continuity at a Point: A Look into Four Potentially Problematic Conceptions." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3639.
Full textAbstract:
Mathematics students and teachers are familiar with the difficulty of learning and teaching concepts of continuity and limits. Research has expanded our knowledge of how students think about these concepts, including different conceptions and metaphors students use to reason about continuity and limits at a point. From the literature I have identified four potentially problematic conceptions (PPCs) students may use when reasoning about limit and continuity at a point. Questionnaires were administered to 861 BYU students in various mathematics courses to determine how prevalent and persistent the PPCs are among the students in each course. Interviews were conducted with nine first semester calculus to get an idea of how students reason about continuity and limit at a point and how that influences whether they use the PPCs. Students showed evidence of holding the four PPCs with a decrease in these conceptions typically after they took a course in analysis. Participants also did not understand the Formal definition of a Limit until they took a course in Analysis. Students were able to reason appropriately using many different conceptions of continuity. Considering limit conceptions, students using a Dynamic conception of Limit tended to be better able to reason about continuity and limit at a point. Students who did not use a Dynamic conception of limit tended to use the PPCs in general and incorrectly more often.
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Chan, Hooi Yee, and 陳慧儀. "A study of the influences of teachers' teaching implementations to address students' common misconceptions on their conceptualunderstanding on the topic of photosynthesis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50177497.
Full textAbstract:
This study aims to find out the influences of science teachers’ teaching implementations in addressing the students’ common misconceptions on their conceptual understanding on photosynthesis. The study was conducted in a school in Hong Kong with an international setting. A total of thirty-one Year 9 students participated in this study. Eighteen students were taught by Teacher A, the intervention group, who carried out the intervention to identify the common students’ misconceptions on photosynthesis and attempt to change the students’ misconceptions by carrying out different teaching activities. On the other hand, thirteen students were taught by Teacher B, the control group, who taught according to the Year 9 Science curriculum plans of their school and had focussed on delivering the expected concepts to be acquired by the students. Students’ conceptual understanding was assessed through the use of 4 different instruments, including the two-tier multiple choice question developed by Haslam and Treagust (1987) and the cartoon concept developed by Naylor and Keogh (2000), before and after the teaching of the topic. Results showed that the intervention group had better conceptual understandings on the plants’ food and the harnessing the Sun’s energy by plants during photosynthesis while the control group had better conceptual understandings on respiration in plants and the limiting factors on photosynthesis in plants. Overall, the intervention group had not developed a better conceptual understanding nor less misconception compared to the control group. Open ended teaching strategies (self-exploration, whole class or group discussions etc.) had limited the conceptual understanding amongst the lower achievers and the formation of misconception ‘plants respire only at night’ in the intervention group.published_or_final_version
Education
Master
Master of Education
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Cain, Ryan Francis. "Kindergarteners' Conceptions and Representations of Temperature: An Exploratory Study on How Young Children Perceive Air Temperature." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7696.
Full textAbstract:
As states, districts, and teachers work to make science classes more about doing the work of science and less about remembering science facts, research is needed to show what doing science looks like. This is especially needed for the youngest students, since much of the current research studies examine the upper part of the K-12 grade range.
Having been an early elementary science teacher, my work in this dissertation and beyond is focused on making the doing of science accessible to young children. One way to do science is to collect and interpret data – to measure something and make sense of changes in measurement over time. Kindergarten teachers already do this with the weather as called for in math curriculums and science standards, albeit in simplified forms with words like hot, cold, sunny, cloudy, etc. I was curious if the children could understand more complex ways of measuring the weather, using quantitative measurements with the help of a thermometer designed for young children.
Over the course of three interviews for each child, I asked six kindergarteners to show illustrate different temperatures, read thermometers, and interpret graphs of changing temperatures.
Based on my analysis of the interviews, my findings indicate that the six kindergarteners could all read the specialized thermometer and four of them demonstrated an understanding of how the measurements related to air temperature. This work may help with the planning of future science classes.
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Bindis, Michael P. "Students' misconceptions about intermolecular forces as investigated through paper chromatography experiments and the Molecular Attractions Concept Inventory." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1379167186.
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Pesman, Haki. "Development Of A Three-tier Test To Assess Ninth Grade Students'." 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&rsquomisconceptions 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 collect information about students&rsquo
understanding of simple electric circuits. Thereby, a list of misconceptions was acquired and it was used for developing an open-ended questionnaire. Next, the questionnaire was examined by two physics teachers and an instructor from METU for establishing content validity. The questionnaire was administered to 99 ninth-grade students and their responses were categorized in the purpose of determining the distracters of the three-tier test
the Simple Electric Circuit Diagnostic Test (SECDT). At last, the SECDT was developed and administered to 124 ninth-grade students. The validity of the SECDT was established by means of quantitative methods in addition to the qualitative methods. A positive correlation coefficient was estimated between student scores and confidence levels, that is, successful students on the SECDT were more confident for their responses than unsuccessful students. This result means that the SECDT works properly, for example, students generally understood the items and found their reasoning among the distracters. Also, what items measure was investigated by means of factor analysis, and three reasonable factors were obtained. Furthermore, proportions of false positives and negatives were estimated and found as 17.47 % and 10.82 %, respectively. As well as, Cronbach alpha reliability coefficient of student scores was estimated as 0.69, but the reliability coefficient of student misconception scores was estimated as 0.33. Consequently, the SECDT scores are valid and reliable measure of students&rsquo
qualitative understanding of simple electric circuits
however, misconception scores may not be reliable.
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Hamza, Karim. "Contingency in high-school students’ reasoning about electrochemical cells : Opportunities for learning and teaching in school science." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-32303.
Full textAbstract:
The thesis takes its departure from the extensive literature on students’ alternative ideas in science. Although describing students’ conceptual knowledge in many science areas, the literature offers little about how this knowledge enters into the science learning process. Neither has it focused on how particulars and contingencies of curricular materials enter into the learning process. In this thesis I make high-resolution analyses of students’ learning in action during school science activities about real or idealized electrochemical cells. I use a discursive mechanism of learning developed to describe how students become participants in new practices through slow changes in word use. Specifically, I examine how alternative and accepted scientific ideas, as well as curricular materials, enter into students’ reasoning. The results are then used for producing hypotheses over how a teacher can support students’ science learning. Alternative ideas in electrochemistry did not necessarily interfere negatively with, and were sometimes productive for, students’ reasoning during the activities. Students included the particulars and contingencies of curricular materials in their reasoning not only when interacting with a real electrochemical cell but also in a more theoretical concept mapping activity about an idealized cell. Through taxonomic and correlational investigations students connected the particulars and contingencies of the real electrochemical cell to the generic knowledge of electrochemistry. When actively introduced by the researcher, such investigations had consequences for how single students framed their explanations of a real electrochemical cell. The results indicate ways in which teachers may encourage the productive use of contingencies to promote learning within the science classroom. However, this may require consideration of what students say in terms of consequences for their further learning rather than in terms of correct or incorrect content.At the time of the doctoral defense, the following papers were unpublished and had a status as follows:Paper 3:Manuscript; Paper 4:Manuscript
Hur kan lärare hjälpa elever att resonera naturvetenskapligt
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Cetin, Pinar Seda. "Effects Of Conceptual Change Oriented Instruction On Understanding Of Gases Concepts." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12611252/index.pdf.
Full textAbstract:
The main purpose of the study was to compare the effectiveness of conceptual
change oriented instruction accompanied with computer animations and traditionally
designed chemistry instruction on 10th grade students&rsquounderstanding, achievement and retention of gases concepts and attitudes towards chemistry as a school subject. Also students&rsquo
views about nature of science were investigated. Quasi experimental design was used in this study. 67 tenth grade students from two intact classes of a chemistry course taught by the same teacher in Sokullu High School were enrolled. The hypotheses were tested by using analyses of covariance and two- way analyses of variance. The results indicated that instruction based on conceptual change approach caused significantly better acquisition of the scientific conceptions, achievement and retention related to gases concepts than traditionally designed chemistry instruction. Science process skill was determined as a strong predictor in the concepts related to gases. Moreover instruction based on conceptual change approach improved students&rsquo
attitudes as a school subject. However no significant effect of gender difference on students&rsquo
understanding, achievement and attitudes toward chemistry as a school subject was found. Finally experimental group students&rsquo
views about some characteristics of nature of science were determined as more realistic than control group students.
40
Brandriet, Alexandra R. "Investigating Students' Understandings of the Symbolic, Macroscopic, and Particulate Domains of Oxidation-Reduction and the Development of the Redox Concept Inventory." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1403694253.
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Ceylan, Eren. "Effect Of Instruction Using Conceptual Change Strategies On Students." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12605335/index.pdf.
Full textAbstract:
The main purpose of the study was to compare the effectiveness of the conceptual change oriented instruction through demonstration and traditionally designed chemistry instruction on 10th grade students&rsquounderstanding of chemical reactions and energy concepts and attitudes towards chemistry as a school subject. In this study, 61 tenth grade students from two classes of chemistry course instructed by same teacher from Atatü
rk Anatolian High School took part. The study was conducted during 2003-2004 fall semester. This study included two groups which were selected randomly throughout 9 classes. One of the group was defined as control group in which students were taught by traditionally designed chemistry instruction, while the other group defined as experimental group in which students were instructed by conceptual change oriented instruction through demonstrations (CCID). Chemical Reactions and Energy Concepts Test and Attitude Scale toward Chemistry were administered to both groups as a pre-test and post-test to assess the students understanding of chemical reactions and energy 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. 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 chemical reactions and energy concepts than TDCI. The results showed that there was a significant difference between post-test mean scores of students taught with CCID and those taught with TDCI with respect to their attitude toward chemistry as a school subject. A Science process skill was determined as a strong predictor in understanding the concepts related chemical reactions and energy.
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Montenegro, Maximiliano José. "Identifying student mental models from their response pattern to a Physics multiple-choice test." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1204258539.
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Yavuz, Ayse. "Effectiveness Ofconceptual Change Instruction Accompaniedwith Demonstrations And Computer Assisted Concept Mapping On Students'." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605958/index.pdf.
Full textAbstract:
ABSTRACT
EFFECTIVENESS OF CONCEPTUAL CHANGE INSTRUCTION
ACCOMPANIED WITH DEMONSTRATIONS AND COMPUTER ASSISTED CONCEPT MAPPING ON STUDENTS&rsquoUNDERSTANDING OF MATTER CONCEPTS Yavuz, Ayse PhD., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. Ö
mer Geban January 2005, 133 pages The main purpose of this study was to investigate the effectiveness of conceptual change instruction accompanied with demonstration and computer assisted concept mapping on seventh grade students understanding matter concepts. In addition, the effect of instruction on students&rsquo
attitudes toward science as a school subject and the effect of gender difference on understanding matter concepts were investigated. Seventy five, seventh grade students from four classes of a General Science Course taught by the same teacher at Ö
zel ENKA Middle School during fall semester of 2003&ndash
2004 was enrolled in this study. The classes were randomly assigned as conrol group and experimental group. Students in the control group received traditional science instruction including traditional lecture method with discussions and traditionally designed labsheets. Students who were in the experimental group received conceptual change instruction accompanied with demonstration and computer assisted concept mapping. Both groups were administered Matter Concept Test as pre- and post-tests and Attitude Scale toward Science as a School Subject. In addition to these, Science Process Skill Test was used at the beginning of the study to determine students&rsquo
science process skills. T-test, univariate analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were used for testing the hypotheses of the study. The results indicated that conceptual change instruction accompanied with demonstration and computer assisted concept mapping caused a better acquisition of scientific conceptions related to matter concepts and produced more positive attitudes toward science as a school subject than traditionally designed sicence instruction. In addition, science process skill was a strong predictor in understanding matter concepts. On the other hand, no significant effect of gender difference on students&rsquo
understanding of matter concepts and their attitudes toward science as a school subject was found.
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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.
Full textAbstract:
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 which students elicit their views and is followed by reflexion and reconstruction phases which analyse, rethink and reorganize students' knowledge. It ends with a re-evaluation phase. The third step was to plan and implement suitable cuniculum materials.This design incorporated suggestions from the history and epistemology of science and took into account many of the precursor hypotheses and theories which were later subsumed by the all-embradng Theory of Plate Tectonics. Four Units corresponding to each one of the topics referred to above were constructed. The last two units were implemented with an "experimental" group of five students during a five-weekperiod of extra specialist teaching. These studies demonstrate: (i) A rich vein of ideas, tapped before and after the normal period of teaching, which differ from those of the sdentific consensus. Some of these ideas reveal similaritieswith historicalsteps in the construction of Earthsoences ' knowledge and others seem to be imponed from others areas of scence, (ii) The potential of the teaching model as a framework for the designing of curriculum materials; (lii) That materials designed in accordance with the proposed model diminished students' learning difficulties; (iv) That students' conceptual changes were promoted; (iv) A list of precise recommendations which might be used in a normal secondary school's sdence classrooms.
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Koehler, Karen E. "Examining the Conceptual Understandings of Geoscience Concepts of Students with Visual Impairments: Implications of 3-D Printing." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494273823844707.
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Bulbul, Yeter. "Effects Of 7e Learning Cycle Model Accompanied With Computer Animations On Understanding Of Diffusion And Osmosis Concepts." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612299/index.pdf.
Full textAbstract:
ABSTRACT
EFFECTS OF 7E LEARNING CYCLE MODEL ACCOMPANIED WITH COMPUTER ANIMATIONS ON UNDERSTANDING OF
DIFFUSION AND OSMOSIS CONCEPTS
Bülbü
l, Yeter Ph. D., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. Ö
mer Geban August 2010, 232 pages The main purpose of the study was to compare the effectiveness of the instruction based on 7E learning cycle model accompanied with computer animations and traditionally designed biology instruction on 9th grade students&rsquo
understanding and achievement related to diffusion and osmosis concepts and their attitudes toward biology as a school subject. Quasi experimental design was used in this study. A total number of 66 ninth grade students from four intact classes of a biology course taught by the same biology teacher in a private high school in Istanbul were enrolled. The study was conducted during spring semester of 2008-2009 academic year. This study included two experimental and two control groups. Experimental and control groups were randomly assigned. The students in the control group were instructed with traditionally designed biology instruction, while the students in the experimental group were instructed with 7E learning cycle model based instruction accompanied with computer animations. In the experimental group, students were taught with respect to the sequence of 7E learning cycle model which are elicit, engage, explore, explain, elaborate, evaluate, and extend through the use of activities such as demonstration, computer animations, laboratory activities, and discussions. In the control group, traditionally designed biology instruction was implemented through the teacher explanation, demonstrations, and use of textbook. Diffusion and Osmosis Diagnostic Test (DODT), Diffusion and Osmosis Achievement Test (DOACH), Attitude Scale Toward Biology (ASTB) were administered to both groups as a pre-test and post-test to assess students&rsquo
understanding and achievement of diffusion and osmosis concepts, and students&rsquo
attitudes toward biology respectively. Science Process Skill Test (SPST) was given at the beginning of the study to determine students&rsquo
science process skills. Moreover classroom observations were conducted. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on 7E learning cycle model accompanied with computer animations caused significantly better acquisition of the scientific conceptions related to diffusion and osmosis concepts than traditionally designed biology instruction. Science process skill was determined as a strong predictor in the concepts related to diffusion and osmosis. Moreover instruction based on 7E learning cycle model accompanied with computer animations was more effective for improvement of students&rsquo
attitudes as a school subject. However no significant effect of gender difference on students&rsquo
understanding, achievement, and attitudes toward biology as a school subject was found.
47
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.
Full textAbstract:
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 knowledge representation is discussed. The main steps are analysis of past research literature in pupil misconceptions, building a matrix table consisting of various parameters and logical relationship between these parameters, designing the questions for eliciting the understanding and building the rule base. Finally the rule base has to be organised for encoding into a format suitable for inclusion into a generic expert system shell (Leonardo). In general, the two forms of rules contained in the knowledge base are diagnostic rules and the question sequence rules. The diagnostic rule consists of if-then statements which describes the patterns of typical science misconceptions found in the literature. Detection of a specific pattern results in descriptive diagnostic feedback. The question sequence also consists of if-then rules which are used to support the branching of questions according to previous responses. In the topic of floating and sinking, the diagnostic rule makes use of the certainty factors feature of the shell in making a decision. Both school pupils and teachers were used to validate the program. The analysis of pupils' responses suggests that the program is capable of diagnosing pupil's misconception and that new diagnosis rules can be added to the program to cater for new patterns of understanding detected by the system. The teachers responded favourably to a questionnaire regarding the user interface, the accuracy and outcomes of the questions used in the program and the accuracy of the diagnostic feedback provided by the program. In conclusion, within the limitation of the scope of the diagnosis rule base contained in the program, the research shows that such a methodology for using the available expert knowledge is feasible.
48
Linenberger, Kimberly J. "Biochemistry Students' Understandings of Enzyme-Substrate Interactions as Investigated through Multiple Representations and the Enzyme-Substrate Interactions Concept Inventory." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1321309534.
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Brodie, Michael Benjamin. "A Common Misconception in Multi-Label Learning." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6114.
Full textAbstract:
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 specific features that predispose datasets to improved classification by methods that model label dependence. Additionally, we provide an empirical analysis of 15 benchmark datasets, 1 real-life dataset, and a variety of synthetic datasets. We assert that binary relevance (BR) yields similar, if not better, results than dependency-exploiting models for metrics with evenly weighted label contributions. We qualify this claim with discussions on specific characteristics of datasets and models that render negligible the differences between BR and dependency-learning models.
50
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.
Full textAbstract:
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 dispose que du texte. Les questions de recherches : Que construisent ces élèves comme connaissances ?Qu'apportent ces deux types d'apprentissage (l'apprentissage par une situation connue et l'apprentissage par le texte) ? Quels sont les obstacles que rencontrent ces élèves ? Les hypothèses : un apprentissage par une situation connue conduit à la construction de connaissances opératives (des concepts outils). Un apprentissage par le texte conduit à la construction de connaissances décontextualisées (des concepts objets). Un apprentissage par les situations dans un dispositif didactique conduit ultérieurement à la construction de concepts catégoriels. Ces deux types d'apprentissage impliquent l'obstacle épistémologique dans la construction des concepts dans leurs deux fonctions : outil et objet.