Journal articles: 'Science misconceptions'

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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.

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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.

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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.

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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

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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.

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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

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SHAPIRO, ROBERT. "Dispelling Misconceptions of Science." Chemical & Engineering News 71, no. 5 (February 1993): 38–39. http://dx.doi.org/10.1021/cen-v071n005.p038.

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Denning, Peter J., Matti Tedre, and Pat Yongpradit. "Misconceptions about computer science." Communications of the ACM 60, no. 3 (February 21, 2017): 31–33. http://dx.doi.org/10.1145/3041047.

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Rizqiyah, Ifsantin Silma, Suyatno Sutoyo, and Leny Yuanita. "Conception Profile of Students in Class XI.1 Science on Chemical Equilibrium Materials with Pogil Learning Model to Reduce Misconception." Volume 5 - 2020, Issue 9 - September 5, no. 9 (September 29, 2020): 681–87. http://dx.doi.org/10.38124/ijisrt20sep294.

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Misconceptions can be caused due to a person's low understanding of a concept, as a result it will influence a person in understanding and connecting between existing knowledge principles. Several studies were conducted to find out what strategies can be used to reduce student misconceptions, especially in chemistry lessons. The purpose of this study is to describe the concept profile of students after using the POGIL learning model to reduce student misconceptions. The subjects in this study were students of class XI.1 Science who had received chemistry learning about chemical equilibrium. The data collection instruments used included observation sheets of learning activities and tests of understanding the concept of multiple choice reasoned and accompanied by the level of confidence of students (three tier). Data analysis was carried out descriptively with a three tier diagnostic test. The results of the analysis of the student's misconception profile that have been obtained are then mapped individually and personally. The results showed that the profile of students 'conception after learning using the POGIL learning model, most of the students' conceptions experienced positive changes with the translation of students with initial misconceptions, not knowing the concept changed to knowing the concept, and students who remained on the profile knew the concept but still there are students who are still in the misconception profile. Through the results of this study, it is hoped that it will be useful for education practitioners in choosing alternative learning strategies in delivering chemical equilibrium subject matter and as a reference for overcoming students who are still experiencing misconceptions.

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Boyes, E. "Catastrophic misconceptions in science education." Physics Education 23, no. 2 (March 1, 1988): 105–9. http://dx.doi.org/10.1088/0031-9120/23/2/006.

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Settlage, John, and M. J. “Dee” Goldston. "Prognosis for Science Misconceptions Research." Journal of Science Teacher Education 18, no. 6 (November 7, 2007): 795–800. http://dx.doi.org/10.1007/s10972-007-9075-2.

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Raisul, Moh, Tahril Tahril, and Afadil Afadil. "Misconception Reduction by Implementing Contextual Teaching and Learning (CTL) Approach on Salt Hydrolysis Material in Grade XI at SMA 1 Palasa." Jurnal Akademika Kimia 9, no. 2 (May 29, 2020): 78–86. http://dx.doi.org/10.22487/j24775185.2020.v9.i2.pp78-86.

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Misconception is a conception of someone who is not in accordance with the scientific concept recognized by experts. Student’s who experience misconceptions will make mistakes in understanding concept’s and occur continuously. This study aimed to determine the percentage of reduction of students’ misconception in grade XI SMA 1 Palasa on salt hydrolysis by implementing contextual teaching and learning (CTL) approach. This study was a quantitative descriptive study with the number of samples of 2 classes, that’s Class XI Science A consisted of 22 students, and Class XI Science B consisted of 22 students. The instrument test was a reasoned multiple choice test accompanied by a certainty of response index (CRI) consisting of 20 items. The results showed that the percentages of the average reduction of students’ misconceptions in the class XI science A and in the class XI science B on salt hydrolysis with contextual teaching and learning (CTL) approach were 19.6 and 9.8%, respectively.

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Maslansky;, R. "Metaphors, Misuse, and Misconceptions." Science 301, no. 5639 (September 12, 2003): 1479c—1482. http://dx.doi.org/10.1126/science.301.5639.1479c.

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Nasrudin, H., and U. Azizah. "Overcoming Student’s Misconception through Implementation of Metacognitive Skills-Based Instructional Materials in Energetics." Jurnal Pendidikan IPA Indonesia 9, no. 1 (March 31, 2020): 125–34. http://dx.doi.org/10.15294/jpii.v9i1.21630.

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Developing metacognitive skills is a prominent objective in the education field. Several institutions use the skills to facilitate students’ thinking processes. This study aims to overcome student misconceptions in energetic materials by implementing teaching materials based on metacognitive skills. Several studies have shown that metacognitive skills have played a role in reducing misconceptions through the process of problem-solving in science learning. The subjects of this research are students majoring in chemistry at Universitas Negeri Surabaya, Indonesia. Students’ conception status is determined by the result of a conception test equipped with the Certainty of Response Index. With descriptive analysis techniques, results indicated that students who had the potential misconceptions status at the beginning had experienced self-actualization: (1) the number of students who have “the right concept” is more than those who “do not know the concept” and have “misconceptions,” and (2) the number of students who have status least misconception. Based on the results of the study, the implementation of metacognitive skills-based teaching materials can overcome student misconceptions in energetic material.

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Istikomayanti, Yuswa, and Zuni Mitasari. "Student’s Misconception of Digestive System Materials in MTs Eight Grade of Malang City and the Role of Teacher’s Pedadogic Competency in MTs." Jurnal Pendidikan Biologi Indonesia 3, no. 2 (June 14, 2017): 103. http://dx.doi.org/10.22219/jpbi.v3i2.4326.

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Misconception research has important value in the development of students' thinking processes especially in science field. As the identification of important concepts that must be mastered by the students can be done, the teacher will easily able to emphasis the important or main concepts. This study aims to identify the students’ misconception in digestive system materials in eight grade of MTs and teacher pedagogic competence role. The survey was conducted in 8A (16 students) and 8B (17 students) MTs Muhammadiyah 1 and 8E (19 students) Surya Buana Malang. The stages of research survey were: preparation of research goals (formulation), sample determination, preparation and instruments validation, data collection, and data analysis. The instruments used were: misconception test, student response questionnaire, learning observation guide, and teacher pedagogic competency form. The findings of the learning outcomes were discussed with the observer team, which then were assessed by using the assessment rubric and classified into the categories of student misconceptions. The results showed that the three teachers, neither certified nor uncertified were proved to be limited in overcoming misconceptions in the learning process; meanwhile, the results of students’ misconception test were mostly reach only level 3 (medium). Thus, the study of misconceptions of the digestive system material or other physiological material matter needs to get the attention of the teachers and educational practitioners.

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Diani, Rahma, Sri Latifah, Yanda Meilya Anggraeni, and Dwi Fujiani. "Physics Learning Based on Virtual Laboratory to Remediate Misconception in Fluid Material." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 3, no. 2 (December 30, 2018): 167. http://dx.doi.org/10.24042/tadris.v3i2.3321.

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An understanding of concepts is very necessary in physics learning. It has been confirmed that often students have different understanding of scientific concepts, this term is what commonly called Misconception. Misconception is a problem that must be addressed immediately because misconception is one factor that causes students to experience difficulties in learning physics. This study aims to determine the effect of physics learning with the PDEODE model (predict-discuss-explain-observe-discuss-explain) assisted by virtual laboratory in the form of PhET simulation in remediating students’ misconceptions in the fluid material. This type of research is a Pre-Experimental One Group Pretest-Posttest design. The samples of this study were eleventh-grade science students of State Senior High School in Gadingrejo District, Lampung Province, taken through simple random sampling technique. The test used was in the form of a multi-tiered multiple-choice test of the four-tier diagnostic test with certainty response index (CRI) consisting of 20 items. The result of this study indicates that students' misconceptions decrease for all sub-concepts of fluid material. Based on the previously described statements, it can be concluded that physics learning based on virtual laboratory can remedy students' misconceptions, especially in fluid material.

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Fahrenkamp-Uppenbrink, Julia. "Misconceptions about measurement error." Science 355, no. 6325 (February 9, 2017): 591.18–593. http://dx.doi.org/10.1126/science.355.6325.591-r.

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McCartney, M. "Making Use of Misconceptions." Science 337, no. 6098 (August 30, 2012): 1020. http://dx.doi.org/10.1126/science.337.6098.1020-c.

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Leonard, Mary J., Steven T. Kalinowski, and Tessa C. Andrews. "Misconceptions Yesterday, Today, and Tomorrow." CBE—Life Sciences Education 13, no. 2 (June 2014): 179–86. http://dx.doi.org/10.1187/cbe.13-12-0244.

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A recent essay in CBE—Life Sciences Education criticized biology education researchers’ use of the term misconceptions and recommended that, in order to be up-to-date with education research, biology education researchers should use alternative terms for students’ incorrect ideas in science. We counter that criticism by reviewing the continued use and the meaning of misconceptions in education research today, and describe two key debates that account for the controversy surrounding the term. We then identify and describe two areas of research that have real implications for tomorrow's biology education research and biology instruction: 1) hypotheses about the structure of student knowledge (coherent vs. fragmented) that gives rise to misconceptions; and 2) the “warming trend” that considers the effects of students’ motivation, beliefs about the nature of knowledge and learning (their epistemic beliefs), and learning strategies (their cognitive and metacognitive skills) on their ability to change their misconceptions in science. We conclude with a description of proposed future work in biology education research related to misconceptions.

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Brna, Paul. "A Methodology for Confronting Science Misconceptions." Journal of Educational Computing Research 6, no. 2 (May 1990): 157–82. http://dx.doi.org/10.2190/tquj-auw9-wckv-wfu2.

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Hughes, Sean, Fiona Lyddy, and Sinead Lambe. "Misconceptions about Psychological Science: A Review." Psychology Learning & Teaching 12, no. 1 (January 2013): 20–31. http://dx.doi.org/10.2304/plat.2013.12.1.20.

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Gil-Perez, Daniel, and Jaime Carrascosa. "What to do about science “misconceptions”." Science Education 74, no. 5 (September 1990): 531–40. http://dx.doi.org/10.1002/sce.3730740504.

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de Meis, Leopoldo, Alexandre Braga, Vivian M. Rumjanek, and Frank Barral. "Science and art: Concepts and misconceptions." Biochemical Education 21, no. 4 (October 1993): 195–96. http://dx.doi.org/10.1016/0307-4412(93)90092-e.

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Pardiyanto, Eko, and Winarti Winarti*. "Generative Learning Strategy Assisted by Flash Animation to Remediate Students’ Misconceptions on Newton’s Law of Gravity." Jurnal Pendidikan Sains Indonesia 9, no. 2 (March 18, 2021): 201–16. http://dx.doi.org/10.24815/jpsi.v9i2.18926.

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The generative learning strategy assisted by flash animation had not been applied to overcome learners’ misconceptions. This research aims to find out the effectiveness of generative learning strategy assisted by flash animation to remediate learners’ misconceptions toward the Newton’s law about gravity and to determine the way to decrease learners’ misconceptions after the intervention. This research applied the quasi-experimental method with pretest-posttest control group design. This research was conducted at Public Senior High School 5 Yogyakarta. The population consisted all ten graders, 216 participants. The sample was taken with purposive sampling from X-science-mathematics-2 learners as the control group and X-science-mathematics-4 learners as the experimental group. There were seventy-two learners. The applied instruments were two-tier multiple choice items and the learner-interview sheet, as the non-test instrument. From the research, the obtained N-Gain was 0.476. The hypothesis test showed that the t-test obtained the asymp.sig 2(tailed)of 0.000 and the probability score was 0.05. The asymp.sig (2-tailed) was lesser than the probability score and its effectiveness was 0.988. The decreased misconception after the intervention found in experimental group was 20% while the control group was 2.30%. It meant generative learning strategy assisted with flash animation was effective to remediate the tenth-graders’ misconceptions of Public Senior High School 5 Yogyakarta on Newton’s law about gravity

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Wahyuningsih, Sri. "ANALISIS MISKONSEPSI LITERASI SAINS MENGGUNAKAN THREE TIER MULTIPLE CHOICE TEST MATERI CAHAYA." Phenomenon : Jurnal Pendidikan MIPA 8, no. 2 (December 30, 2018): 1. http://dx.doi.org/10.21580/phen.2018.8.2.2494.

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Recently mastery of scientific literacy for students has become the focus of education. The level of scientific literacy skills of students in Indonesia is low, which is influenced by misconceptions. So far, study on the development of diagnostic tests that uncover the misconception of scientific literacy is still limited, whereas it is much needed to improve the learning system in Indonesia. The result of observation and interview of scientific lesson in SMP Negeri 05 Semarang shows that students having difficulties in studying light materials and evaluation tools used by teachers are not continued to reveal misconception of scienctific literacy. The aims of this study to develop three tier multiple choice (3TMC) test with the scientific literacy aspect and to find the misconception of students' light scientific literacy. The research sample is class VIIIE and VIIIF with mix method of sequential explanatory strategy. The result of 3TMC test instrument with scientific literacy aspect which is developed which is 30 item where 25 items fulfill criteria with valid result, reliable, sufficient distinguishing, medium difficulty level while 5 grains are not used. The results of the interpretation indicate that the average learners have misconception of scientific literacy aspects of knowledge (A), science investigation competence (B), science as a way of thinking (C) and application of science to technology, society and environment. In-depth interviews were conducted on 7 students who experienced the highest misconception of scientific literacy. The result they experience misconceptions of scientific literacy indicators of light properties, viewing processes, eye defects and optical devices.

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Fadillah, Nurul. "Identify Causes Students Against Misconceptions in SMA Biology Material As Langsa." Jurnal Pendidikan Biologi 7, no. 2 (September 15, 2018): 127. http://dx.doi.org/10.24114/jpb.v7i2.10624.

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Misconception is the notion of a concept that is not right, wrong in using the concept of the name, one of the concepts classify examples, doubts about the different concepts, not right in connecting a wide range of concepts in the hierarchy composition or manufacture of a generalization of the concept of excessive or less clear. This study aims to determine how much misconceptions and identify the factors that cause misconceptions students of class XI against biological materials in SMA as Langsa. This research was conducted in SMA as Langsa. The population in this study were all students of class XI Science SMAN as Langsa. Sampling technique in this study conducted stratified random sampling, so the sample used was 210 students. This study used research instrument in the form of two-dimensional diagnostic tests, questionnaires and interviews. The results showed that the percentage of students' misconceptions of the material in high school biology class XI as Langsa State is 21%. The factors that cause student misconceptions that book 24.90%, 3.34% teachers, parents 0.83%, 12.80% friends, internet 1.63%, 0.10% beliefs, and others that students responded by reading the student worksheet (LKS) or by believing in yourself by 56.39%.

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Jayanti, Puji. "COMPARATIVE STUDY: MISCONCEPTIONS ON PHOTOSYNTHESIS AND RESPIRATION CONCEPTS FROM PAST TO THE PRESENT." JPPS (Jurnal Penelitian Pendidikan Sains) 9, no. 1 (January 17, 2020): 1750. http://dx.doi.org/10.26740/jpps.v9n1.p1750-1755.

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This study aimed to compare the past misconception problems in photosynthesis and respiration topics with the present cases in Indonesia. This descriptive study was undertaken to mainly describe the misconception on science learning from the past to the present times. Misconception test was used as the research instrument that was given to Indonesian students from four provinces namely East Java, South Sulawesi, South Sumatra, and Middle Kalimantan. This study used an experiment conducted in 1996, of which they were further compared with the present literatures about misconception in photosynthesis and respiration, including the data of pre-service teacher class obtained from 2010 to 2017. Results found that there was a similar misconception from 1996 to 2017 about photosynthesis and respiration. There was an indication that misconception in photosynthesis and respiration was not solved properly. This study suggested that the results could be used as an awareness for teachers in accordance with numbers of misconceptions in photosynthesis and respiration that have existed since long ago. Some actions were needed to overcome the misconceptions. One of the effort is by increasing students scientific reasoning skills. By increasing of students’ scientific reasoning skills, students will be able to interpret the information they got and using some evidence that related to evaluated the information truth. But the further research is needed to develop learning devices to train students’ scientific reasoning skills.

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Lestari, P. Ayu Suci, Satutik Rahayu, and Hikmawati Hikmawati. "Profil Miskonsepsi Siswa Kelas X Smkn 4 Mataram pada Materi Pokok Suhu, Kalor, dan Perpindahan Kalor." Jurnal Pendidikan Fisika dan Teknologi 1, no. 3 (March 14, 2017): 146. http://dx.doi.org/10.29303/jpft.v1i3.251.

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This research aimed to describe the students misconception profile for grade X SMKN 4 Mataram on the subject matter of Temperature, Heat, and Heat Transfer. This research is descriptive with case study design. The population in this research were all students of grade X SMK 4 Mataram which amounts to 424 people. The sampling technique used was purposive sampling, so that the sample in this research were all students of grade X SMK 4 Mataram except for class X of Office Administration 1 (X APK 1) and X of Office Administration 2 (X APK 2) which amounts to 333 people, because only both of this grade that do not get science subjects. Data were obtained from the test instrument identification shaped misconceptions reasoning multiple choice with an open reasoning and the analyzed using descriptive statistics which have previously been validated by one person subject teacher Science grade X and two person physical education lecturer. Based on this research, it was found that the students of grade X SMK 4 Mataram academic year 2014/2015 have misconceptions identified by the average percentage of misconceptions on the concept of temperatures by 11.53%, on the concept of heat by 16.44%, on the concept of expansion by 8.61%, and on the concept of heat transfer by 15.22%, so it can be concluded that the misconceptions experienced by the students of grade X SMK 4 Mataram in Akademic Year 2014/2015.

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Subagyo, Arif Imam, Suyono Suyono, and Tukiran Tukiran. "PENERAPANMODIFIED INQUIRY MODELS UNTUK MENCEGAHMISKONSEPSISISWA PADA KONSEP KESETIMBANGAN KIMIA." JPPS (Jurnal Penelitian Pendidikan Sains) 3, no. 2 (January 29, 2017): 361. http://dx.doi.org/10.26740/jpps.v3n2.p361-366.

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This research aims prevent student’s misconception to the concept of chemical equilibrium. Misconceptions prevention performed was using a modified inquiry model.Subject in this research arestudents science grade XI in SMAN Kabuh Jombang.This research is pre-experiment with one group pretest - posttest design. Identification of misconceptions used Three Tier Test method. The resulted discrete data was analyzed using qualitative descriptive and continu data was analyzed using inferential statistics, namely the Mann-Whitney test, t-Test, and Wilcoxon’s Sign Rank Test.A modified inquiry learning models successfully preventedstuedent’s misconceptionbut still remained the burden of misconceptions. Based on inferential statistical test with thesignificance level of 95% it can be concluded that the science classes decreased significantly the level of burdenof misconceptions as the impact of learning a modified inquiry models.Penelitian ini bertujuan untuk mencegah miskonsepsi siswa pada konsep kesetimbangan kimia. Pencegahan terjadinya miskonsepsi dilakukan dengan menggunakan model pembelajaran modified inquiry. Sasaran penelitian adalah siswa kelas XI IPA di SMAN Kabuh Kabupaten Jombang.Penelitian ini merupakan penelitian pra-eksperimen dengan one group pretest-posttest design. Identifikasi miskonsepsi menggunakan metode Three Tier Test. Teknik analisis data diskrit menggunakan deskriptif kualitatif dan data kontinyu menggunakan statistik inferensial yaitu: Mann-Whitney Test,t-Test, dan Wilcoxon’s Sign Rank Test.Pembelajaran menggunakan modified inquiry berhasil mencegah miskonsepsi siswa dan membuat siswa menjadi tahu konsep, tetapi masih menyisakan beban miskonsepsi siswa. Dengan menggunakan uji statistik inferensial pada taraf kepercayaan 95% dapat disimpulkan bahwa pada kelas penelitian terjadi penurunan secara signifikan beban miskonsepsi siswa sebagai dampak pembelajaran menggunakan modified inquiry.

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SUPRAPTO, N., A. ABIDAH, K. DWININGSIH, M. N. R. JAUHARIYAH, and A. SAPUTRA. "MINIMIZING MISCONCEPTION OF IONIZATION ENERGY THROUGH THREE-TIER DIAGNOSTIC TEST." Periódico Tchê Química 15, no. 30 (August 20, 2018): 387–96. http://dx.doi.org/10.52571/ptq.v15.n30.2018.390_periodico30_pgs_387_396.pdf.

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Research about conception and misconception of specific topics in science education is still sightseen among researchers. Ionization energy is one concept that possible generate mis(understanding) for students. Therefore, this study aimed to investigate the understanding of ionization energy among high school students. Totally, 118 students from East Java-Indonesia were invited to an online-Ionization Energy Diagnostic*Modification (IEDI*M) test through survey study. IEDI*M consisted of 12 multiple choices with three-tier items. The findings mapped the main misconceptions of ionization energy, especially for Group 1, Group 2, Period 2, and Period 3 established on the periodic system. By using three-tier tests, the percentages of misconceptions decreased from one-tier to two-tier and from two-tier to three-tier levels.

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Rowell, Jack A., Chris J. Dawson, and Harry Lyndon. "Changing misconceptions: a challenge to science educators." International Journal of Science Education 12, no. 2 (April 1990): 167–75. http://dx.doi.org/10.1080/0950069900120205.

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Block, Ned, David Carmel, Stephen M. Fleming, Robert W. Kentridge, Christof Koch, Victor A. F. Lamme, Hakwan Lau, and David Rosenthal. "Consciousness science: real progress and lingering misconceptions." Trends in Cognitive Sciences 18, no. 11 (November 2014): 556–57. http://dx.doi.org/10.1016/j.tics.2014.09.004.

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Barrow, Lloyd H. "Elementary Science Textbooks and Potential Magnet Misconceptions." School Science and Mathematics 90, no. 8 (December 1990): 716–20. http://dx.doi.org/10.1111/j.1949-8594.1990.tb12050.x.

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Park, Dong-Ho. "Misconceptions and Truths about “Exercise Science” Journal." Exercise Science 28, no. 1 (February 28, 2019): 1–2. http://dx.doi.org/10.15857/ksep.2019.28.1.1.

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Khang, Goh Ngoh, Chan Chee Kai, and Chia Lian Sai. "Gender Difference, Misconceptions and Instruction in Science." Singapore Journal of Education 15, no. 2 (January 1995): 33–41. http://dx.doi.org/10.1080/02188799508548578.

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Sadhu, Satya, Maria Tensiana Tima, Vika Puji Cahyani, Antonia Fransiska Laka, Desfi Annisa, and Atina Rizanatul Fahriyah. "Analysis of acid-base misconceptions using modified certainty of response index (CRI) and diagnostic interview for different student levels cognitive." International Journal of Science and Applied Science: Conference Series 1, no. 2 (August 14, 2017): 91. http://dx.doi.org/10.20961/ijsascs.v1i2.5126.

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The authors in this paper draw attention to the importance of an instrument that can analyze student’s misconception.This study described the kind of the misconception in acid-base theory, and the percentage students’ misconception occur in every subconcept of acid-base theory. The design of this study is a descriptive method, involved 148 of 11th grade science students from Senior High School, which divided into two classes are high cognitive and low cognitive. Further analysis of using Modified Certainty of Response Index (CRI) as a diagnostic instrument is used to explore misconception which in that test included evaluating only content knowledge with considering the reason behind the students' choice of response and their certainty of response in every question. The result of data analysis has shown that misconception occurred in high cognitive class, gained 43,86% and misconception occurred in low cognitive class, gained 24,63%. Based on the diagnostic interview has shown that misconception occurred in students due to students does not understand the concept well and they related the one concept to the other concepts with partial understanding, the result students make the failed conclusions. The type of misconception occurred is a conceptual misunderstanding. According to the data analysis showed that Modified Certainty of Response Index (CRI) is effective used to analyze students’ misconceptions and the diagnostic interview is effective used to know the reasons that caused students which having misconceptions.

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Winarso, Widodo, and Toheri Toheri. "A case study of misconceptions students in the learning of mathematics; The concept limit function in high school." Jurnal Riset Pendidikan Matematika 4, no. 1 (May 30, 2017): 120. http://dx.doi.org/10.21831/jrpm.v4i1.12060.

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This study aims to find out how high the level and trends of student misconceptions experienced by high school students in Indonesia. The subject of research that is a class XI student of Natural Science (IPA) SMA Negeri 1 Anjatan with the subject matter limit function. Forms of research used in this study is a qualitative research, with a strategy that is descriptive qualitative research. The data analysis focused on the results of the students' answers on the test essay subject matter limit function with the number of students by 16 (sixteen). Data collection techniques used are shaped test methods essay, interview method to students who have misconceptions, and methods of documentation of the test answers. Examination of the validity of the data using a triangulation technique that compares the data written test results with data from interviews. The results of this study can be described as follows; (1) The level of misconceptions experienced by students belonging to the category of low, amounting to 12.18%. However, students who do not understand the concept quite high at 40.38%, and the others are students who understand the concept that is equal to 47.44%. (2) The misconception most experienced students lie in subconcepts explain the meaning of limit function at one point through the calculation of values around that point, that is equal to 20.51%. The tendency misconceptions experienced by students is located on errors and operating concepts that misconceptions students that there should be no limit in the completion of the writing of the emblem and misconceptions about the limit students to conclude if the limit value of 0 is no limit to the value of the function.

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Omilani, Nathaniel, and F. D. Elebute. "Analysis of misconceptions in chemical equilibrium among senior secondary school students in Ilesa Metropolis in Osun State, Niger." African Journal of Educational Studies in Mathematics and Sciences 16, no. 2 (December 21, 2020): 1–13. http://dx.doi.org/10.4314/ajesms.v16i.2.1.

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Physical chemistry has been an aspect of chemistry which students find difficult at the secondary and tertiary levels of education. In the past, the effort of researchers has been focused on the research that will identify various causal factors which can be attributed to the performance of the learners in this aspect of chemistry. Also, very few experimental studies, has been carried out to improve students’ performance. In order to find the right bases for all research that will improve students’ achievement, there is a need to profile the misconceptions in the aspect of physical chemistry which is chemical equilibrium. The purpose of this study is to determine students’ misconceptions regarding the concepts of chemical equilibrium. To diagnose students' misconceptions in this area, a two-tier multiple-choice question on chemical equilibrium test was administered to 300 high school students in Ilesa Metropolis of Osun- state, Nigeria. Descriptive analysis was used in analyzing the data, students’ responses in a Chemical Equilibrium Misconception Test (CEMT) were categorized. The results revealed widespread misconceptions among students in the areas related to (1) equilibrium constant (2) heterogeneous Equilibrium (3) Approach to chemical equilibrium, (4) Application of Le-Chatelier Principle and (5) adding a catalyst.

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Omilani, Nathaniel, and F. D. Elebute. "Analysis of misconceptions in chemical equilibrium among senior secondary school students in Ilesa Metropolis in Osun State, Niger." African Journal of Educational Studies in Mathematics and Sciences 16, no. 2 (December 21, 2020): 1–13. http://dx.doi.org/10.4314/ajesms.v16i2.1.

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Physical chemistry has been an aspect of chemistry which students find difficult at the secondary and tertiary levels of education. In the past, the effort of researchers has been focused on the research that will identify various causal factors which can be attributed to the performance of the learners in this aspect of chemistry. Also, very few experimental studies, has been carried out to improve students’ performance. In order to find the right bases for all research that will improve students’ achievement, there is a need to profile the misconceptions in the aspect of physical chemistry which is chemical equilibrium. The purpose of this study is to determine students’ misconceptions regarding the concepts of chemical equilibrium. To diagnose students' misconceptions in this area, a two-tier multiple-choice question on chemical equilibrium test was administered to 300 high school students in Ilesa Metropolis of Osun- state, Nigeria. Descriptive analysis was used in analyzing the data, students’ responses in a Chemical Equilibrium Misconception Test (CEMT) were categorized. The results revealed widespread misconceptions among students in the areas related to (1) equilibrium constant (2) heterogeneous Equilibrium (3) Approach to chemical equilibrium, (4) Application of Le-Chatelier Principle and (5) adding a catalyst.

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Hibbing, John R. "Ten Misconceptions Concerning Neurobiology and Politics." Perspectives on Politics 11, no. 2 (May 21, 2013): 475–89. http://dx.doi.org/10.1017/s1537592713000923.

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Political science is far behind the other social science disciplines in incorporating neurobiological concepts, techniques, and theory. In recent years progress has been made in closing this gap but many in the political science mainstream view the movement with concern or even horror. Though a healthy dose of skepticism is appropriate and beneficial to the scientific endeavor, negative reactions to viewing politics through a neurobiological lens are often based on fundamental misconceptions regarding both neurobiology and politics. In this Reflections essay, I address ten of these misconceptions, including the beliefs that biology is deterministic, reductionist, unnecessary, irrelevant, normatively dangerous, and ideologically biased. The goal is to encourage a constructive dialogue on the relevance of neurobiology to political life—a dialogue that would in turn improve research in the fledgling subfield and lead to innovations in political science by encouraging new ways of conceptualizing and analyzing the variables at the discipline's core.

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Mahardika, I. Ketut, Zulfi Anggraini, Aris Doyan, and I. Wayan Sugiartana. "Approach to Representation of CRI Integrated Mathematics and Verbal (R-MV) to Analyze Misconception of Momentum and Impuls Materials." Jurnal Penelitian Pendidikan IPA 6, no. 2 (July 29, 2020): 232. http://dx.doi.org/10.29303/jppipa.v6i2.437.

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Misconception is a misconception that refers to a concept that is not in accordance with scientific understanding or understanding received by experts in that field. This study aims to identify students' misconceptions in solving momentum and impulse problems through the R-MV approach (mathematical representation and verbal representation) integrated CRI (Certainly of Response Index). This research included in the type of qualitative descriptive analysis research. The subject of the research was tenth-grade students of Jember Regency Senior High School. Data collection techniques in this research use method of observation, tests, and interviews. The data analysis technique used was the mathematical representation approach integrated CRI. Based on the results of the research that has been done, the students' misconceptions percentage in Jember Senior High School of science tenth grade on material momentum and impulse through mathematical representation approach integrated CRI of 20.07% and through verbal representation approach integrated CRI of 32.94%. This is included in the category (Almost Very Confident) for mathematical representation and (Sure) for verbal representation, meaning the value that students get as truthful based on understanding material with correct

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Kelemen, Deborah. "The Magic of Mechanism: Explanation-Based Instruction on Counterintuitive Concepts in Early Childhood." Perspectives on Psychological Science 14, no. 4 (April 24, 2019): 510–22. http://dx.doi.org/10.1177/1745691619827011.

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Common-sense intuitions can be useful guides in everyday life and problem solving. However, they can also impede formal science learning and provide the basis for robust scientific misconceptions. Addressing such misconceptions has generally been viewed as the province of secondary schooling. However, in this article, I argue that for a set of foundational but highly counterintuitive ideas (e.g., evolution by natural selection), coherent causal-explanatory instruction—instruction that emphasizes the multifaceted mechanisms underpinning natural phenomena—should be initiated much sooner, in early elementary school. This proposal is motivated by various findings from research in the cognitive, developmental, and learning sciences. For example, it has been shown that explanatory biases that render students susceptible to intuitively based scientific misconceptions emerge early in development. Furthermore, findings also reveal that once developed, such misconceptions are not revised and replaced by subsequently learned scientific theories but competitively coexist alongside them. Taken together, this research, along with studies revealing the viability of early coherent explanation-based instruction on counterintuitive theories, have significant implications for the timing, structure, and scope of early science education.

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Lawrence, David. "Stereotypical Misconceptions." Journal of Palestine Studies 15, no. 2 (January 1, 1986): 155–57. http://dx.doi.org/10.2307/2536838.

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Kondziolka, Douglas, Steven N. Kalkanis, Minesh P. Mehta, Manmeet Ahluwalia, and Jay S. Loeffler. "It Is Time to Reevaluate the Management of Patients With Brain Metastases." Neurosurgery 75, no. 1 (March 10, 2014): 1–9. http://dx.doi.org/10.1227/neu.0000000000000354.

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Abstract There are many elements to the science that drives the clinical care of patients with brain metastases. Although part of an understanding that continues to evolve, a number of key historical misconceptions remain that commonly drive physicians' and researchers' attitudes and approaches. By understanding how these relate to current practice, we can better comprehend our available science to provide both better research and care. These past misconceptions include: Misconception 1: Once a primary cancer spreads to the brain, the histology of that primary tumor does not have much impact on response to chemotherapy, sensitivity to radiation, risk of further brain relapse, development of additional metastatic lesions, or survival. All tumor primary histologies are the same once they spread to the brain. They are the same in terms of the number of tumors, radiosensitivity, chemoresponsiveness, risk of further brain relapse, and survival. Misconception 2: The number of brain metastases matters. This number matters in terms of subsequent brain relapse, survival, and cognitive dysfunction; the precise number of metastases can also be used as a limit in determining which patients might be eligible for a particular treatment option. Misconception 3: Cancer in the brain is always a diffuse problem due to the presence of micrometastases. Misconception 4: Whole-brain radiation therapy invariably causes disabling cognitive dysfunction if a patient lives long enough. Misconception 5: Most brain metastases are symptomatic. Thus, it is not worth screening patients for brain metastases, especially because the impact on survival is minimal. The conduct and findings of past clinical research have led to conceptions that affect clinical care yet appear limiting.

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Rasul, Saria, Abid Shahzad, and Zafar Iqbal. "Teachers’ Misconceptions in Science: Implications for Developing a Remedial Teacher Training Program." Global Social Sciences Review IV, no. III (September 30, 2019): 221–28. http://dx.doi.org/10.31703/gssr.2019(iv-iii).28.

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This study is designed to investigate future teachers’ misconceptions in heat and temperature concepts. The objectives of the study were to find out (i) misconceptions of future teachers in concepts of heat and temperature, (ii) to develop a counteractive teacher-training program for certain misconceptions and (iii) to establish the efficiency of treatment. The study sample was 96 prospective science teachers. Convenient sampling method was used in the study. Data from 96 respondents were collected in phase one of the study. Experimental treatment (lesson) based on the 5Es learning model was prepared in the second phase of the study and implemented in the third phase of research. A two tiers test, consisting of 12 items was used to collect data. Each tier was based on choices. The data were analyzed using ANOVA and t-test. The study explored the misconceptions of prospective teachers’ about heat and temperature concepts and established the importance of experimental treatment.

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Turk, Gulseda Eyceyurt. "Pre-Service science teachers’ images and misconceptions about diffusion, allotropy and ionic structure concepts." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 4 (November 6, 2017): 100–104. http://dx.doi.org/10.18844/prosoc.v4i4.2600.

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Journal articles on the topic 'Science misconceptions'

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