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Sample records for learn student misconceptions

  1. Enhancing Preservice Teachers' Understanding of Students' Misconceptions in Learning Chemistry

    Science.gov (United States)

    Naah, Basil Mugaga

    2015-01-01

    Preservice teachers enrolled in a modified introductory chemistry course used an instructional rubric to improve and evaluate their understanding of students' misconceptions in learning various chemistry concepts. A sample of 79 preservice teachers first explored the state science standards to identify chemistry misconceptions associated with the…

  2. Influence of Learning Strategy of Cognitive Conflict on Student Misconception in Computational Physics Course

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    Akmam, A.; Anshari, R.; Amir, H.; Jalinus, N.; Amran, A.

    2018-04-01

    Misconception is one of the factors causing students are not suitable in to choose a method for problem solving. Computational Physics course is a major subject in the Department of Physics FMIPA UNP Padang. The problem in Computational Physics learning lately is that students have difficulties in constructing knowledge. The indication of this problem was the student learning outcomes do not achieve mastery learning. The root of the problem is the ability of students to think critically weak. Student critical thinking can be improved using cognitive by conflict learning strategies. The research aims to determine the effect of cognitive conflict learning strategy to student misconception on the subject of Computational Physics Course at the Department of Physics, Faculty of Mathematics and Science, Universitas Negeri Padang. The experimental research design conducted after-before design cycles with a sample of 60 students by cluster random sampling. Data were analyzed using repeated Anova measurements. The cognitive conflict learning strategy has a significant effect on student misconception in the subject of Computational Physics Course.

  3. Reduction of cognitive conflict and learning style impact towards student-teacher's misconception load

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    A'yun, Kurroti; Suyono, Poedjiastoeti, Sri; Bin-Tahir, Saidna Zulfiqar

    2017-08-01

    The most crucial issue in education is a misconception that is caused by the misconception of the students themselves. Therefore, this study provided the solution to improve the quality of teaching chemistry in the schools through the remediation of misconceptions to the chemistry teacher candidates. This study employed a mixed method approach using concurrent embedded designs where it tended more to the qualitative research, but it still relied on the quantitative research in the assessment of the learning impact. The results of this study were the students with higher levels of cognitive conflict still have high loads of misconceptions (MC), it possibly due to the type of students' learning styles that is the sequential-global balanced. To facilitate the cognitive conflict character and the learning style of sequential-global balanced, the researchers created an integrated worksheet conceptual change with peer learning (WCCPL). The peer learning undertaken in the last stages of conceptual change of WCCPL can increase the resistance of students' concept in a category of knowing the concept significantly, but it should be examined in an in-depth study related to the long-term memory.

  4. Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review.

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    Halim, Audrey S; Finkenstaedt-Quinn, Solaire A; Olsen, Laura J; Gere, Anne Ruggles; Shultz, Ginger V

    2018-06-01

    Student misconceptions are an obstacle in science, technology, engineering, and mathematics courses and unless remediated may continue causing difficulties in learning as students advance in their studies. Writing-to-learn assignments (WTL) are characterized by their ability to promote in-depth conceptual learning by allowing students to explore their understanding of a topic. This study sought to determine whether and what types of misconceptions are elicited by WTL assignments and how the process of peer review and revision leads to remediation or propagation of misconceptions. We examined four WTL assignments in an introductory biology course in which students first wrote about content by applying it to a realistic scenario, then participated in a peer-review process before revising their work. Misconceptions were identified in all four assignments, with the greatest number pertaining to protein structure and function. Additionally, in certain contexts, students used scientific terminology incorrectly. Analysis of the drafts and peer-review comments generated six profiles by which misconceptions were addressed through the peer-review process. The prevalent mode of remediation arose through directed peer-review comments followed by correction during revision. It was also observed that additional misconceptions were elicited as students revised their writing in response to general peer-review suggestions.

  5. STUDENT'S SCIENCE MISCONCEPTIONS CONCERNING THE STATE CHANGES OF WATER AND THEIR REMEDIATION USING THREE DIFFERENT LEARNING MODELS IN ELEMENTARY SCHOOL

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    M. Taufiq

    2012-01-01

    Full Text Available Secara umum, kesalahpahaman yang dialami oleh mahasiswa dapat menyebabkan kesulitan dalam penelitian, sementara anakanakmemiliki kesadaran mereka sendiri. Tingkat kesalahpahaman yang dialami oleh siswa juga tidak sama, dalam kasus inisesuatu mengalami kesalahpahaman pengalaman tingkat tinggi, menengah, dan rendah. Untuk alasan itu, siswa memerlukanmodel pembelajaran yang tepat untuk masing-masing tingkat kesalahpahaman yang dialami untuk membuat studi menjadibermakna. Dalam makalah ini, peneliti mengeksplorasi informasi tentang; (1 tingkat kesalahpahaman ilmu siswa tentangperubahan wujud dari air, dan (2 model pembelajaran yang paling efektif untuk mengatasi kesalahpahaman siswa mengenaiperubahan wujud air. Model pembelajaran tiga dalam penelitian ini adalah: siklus belajar, penyelidikan dipandu, dan model konseppemetaan. Metode yang diterapkan dalam penelitian ini adalah wawancara klinis dan pretest-posttest. Informasi yangdikumpulkan dianalisis secara kuantitatif dengan percobaan uji ANOVA dan keuntungan rata-rata normal dihitung untuk setiapkelompok percobaan. In general, misconceptions experienced by student could cause difficulties in study, meanwhile children have their own sense.Level of misconceptions experienced by student also unequal, in this case something experiences high level misconceptions,medium, and low. For that reason, student requires correct learning model for each level of misconception experienced to make thestudy become meaningful. In this paper, the researcher explored information about; (1 the level of science misconceptions of thestudent concerning the state changes of water, and (2 the most effective learning model to remedy student's misconceptionsconcerning the state changes of water. The three learning models in this research are: learning cycle, guided inquiry, and conceptmapping model. The method applied in this research is the clinical interview and pretest-posttest. The information collected wasanalyzed in

  6. Student Misconceptions in Introductory Biology.

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    Fisher, Kathleen M.; Lipson, Joseph I.

    Defining a "misconception" as an error of translation (transformation, correspondence, interpolation, interpretation) between two different kinds of information which causes students to have incorrect expectations, a Taxonomy of Errors has been developed to examine student misconceptions in an introductory biology course for science…

  7. Emergence, Learning Difficulties, and Misconceptions in Chemistry Undergraduate Students' Conceptualizations of Acid Strength

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    Tümay, Halil

    2016-03-01

    Philosophical debates about chemistry have clarified that the issue of emergence plays a critical role in the epistemology and ontology of chemistry. In this article, it is argued that the issue of emergence has also significant implications for understanding learning difficulties and finding ways of addressing them in chemistry. Particularly, it is argued that many misconceptions in chemistry may derive from students' failure to consider emergence in a systemic manner by taking into account all relevant factors in conjunction. Based on this argument, undergraduate students' conceptions of acids, and acid strength (an emergent chemical property) were investigated and it was examined whether or not they conceptualized acid strength as an emergent chemical property. The participants were 41 third- and fourth-year undergraduate students. A concept test and semi-structured interviews were used to probe students' conceptualizations and reasoning about acid strength. Findings of the study revealed that the majority of the undergraduate students did not conceptualize acid strength as an emergent property that arises from interactions among multiple factors. They generally focused on a single factor to predict and explain acid strength, and their faulty responses stemmed from their failure to recognize and consider all factors that affect acid strength. Based on these findings and insights from philosophy of chemistry, promoting system thinking and epistemologically sound argumentative discourses among students is suggested for meaningful chemical education.

  8. Analysis of Errors and Misconceptions in the Learning of Calculus by Undergraduate Students

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    Muzangwa, Jonatan; Chifamba, Peter

    2012-01-01

    This paper is going to analyse errors and misconceptions in an undergraduate course in Calculus. The study will be based on a group of 10 BEd. Mathematics students at Great Zimbabwe University. Data is gathered through use of two exercises on Calculus 1&2.The analysis of the results from the tests showed that a majority of the errors were due…

  9. Students misconceptions on chemical equilibrium and their consequences to biochemistry learning

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    E. Montagna

    2011-04-01

    Full Text Available It is well documented that misconceptions onchemical equilibrium (CE are widespread among students in  higher education. Nevertheless CE concept is critical for biochemistry topics development such as buffer solutions, enzymekinetics, allosteric enzymes, metabolic networks, among others. In the present work weperformed tests in order to diagnose howstudents use the concepts of CE acquired inother courses. We tested high school andundergraduate students from two courses intwo institutions, in four moments of their course: a. freshmen; b. after basic general chemistry courses; c. along the biochemistrycourse and d. after physical chemistry courses. The tests dealt with: 1. tasks containing current terms, keywords and concepts about CE; 2. tests that exclusively use symbolic representations of CE and 3. application of elementary concepts of CE in biochemistry. The resultsshow that among thestudents: 1. more than 95% correctly answer questions of group1; 2. more than 50% fail in questions of group 2, and; 3. morethan 50% fail in questions of the group 3. We conclude that students solve tests  on CE without really understand the concepts involved; consequently studentsare unable to work CE concepts without mathematical tools or conventional formulas.Finally, the results show that students are restricted to use CE concept only in the context in which it was learned and this certainly impairs the significant learning of the forthcoming biochemical contents.

  10. Misconceptions About Sound Among Engineering Students

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    Pejuan, Arcadi; Bohigas, Xavier; Jaén, Xavier; Periago, Cristina

    2012-12-01

    Our first objective was to detect misconceptions about the microscopic nature of sound among senior university students enrolled in different engineering programmes (from chemistry to telecommunications). We sought to determine how these misconceptions are expressed (qualitative aspect) and, only very secondarily, to gain a general idea of the extent to which they are held (quantitative aspect). Our second objective was to explore other misconceptions about wave aspects of sound. We have also considered the degree of consistency in the model of sound used by each student. Forty students answered a questionnaire including open-ended questions. Based on their free, spontaneous answers, the main results were as follows: a large majority of students answered most of the questions regarding the microscopic model of sound according to the scientifically accepted model; however, only a small number answered consistently. The main model misconception found was the notion that sound is propagated through the travelling of air particles, even in solids. Misconceptions and mental-model inconsistencies tended to depend on the engineering programme in which the student was enrolled. However, students in general were inconsistent also in applying their model of sound to individual sound properties. The main conclusion is that our students have not truly internalised the scientifically accepted model that they have allegedly learnt. This implies a need to design learning activities that take these findings into account in order to be truly efficient.

  11. Unweaving misconceptions: Guided learning, simulations, and misconceptions in learning principles of natural selection

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    Weeks, Brian E.

    College students often come to the study of evolutionary biology with many misconceptions of how the processes of natural selection and speciation occur. How to relinquish these misconceptions with learners is a question that many educators face in introductory biology courses. Constructivism as a theoretical framework has become an accepted and promoted model within the epistemology of science instruction. However, constructivism is not without its skeptics who see some problems of its application in lacking necessary guidance for novice learners. This study within a quantitative, quasi-experimental format tested whether guided online instruction in a video format of common misconceptions in evolutionary biology produced higher performance on a survey of knowledge of natural selection versus more constructivist style learning in the form of student exploration of computer simulations of the evolutionary process. Performances on surveys were also explored for a combination of constructivist and guided techniques to determine if a consolidation of approaches produced higher test scores. Out of the 94 participants 95% displayed at least one misconception of natural selection in the pre-test while the study treatments produced no statistically significant improvements in post-test scores except within the video (guided learning treatment). These overall results demonstrated the stubbornness of misconceptions involving natural selection for adult learners and the difficulty of helping them overcome them. It also bolsters the idea that some misconceptions of natural selection and evolution may be hardwired in a neurological sense and that new, more long-term teaching techniques may be warranted. Such long-term strategies may not be best implemented with constructivist techniques alone, and it is likely that some level of guidance may be necessary for novice adult learners. A more substantial, nuanced approach for undergraduates is needed that consolidates successful

  12. Students' Misconceptions about Medium-Scale Integrated Circuits

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    Herman, G. L.; Loui, M. C.; Zilles, C.

    2011-01-01

    To improve instruction in computer engineering and computer science, instructors must better understand how their students learn. Unfortunately, little is known about how students learn the fundamental concepts in computing. To investigate student conceptions and misconceptions about digital logic concepts, the authors conducted a qualitative…

  13. Unweaving Misconceptions: Guided Learning, Simulations, and Misconceptions in Learning Principles of Natural Selection

    Science.gov (United States)

    Weeks, Brian E.

    2013-01-01

    College students often come to the study of evolutionary biology with many misconceptions of how the processes of natural selection and speciation occur. How to relinquish these misconceptions with learners is a question that many educators face in introductory biology courses. Constructivism as a theoretical framework has become an accepted and…

  14. Misconceptions in Astronomy: Before and After a Constructivist Learning Environment

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    Ruzhitskaya, Lanika; Speck, A.

    2009-01-01

    We present results of a pilot study on college students’ misconceptions in astronomy. The study was conducted on the campus of a Midwestern university among 43 non-science major students enrolled in an introductory astronomy laboratory course. The laboratory course was based on a constructivist learning environment where students learned astronomy by doing astronomy. During the course, students worked with educational simulations created by Project CLEA team and RedShift College Education Astronomy Workbook by Bill Walker as well as were involved in think-pair-share discussions based on Lecture-Tutorials (Prather et al 2008). Several laboratories were prompted by an instructor's brief presentations. On the first and last days of the course students were surveyed on what their beliefs were about causes of the seasons, the moon's apparent size in the sky and its phases, planetary orbits, structure of the solar system, the sun, distant stars, and the nature of light. The majority of the surveys’ questions were based on Neil Comins’ 50 most commonly cited misconceptions. The outcome of the study showed that while students constructed correct understanding of a number of phenomena, they also created a set of new misconceptions. For example, if on the first day of the course, nine out of 43 students knew what caused the seasons on Earth; on the last day of the course, 20 students gained the similar understanding. However, by the end of the course more students believed that smaller planets must rotate faster based on the conservation of angular momentum and Kepler's laws. Our findings suggest that misconceptions pointed out by Neil Comins over a decade ago are still relevant today; and that learning based exclusively on simulations and collaborative group discussions does not necessarily produce the best results, but may set a ground for creating new misconceptions.

  15. Applying Scientific Principles to Resolve Student Misconceptions

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    Yin, Yue

    2012-01-01

    Misconceptions about sinking and floating phenomena are some of the most challenging to overcome (Yin 2005), possibly because explaining sinking and floating requires students to understand challenging topics such as density, force, and motion. Two scientific principles are typically used in U.S. science curricula to explain sinking and floating:…

  16. Exploring lecturers' views of first-year health science students' misconceptions in biomedical domains.

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    Badenhorst, Elmi; Mamede, Sílvia; Hartman, Nadia; Schmidt, Henk G

    2015-05-01

    Research has indicated that misconceptions hamper the process of knowledge construction. Misconceptions are defined as persistent ideas not supported by current scientific views. Few studies have explored how misconceptions develop when first year health students conceptually move between anatomy and physiology to construct coherent knowledge about the human body. This explorative study analysed lecturers' perceptions of first-year health science students' misconceptions in anatomy and physiology to gain a deeper understanding of how and why misconceptions could potentially arise, by attempting to link sources of misconceptions with four schools of thought, namely theories on concept formation, complexity, constructivism and conceptual change. This was a qualitative study where ten lecturers involved in teaching anatomy and physiology in the health science curricula at the University of Cape Town were interviewed to explore perceptions of students' misconceptions. Analytical induction was used to uncover categories within the interview data by using a coding system. A deeper analysis was done to identify emerging themes that begins to explore a theoretical understanding of why and how misconceptions arise. Nine sources of misconceptions were identified, including misconceptions related to language, perception, three dimensional thinking, causal reasoning, curricula design, learning styles and moving between macro and micro levels. The sources of misconceptions were then grouped together to assist educators with finding educational interventions to overcome potential misconceptions. This explorative study is an attempt in theory building to understand what is at the core of biomedical misconceptions. Misconceptions identified in this study hold implications for educators as not all students have the required building blocks and cognitive skills to successfully navigate their way through biomedical courses. Theoretical insight into the sources of misconceptions can

  17. Enhancing Mathematics Teachers' Knowledge of Students' Thinking from Assessing and Analyzing Misconceptions in Homework

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    An, Shuhua; Wu, Zhonghe

    2012-01-01

    This study focuses on teacher learning of student thinking through grading homework, assessing and analyzing misconceptions. The data were collected from 10 teachers at fifth-eighth grade levels in the USA. The results show that assessing and analyzing misconceptions from grading homework is an important approach to acquiring knowledge of…

  18. Moving Beyond Misconceptions: A New Model for Learning Challenges in Cognition

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    Slater, T. F.; Slater, S. J.

    2011-12-01

    For over 40 years, the science education community has given its attention to cataloging the substantial body of "misconceptions" in individual's thinking about science, and to addressing the consequences of those misconceptions in the science classroom. Despite the tremendous amount of effort given to researching and disseminating information related to misconceptions, and the development of a theory of conceptual change to mitigate misconceptions, progress continues to be less than satisfying. An analysis of the literature and our own research has persuaded the CAPER Center for Astronomy and Physics Education Research to put forth model that will allow us to operate on students' learning difficulties in a more fruitful manner. Previously, much of the field's work binned erroneous student thinking into a single construct, and from that basis, curriculum developers and instructors addressed student misconceptions with a single instructional strategy. In contrast this model suggests that "misconceptions" are a mixture of at least four learning barriers: incorrect factual information, inappropriately applied mental algorithms (phenomenological primitives), insufficient cognitive structures (e.g. spatial reasoning), and affective/emotional difficulties. Each of these types of barriers should be addressed with an appropriately designed instructional strategy. Initial applications of this model to learning problems in the Earth & Space Sciences have been fruitful, suggesting that an effort towards categorizing persistent learning difficulties in the geosciences beyond the level of "misconceptions" may allow our community to craft tailored and more effective learning experiences for our students and the general public.

  19. Text Based Analogy in Overcoming Student Misconception on Simple Electricity Circuit Material

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    Hesti, R.; Maknun, J.; Feranie, S.

    2017-09-01

    Some researcher have found that the use of analogy in learning and teaching physics was effective enough in giving comprehension in a complicated physics concept such as electrical circuits. Meanwhile, misconception become main cause that makes students failed when learning physics. To provide teaching physics effectively, the misconception should be resolved. Using Text Based Analogy is one of the way to identifying misconceptions and it is enough to assist teachers in conveying scientific truths in order to overcome misconceptions. The purpose of the study to investigate the use of text based analogy in overcoming students misconception on simple electrical circuit material. The samples of this research were 28 of junior high school students taken purposively from one high school in South Jakarta. The method use in this research is pre-experimental and design in one shot case study. Students who are the participants of sample have been identified misconception on the electrical circuit material by using the Diagnostic Test of Simple Electricity Circuit. The results of this study found that TBA can replace the misconceptions of the concept possessed by students with scientific truths conveyed in the text in a way that is easily understood so that TBA is strongly recommended to use in other physics materials.

  20. Secondary School Students' Misconceptions about Simple Electric Circuits

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    Küçüközer, Hüseyin; Kocakülah, Sabri

    2007-01-01

    The aim of this study is to reveal secondary school students' misconceptions about simple electric circuits and to define whether specific misconceptions peculiar to Turkish students exist within those identified. Data were obtained with a conceptual understanding test for simple electric circuits and semi-structured interviews. Conceptual…

  1. Misconceptions about traumatic brain injuries among South African university students

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    Chrisma Pretorius

    2013-08-01

    Full Text Available Objective. To investigate the incidence and type of misconceptions about traumatic brain injuries (TBIs harboured by university students.  Method. A convenience sample of 705 university students were recruited and data were collected using an electronic survey. The link to the survey was sent via e-mail to all registered students at Stellenbosch University. The participants had to complete the Common Misconceptions about Traumatic Brain Injury (CM-TBI questionnaire.  Results. The findings of this study suggest that the students subscribe to misconceptions from each of the 7 categories of misconceptions about TBIs. The mean percentages of misconceptions about TBIs were calculated and the amnesia (mean 49.7% and unconsciousness (mean 46.1% categories were identified as the categories about which the respondents had the most misconceptions, while the mean percentages of misconceptions were lower for the categories of recovery (mean 27.6%, rehabilitation (mean 26.56%, prevention (mean 20.8%, brain injury sequelae (mean 18.7% and brain damage (mean 8.4%.  Conclusion. Generally, these findings appear to be in keeping with previous literature, which suggests that misconceptions about TBIs are common among the general population. This study’s identification of these misconceptions could help create awareness, provide a focus for information provision, and contribute to the development of educational intervention programmes tailored for the South African context.

  2. Misconceptions and Conceptual Changes Concerning Continental Drift and Plate Tectonics among Portuguese Students Aged 16-17.

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    Marques, Luis; Thompson, David

    1997-01-01

    This study investigates student misconceptions in the areas of continent, ocean, permanence of ocean basins, continental drift, Earth's magnetic field, and plates and plate motions. A teaching-learning model was designed based on a constructivist approach. Results show that students held a substantial number of misconceptions. (Author/DKM)

  3. Students' Misconceptions about Heat Transfer Mechanisms and Elementary Kinetic Theory

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    Pathare, S. R.; Pradhan, H. C.

    2010-01-01

    Heat and thermodynamics is a conceptually rich area of undergraduate physics. In the Indian context in particular there has been little work done in this area from the point of view of misconceptions. This prompted us to undertake a study in this area. We present a study of students' misconceptions about heat transfer mechanisms, i.e. conduction,…

  4. On Misconceptions about Behavior Analysis among University Students and Teachers

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    Arntzen, Erik; Lokke, Jon; Lokke, Gunn; Eilertsen, Dag-Erik

    2010-01-01

    Students frequently show misconceptions regarding scientific psychology in general and basic concepts in behavior analysis in particular. We wanted to replicate the study by Lamal (1995) and to expand the study by including some additional statements. In the current study, the focus was on misconceptions about behavior analysis held by…

  5. Common Student Misconceptions in Exercise Physiology and Biochemistry

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    Morton, James P.; Doran, Dominic A.; MacLaren, Don P. M.

    2008-01-01

    The present study represents a preliminary investigation designed 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…

  6. The effect of remediation on reducing misconception: a metaanalysis of student thesis on physics education

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    Oktavianty, E.; Haratua, T. M. S.; Anuru, M.

    2018-05-01

    The purpose of this study is to compare the effects of various remediation practices in reducing the number of student misconceptions on physics concepts. This research synthesizes 68 thesis undergraduate students of physics education which are published in Tanjungpura University library 2009-2016 period. In this study, the guidance in the form of checklist in conducting the study arranged to facilitate the understanding and assessment of the scientific work. Based on the analysis result, the average of effect size of all the synthesized thesis is 1.13. There are six forms of remedial misconceptions performed by physics education students, such as re-learning, feedback, integration of remediation in learning, physical activity, utilization of other learning resources and interviews. In addition, sampling techniques and test reliability were have contributed to the effect size of the study. Therefore, it is expected that the results of this study can be considered in preparing the remediation of misconceptions on physics learning in the future.

  7. Unraveling Students' Misconceptions about the Earth's Shape and Gravity.

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    Sneider, Cary I.; Ohadi, Mark M.

    1998-01-01

    Presents a study designed to test the effectiveness of a constructivist-historical teaching strategy in changing students' misconceptions about the earth's shape and gravity at the upper elementary and middle school levels. Contains 27 references. (DDR)

  8. Reconsidering Learning Difficulties and Misconceptions in Chemistry: Emergence in Chemistry and Its Implications for Chemical Education

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    Tümay, Halil

    2016-01-01

    Identifying students' misconceptions and learning difficulties and finding effective ways of addressing them has been one of the major concerns in chemistry education. However, the chemistry education community has paid little attention to determining discipline-specific aspects of chemistry that can lead to learning difficulties and…

  9. Calcium contained tap water phenomena: students misconception patterns of acids-bases concept

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    Liliasari, S.; Albaiti, A.; Wahyudi, A.

    2018-05-01

    Acids and bases concept is very important and fundamental concept in learning chemistry. It is one of the chemistry subjects considered as an abstract and difficult concept to understand. The aim of this research was to explore student’s misconception pattern about acids and bases phenomena in daily life, such as calcium contained tap water. This was a qualitative research with descriptive methods. Participants were 546 undergraduate students of chemistry education and chemistry program, and graduate students of chemistry education in West Java, Indonesia. The test to explore students’ misconception about this phenomena was essay test. The results showed that there were five patterns of students’ misconception in explaining the phenomena of calcium carbonate precipitation on heating tap water. Students used irrelevant concepts in explaining this phenomena, i.e. temporary hardness, coagulation, density, and phase concepts. No students had right answer in explaining this phenomena. This research contributes to design meaningful learning and to achieve better understanding.

  10. Improving Algebra Preparation: Implications from Research on Student Misconceptions and Difficulties

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    Welder, Rachael M.

    2012-01-01

    Through historical and contemporary research, educators have identified widespread misconceptions and difficulties faced by students in learning algebra. Many of these universal issues stem from content addressed long before students take their first algebra course. Yet elementary and middle school teachers may not understand how the subtleties of…

  11. The Profile of Student Misconceptions on The Human and Plant Transport Systems

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    Ainiyah, M.; Ibrahim, M.; Hidayat, M. T.

    2018-01-01

    This research aims to identify misconceptions on the humans and plants transportation systems. The research was done in the 8th grade in Indonesia. Data were collected to use a three-tier test. This type of research was used survey design. Content analysis was used to analyze the misconception data. The results of this research were the location of misconception of each student is different. The highest misconceptions identified in this research, namely: a) arteries that drain blood to the heart (73.3%); b) veins that drain blood from the heart (70.0%); c) place of oxygen and carbon dioxide exchange occurs in the veins (66.7%); d) blood pressure in veins greater than in capillaries (63.3%); e) absorption of water occurs diffusion and absorption of minerals occurs osmosis (76.7%); f) transport of photosynthesis process occurs by diffusion (66.7%); g) photosynthesis process occurs during the day (63.3%); and h) process of evaporation of water through the leaves are guttation (56.7%). The results of this research show that the level of students misconceptions on the of human and plant transport systems is still high so that it can serve as a reference to improve the learning process and the reduction of student misconceptions.

  12. One output function: a misconception of students studying digital systems - a case study

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    Trotskovsky, E.; Sabag, N.

    2015-05-01

    Background:Learning processes are usually characterized by students' misunderstandings and misconceptions. Engineering educators intend to help their students overcome their misconceptions and achieve correct understanding of the concept. This paper describes a misconception in digital systems held by many students who believe that combinational logic circuits should have only one output. Purpose:The current study aims to investigate the roots of the misconception about one-output function and the pedagogical methods that can help students overcome the misconception. Sample:Three hundred and eighty-one students in the Departments of Electrical and Electronics and Mechanical Engineering at an academic engineering college, who learned the same topics of a digital combinational system, participated in the research. Design and method:In the initial research stage, students were taught according to traditional method - first to design a one-output combinational logic system, and then to implement a system with a number of output functions. In the main stage, an experimental group was taught using a new method whereby they were shown how to implement a system with several output functions, prior to learning about one-output systems. A control group was taught using the traditional method. In the replication stage (the third stage), an experimental group was taught using the new method. A mixed research methodology was used to examine the results of the new learning method. Results:Quantitative research showed that the new teaching approach resulted in a statistically significant decrease in student errors, and qualitative research revealed students' erroneous thinking patterns. Conclusions:It can be assumed that the traditional teaching method generates an incorrect mental model of the one-output function among students. The new pedagogical approach prevented the creation of an erroneous mental model and helped students develop the correct conceptual understanding.

  13. Genetics and Cinema: Personal Misconceptions That Constitute Obstacles to Learning

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    Muela, Francisco Javier; Abril, Ana María

    2014-01-01

    The primary objective of this paper is to find out whether the genetic concepts conveyed by cinema could encourage students' personal misconceptions in this area. To that end, two sources of conceptions were compared: the students' personal concepts (from a consolidated bibliography and from an experimental sample) and the concepts conveyed by…

  14. Students' conceptions and misconceptions in chemical kinetics in ...

    African Journals Online (AJOL)

    The purpose of the study was to probe the conception and misconception of senior secondary (SS3) and University (US) chemistry students in chemical kinetics in Rivers State, Nigeria. The study sample was made up of 107 SS3 and 93 US students. Two main instruments were used to collect data for the study. They are the ...

  15. Does Conceptual Understanding of Limit Partially Lead Students to Misconceptions?

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    Mulyono, B.; Hapizah

    2017-09-01

    This article talks about the result of preliminary research of my dissertation, which will investigate student’s retention of conceptual understanding. In my preliminary research, I surveyed 73 students of mathematics education program by giving some questions to test their retention of conceptual understanding of limits. Based on the results of analyzing of students’ answers I conclude that most of the students have problems with their retention of conceptual understanding and they also have misconception of limits. The first misconception I identified is that students always used the substitution method to determine a limit of a function at a point, but they did not check whether the function is continue or not at the point. It means that they only use the substitution theorem partially, because they do not consider that the substitution theorem \\mathop{{lim}}\\limits\\text{x\\to \\text{c}}f(x)=f(c) works only if f(x) is defined at χ = c. The other misconception identified is that some students always think there must be available of variables χ in a function to determine the limit of the function. I conjecture that conceptual understanding of limit partially leads students to misconceptions.

  16. The Equal Sign: Teachers' Knowledge and Students' Misconceptions

    Science.gov (United States)

    Vermeulen, Cornelis; Meyer, Bronwin

    2017-01-01

    This article reports on a study that investigated the extent to which 57 Grade 6 students at a particular school have misconceptions regarding equality, with the equal sign as focus. It also investigated this school's three Grade 5 and 6 teachers' mathematical knowledge for teaching regarding equality, again focusing on the equal sign. The…

  17. STUDENTS’ MISCONCEPTIONS ABOUT THE NATURE OF MATTER AND HOW IT IMPAIRS BIOCHEMISTRY LEARNING

    Directory of Open Access Journals (Sweden)

    E. Montagna

    2015-08-01

    Full Text Available Introduction: It is widely known that misconceptions impairs student’s learning. IUBMB proposed a concept inventory which defines biochemistry’s teaching scope. Even though it is known that many of them are subject of misconceptions by students, we collected informal data suggesting a deeper and most pervasive misconception related to the students’ perceptions about what is and is not a molecule through their classroom statements and tests. We hypothesize that students’ impairments on biochemistry learning possibly come from failure to assume that names are related to well defined molecules indicating lack of matter’s representative levels of integration. Objectives The present work aims to detect in freshmen students’ misconceptions about the chemical nature of main small and macromolecules which potentialy impairs biochemistry learning. Materials and methods: A list of assertions about real life situations involving and citing main biomolecules – ATP, DNA, protein, lipid, carbohydrate, enzyme, hormon, vitamin – were mixed with other containing vague common terms – toxin, transgenic, healthy, unwanted elements, chemical compound – not suggesting hazardous situations in order to capture students’ impressions. More than 150 students from five courses in three different higher education institutions answered true or false on 35 assertions. Results and discussion: More than 70% of students had more than 80% error in this task designed to be not tricky, misleading or with unpreviously studied concepts. Results suggests students do not understand compounds as molecules but as entities unrelated to real life situations; on the other hand vague terms triggers a negative perception not necessarily related to harm or hazardous situations. We suggest that it is originated by poor scientific literacy from previous scholarity as well as lack of criteria on media vehicles about the topics here cited. Conclusion: We conclude that many

  18. Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology.

    Science.gov (United States)

    Briggs, Amy G; Morgan, Stephanie K; Sanderson, Seth K; Schulting, Molly C; Wieseman, Laramie J

    2016-12-01

    The goal of our study was to track changes in student understanding of the central dogma of molecular biology before and after taking a genetics course. Concept maps require the ability to synthesize new information into existing knowledge frameworks, and so the hypothesis guiding this study was that student performance on concept maps reveals specific central dogma misconceptions gained, lost, and retained by students. Students in a genetics course completed pre- and posttest concept mapping tasks using terms related to the central dogma. Student maps increased in complexity and validity, indicating learning gains in both content and complexity of understanding. Changes in each of the 351 possible connections in the mapping task were tracked for each student. Our students did not retain much about the central dogma from their introductory biology courses, but they did move to more advanced levels of understanding by the end of the genetics course. The information they retained from their introductory courses focused on structural components (e.g., protein is made of amino acids) and not on overall mechanistic components (e.g., DNA comes before RNA, the ribosome makes protein). Students made the greatest gains in connections related to transcription, and they resolved the most prior misconceptions about translation. These concept-mapping tasks revealed that students are able to correct prior misconceptions about the central dogma during an intermediate-level genetics course. From these results, educators can design new classroom interventions to target those aspects of this foundational principle with which students have the most trouble.

  19. Diagnosing students' misconceptions in algebra: results from an experimental pilot study.

    Science.gov (United States)

    Russell, Michael; O'Dwyer, Laura M; Miranda, Helena

    2009-05-01

    Computer-based diagnostic assessment systems hold potential to help teachers identify sources of poor performance and to connect teachers and students to learning activities designed to help advance students' conceptual understandings. The present article presents findings from a study that examined how students' performance in algebra and their overcoming of common algebraic misconceptions were affected by the use of a diagnostic assessment system that focused on important algebra concepts. This study used a four-group randomized cluster trial design in which teachers were assigned randomly to one of four groups: a "business as usual" control group, a partial intervention group that was provided with access to diagnostic tests results, a partial intervention group that was provided with access to the learning activities, and a full intervention group that was given access to the test results and learning activities. Data were collected from 905 students (6th-12th grade) nested within 44 teachers. We used hierarchical linear modeling techniques to compare the effects of full, partial, and no (control) intervention on students' algebraic ability and misconceptions. The analyses indicate that full intervention had a net positive effect on ability and misconception measures.

  20. Student Misconceptions about Plants – A First Step in Building a Teaching Resource

    Directory of Open Access Journals (Sweden)

    April N. Wynn

    2017-05-01

    Full Text Available Plants are ubiquitous and found in virtually every ecosystem on Earth, but their biology is often poorly understood, and inaccurate ideas about how plants grow and function abound. Many articles have been published documenting student misconceptions about photosynthesis and respiration, but there are substantially fewer on such topics as plant cell structure and growth; plant genetics, evolution, and classification; plant physiology (beyond energy relations; and plant ecology. The available studies of misconceptions held on those topics show that many are formed at a very young age and persist throughout all educational levels. Our goal is to begin building a central resource of plant biology misconceptions that addresses these underrepresented topics, and here we provide a table of published misconceptions organized by topic. For greater utility, we report the age group(s in which the misconceptions were found and then map them to the ASPB – BSA Core Concepts and Learning Objectives in Plant Biology for Undergraduates, developed jointly by the American Society of Plant Biologists and the Botanical Society of America.

  1. Student Misconceptions about Plants – A First Step in Building a Teaching Resource†

    Science.gov (United States)

    Wynn, April N.; Pan, Irvin L.; Rueschhoff, Elizabeth E.; Herman, Maryann A. B.; Archer, E. Kathleen

    2017-01-01

    Plants are ubiquitous and found in virtually every ecosystem on Earth, but their biology is often poorly understood, and inaccurate ideas about how plants grow and function abound. Many articles have been published documenting student misconceptions about photosynthesis and respiration, but there are substantially fewer on such topics as plant cell structure and growth; plant genetics, evolution, and classification; plant physiology (beyond energy relations); and plant ecology. The available studies of misconceptions held on those topics show that many are formed at a very young age and persist throughout all educational levels. Our goal is to begin building a central resource of plant biology misconceptions that addresses these underrepresented topics, and here we provide a table of published misconceptions organized by topic. For greater utility, we report the age group(s) in which the misconceptions were found and then map them to the ASPB – BSA Core Concepts and Learning Objectives in Plant Biology for Undergraduates, developed jointly by the American Society of Plant Biologists and the Botanical Society of America. PMID:28912929

  2. Student Misconceptions about Plants - A First Step in Building a Teaching Resource.

    Science.gov (United States)

    Wynn, April N; Pan, Irvin L; Rueschhoff, Elizabeth E; Herman, Maryann A B; Archer, E Kathleen

    2017-01-01

    Plants are ubiquitous and found in virtually every ecosystem on Earth, but their biology is often poorly understood, and inaccurate ideas about how plants grow and function abound. Many articles have been published documenting student misconceptions about photosynthesis and respiration, but there are substantially fewer on such topics as plant cell structure and growth; plant genetics, evolution, and classification; plant physiology (beyond energy relations); and plant ecology. The available studies of misconceptions held on those topics show that many are formed at a very young age and persist throughout all educational levels. Our goal is to begin building a central resource of plant biology misconceptions that addresses these underrepresented topics, and here we provide a table of published misconceptions organized by topic. For greater utility, we report the age group(s) in which the misconceptions were found and then map them to the ASPB - BSA Core Concepts and Learning Objectives in Plant Biology for Undergraduates, developed jointly by the American Society of Plant Biologists and the Botanical Society of America.

  3. The Students’ misconceptions profile on chapter gas kinetic theory

    Science.gov (United States)

    Jauhariyah, M. N. R.; Suprapto, N.; Suliyanah; Admoko, S.; Setyarsih, W.; Harizah, Z.; Zulfa, I.

    2018-03-01

    Students have conception and misconceptions in the learning process. Misconceptions are caused by the teacher, students, and learning source. In the previous study, the researcher developed a misconception diagnosis instrument using three-tier on chapter gas kinetic theory. There are 14 items including 5 sub-chapters on gas kinetic theory. The profile of students’ misconceptions shows that students have misconceptions in each sub-chapter. The cause of misconceptions came from preconceptions, associative thinking, reasoning, intuition, and false negative. The highest cause of misconception in this chapter is student’s humanistic thinking.

  4. Students' Understandings and Misconceptions of Algebraic Inequalities

    Science.gov (United States)

    Rowntree, Rebecca V.

    2009-01-01

    The National Council of Teachers of Mathematics [NCTM] requires students in grades nine through 12 to be able to explain inequalities using mathematical relational symbols and be able to understand the meaning of inequalities and their solutions (NCTM, 2000). Studies have shown that not only middle and high school students have difficulties with…

  5. Singapore Students' Misconceptions of Climate Change

    Science.gov (United States)

    Chang, Chew-Hung; Pascua, Liberty

    2016-01-01

    Climate change is an important theme in the investigation of human-environment interactions in geographic education. This study explored the nature of students' understanding of concepts and processes related to climate change. Through semi-structured interviews, data was collected from 27 Secondary 3 (Grade 9) students from Singapore. The data…

  6. students' conceptions and misconceptions in chemical kinetics

    African Journals Online (AJOL)

    IICBA01

    40 items ... **Department of Science & Technical Education, Rivers State University of Science & .... CKCP is a one-item calculation test based on elementary knowledge of ... then administered on thirty SS3 chemistry students in a school that was.

  7. Exploring Lecturers' Views of First-Year Health Science Students' Misconceptions in Biomedical Domains

    Science.gov (United States)

    Badenhorst, Elmi; Mamede, Sílvia; Hartman, Nadia; Schmidt, Henk G.

    2015-01-01

    Research has indicated that misconceptions hamper the process of knowledge construction. Misconceptions are defined as persistent ideas not supported by current scientific views. Few studies have explored how misconceptions develop when first year health students conceptually move between anatomy and physiology to construct coherent knowledge…

  8. LMS learning algorithms: misconceptions and new results on converence.

    Science.gov (United States)

    Wang, Z Q; Manry, M T; Schiano, J L

    2000-01-01

    The Widrow-Hoff delta rule is one of the most popular rules used in training neural networks. It was originally proposed for the ADALINE, but has been successfully applied to a few nonlinear neural networks as well. Despite its popularity, there exist a few misconceptions on its convergence properties. In this paper we consider repetitive learning (i.e., a fixed set of samples are used for training) and provide an in-depth analysis in the least mean square (LMS) framework. Our main result is that contrary to common belief, the nonbatch Widrow-Hoff rule does not converge in general. It converges only to a limit cycle.

  9. Secondary School Students' Misconceptions about Photosynthesis and Plant Respiration: Preliminary Results

    Science.gov (United States)

    Svandova, Katerina

    2014-01-01

    The study investigated the common misconceptions of lower secondary school students regarding the concepts of photosynthesis and plant respiration. These are abstract concepts which are difficult to comprehend for adults let alone for lower secondary school students. Research of the students misconceptions are conducted worldwide. The researches…

  10. Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology†

    Science.gov (United States)

    Briggs, Amy G.; Morgan, Stephanie K.; Sanderson, Seth K.; Schulting, Molly C.; Wieseman, Laramie J.

    2016-01-01

    The goal of our study was to track changes in student understanding of the central dogma of molecular biology before and after taking a genetics course. Concept maps require the ability to synthesize new information into existing knowledge frameworks, and so the hypothesis guiding this study was that student performance on concept maps reveals specific central dogma misconceptions gained, lost, and retained by students. Students in a genetics course completed pre- and posttest concept mapping tasks using terms related to the central dogma. Student maps increased in complexity and validity, indicating learning gains in both content and complexity of understanding. Changes in each of the 351 possible connections in the mapping task were tracked for each student. Our students did not retain much about the central dogma from their introductory biology courses, but they did move to more advanced levels of understanding by the end of the genetics course. The information they retained from their introductory courses focused on structural components (e.g., protein is made of amino acids) and not on overall mechanistic components (e.g., DNA comes before RNA, the ribosome makes protein). Students made the greatest gains in connections related to transcription, and they resolved the most prior misconceptions about translation. These concept-mapping tasks revealed that students are able to correct prior misconceptions about the central dogma during an intermediate-level genetics course. From these results, educators can design new classroom interventions to target those aspects of this foundational principle with which students have the most trouble. PMID:28101260

  11. Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology

    Directory of Open Access Journals (Sweden)

    Amy G. Briggs

    2016-12-01

    Full Text Available The goal of our study was to track changes in student understanding of the central dogma of molecular biology before and after taking a genetics course. Concept maps require the ability to synthesize new information into existing knowledge frameworks, and so the hypothesis guiding this study was that student performance on concept maps reveals specific central dogma misconceptions gained, lost, and retained by students. Students in a genetics course completed pre- and posttest concept mapping tasks using terms related to the central dogma. Student maps increased in complexity and validity, indicating learning gains in both content and complexity of understanding. Changes in each of the 351 possible connections in the mapping task were tracked for each student. Our students did not retain much about the central dogma from their introductory biology courses, but they did move to more advanced levels of understanding by the end of the genetics course. The information they retained from their introductory courses focused on structural components (e.g., protein is made of amino acids and not on overall mechanistic components (e.g., DNA comes before RNA, the ribosome makes protein. Students made the greatest gains in connections related to transcription, and they resolved the most prior misconceptions about translation. These concept-mapping tasks revealed that students are able to correct prior misconceptions about the central dogma during an intermediate-level genetics course. From these results, educators can design new classroom interventions to target those aspects of this foundational principle with which students have the most trouble.

  12. An Analysis of Students' Misconceptions Concerning Photosynthesis and Respiration in Plants.

    Science.gov (United States)

    Capa, Yesim; Yildirim, Ali; Ozden, M. Yasar

    The aims of this study were to diagnose students' misconceptions concerning photosynthesis and respiration in plants, and to investigate reasons behind these misconceptions. The subjects were 45 ninth grade high school students and 11 high school teachers. Data were collected by interview technique. All of the interviews were audiotaped and…

  13. "Holes" in Student Understanding: Addressing Prevalent Misconceptions regarding Atmospheric Environmental Chemistry

    Science.gov (United States)

    Kerr, Sara C.; Walz, Kenneth A.

    2007-01-01

    There is a misconception among undergraduate students that global warming is caused by holes in the ozone layer. In this study, we evaluated the presence of this and other misconceptions surrounding atmospheric chemistry that are responsible for the entanglement of the greenhouse effect and the ozone hole in students' conceptual frameworks. We…

  14. Thai High-School Students' Misconceptions about and Models of Light Refraction through a Planar Surface

    Science.gov (United States)

    Kaewkhong, Kreetha; Mazzolini, Alex; Emarat, Narumon; Arayathanitkul, Kwan

    2010-01-01

    This article investigates the optics misconceptions of 220 year 11 Thai high-school students. These misconceptions became apparent when the students attempted to explain how an object submerged in a water tank is "seen" by an observer looking into the tank from above and at an angle. The two diagnostic questions used in the study probe…

  15. Analysis of the Misconceptions of 7th Grade Students on Polygons and Specific Quadrilaterals

    Science.gov (United States)

    Ozkan, Mustafa; Bal, Ayten Pinar

    2017-01-01

    Purpose: This study will find out student misconceptions about geometrical figures, particularly polygons and quadrilaterals. Thus, it will offer insights into teaching these concepts. The objective of this study, the question of "What are the misconceptions of seventh grade students on polygons and quadrilaterals?" constitutes the…

  16. Students' Misconceptions about the Ozone Layer and the Effect of Internet-Based Media on It

    Science.gov (United States)

    Gungordu, Nahide; Yalcin-Celik, Ayse; Kilic, Ziya

    2017-01-01

    In this study, students' misconceptions about the ozone layer were investigated, looking specifically at the effect internet-based media has on the formation of these misconceptions. Quantitative and qualitative research approaches were used to perform the research. As part of the quantitative portion of the research, the descriptive survey…

  17. Misconceptions of High School Students Related to the Conceptions of Absolutism and Constitutionalism in History Courses

    Science.gov (United States)

    Bal, Mehmet Suat

    2011-01-01

    The goal of this study is to analyze the 10th grade high school students' misconceptions related to the sense of ruling in the Ottoman State during the absolutist and constitutional periods and to investigate the causes of these misconceptions. The data were collected through eight open-ended questions related to the concepts of absolutism and…

  18. Remediating Misconception on Climate Change among Secondary School Students in Malaysia

    Science.gov (United States)

    Karpudewan, Mageswary; Roth, Wolff-Michael; Chandrakesan, Kasturi

    2015-01-01

    Existing studies report on secondary school students' misconceptions related to climate change; they also report on the methods of teaching as reinforcing misconceptions. This quasi-experimental study was designed to test the null hypothesis that a curriculum based on constructivist principles does not lead to greater understanding and fewer…

  19. Myths and Misconceptions in Popular Psychology: Comparing Psychology Students and the General Public

    Science.gov (United States)

    Furnham, Adrian; Hughes, David J.

    2014-01-01

    This study examined the prevalence of psychological myths and misconceptions among psychology students and within the general population. In total, 829 participants completed a 249-item questionnaire designed to measure a broad range of psychological myths. Results revealed that psychological myths and misconceptions are numerous and widely held.…

  20. Black Boxes in Analytical Chemistry: University Students' Misconceptions of Instrumental Analysis

    Science.gov (United States)

    Carbo, Antonio Domenech; Adelantado, Jose Vicente Gimeno; Reig, Francisco Bosch

    2010-01-01

    Misconceptions of chemistry and chemical engineering university students concerning instrumental analysis have been established from coordinated tests, tutorial interviews and laboratory lessons. Misconceptions can be divided into: (1) formal, involving specific concepts and formulations within the general frame of chemistry; (2)…

  1. Student Misconceptions in Chemical Equilibrium as Related to Cognitive Level and Achievement.

    Science.gov (United States)

    Wheeler, Alan E.; Kass, Heidi

    Reported is an investigation to determine the nature and extent of student misconceptions in chemical equilibrium and to ascertain the degree to which certain misconceptions are related to chemistry achievement and to performance on specific tasks involving cognitive transformations characteristic of the concrete and formal operational stages of…

  2. Applying Agnotology-Based Learning in a Mooc to Counter Climate Misconceptions

    Science.gov (United States)

    Cook, J.

    2014-12-01

    A key challenge facing educators and climate communicators is the wide array of misconceptions about climate science, often fostered by misinformation. A number of myths interfere with a sound understanding of the science, with key myths moderating public support for mitigation policies. An effective way to reduce the influence of misinformation is through agnotology-based learning. Agnotology is the study of ignorance while agnotology-based learning teaches students through the direct addressing of myths and misconceptions. This approach of "refutational teaching" is being applied in a MOOC (Massive Online Open Course) currently being developed by Skeptical Science and The University of Queensland, in collaboration with universities in Canada, USA and the UK. The MOOC will examine the science of climate change denial. Why is the issue so controversial given there is an overwhelming consensus on human-caused global warming? How do climate myths distort the science? What can scientists and laypeople do in response to misinformation? The MOOC will be released on the EdX platform in early 2015. I will summarise the research underpinning agnotology-based learning and present the approach taken in the MOOC to be released in early 2015

  3. Using formative feedback to identify and support first-year chemistry students with missing or misconceptions. A Practice Report

    Directory of Open Access Journals (Sweden)

    Gwen Lawrie

    2013-08-01

    Full Text Available Students entering tertiary studies possess a diverse range of prior experiences in their academic preparation for tertiary chemistry so academics need tools to enable them to respond to issues in diversity in conceptual models possessed by entering students. Concept inventories can be used to provide formative feedback to help students identify concepts that they need to address to improve construction of subsequent understanding enabling their learning.Modular, formative learning activities that can be administered inside or outside of class in first year chemistry courses have been developed. These activities address key missing and mis-conceptions possessed by incoming student. Engagement in these learning activities by students and academics will help shift the culture of diagnostic and formative assessment within the tertiary context and address issues around the secondary/tertiary transition. This diagnostic/intervention framework is currently being trialed across five Australian tertiary institutions encompassing a large heterogeneous sample of students.

  4. Misconceptions in the Earth Sciences: A Cross-Age Study.

    Science.gov (United States)

    Schoon, Kenneth J.

    Misconceptions interfere with the formation of new insights and provide a faulty foundation. This causes difficulty in the learning of new materials. Therefore, effective teachers strive to know which misconceptions students have, and then develop a plan by which these suspected misconceptions can be corrected or averted. This paper reports on an…

  5. Cultural misconceptions and public stigma against mental illness among Lebanese university students.

    Science.gov (United States)

    Rayan, Ahmad; Fawaz, Mirna

    2018-04-01

    The purpose of this study was to examine cultural misconceptions about mental illness and how they are associated with the public stigma against mental illness among Lebanese university students. A sample of 203 participants completed the study. Data about cultural misconceptions, attitudes about mental illness, and public stigma of mental illness were obtained. The researchers examined the mean difference in public stigma according to cultural beliefs about mental illness. The majority of students believe that mental health professionals have inadequate knowledge and expertise to treat mental disorders. Various cultural misconceptions about mental illness were reported. Public stigma significantly differed based on these cultural misconceptions. Psychiatric nurses should play a vital role in reshaping the inappropriate cultural view about mental illness. © 2017 Wiley Periodicals, Inc.

  6. Identifying the Misconceptions of Natural Science (IPA Using CRI (Certanty of Response Index at the Primary School Students in Tarakan

    Directory of Open Access Journals (Sweden)

    Muhsinah Annisa

    2017-10-01

    Full Text Available The objective of this study is to identify the misconceptions of Natural Science (IPA on primary school students in Tarakan. The output of this study is presented into a national scientific journal with ISSN. This study absolutely contributes to the schools and the education providers (universities. This study can identify the misconceptions of what happens to the students, so that teachers know how to handle and remediate these misconceptions. This study employs quantitative descriptive research. The population is the sixth grade students of primary schools in Tarakan. It is because the students of this grade have got the learning material on force, light, and simple machine. The technique.;s used in taking the sample is cluster sampling by considering on the three criteria, namely: superior, medium, and low school category which is based on the mean scores of final test (UAS on natural science subject. So, the sixth grade students of SDN A, SDN B Tarakan, and SDN C Tarakan are chosen as the sample of this study. The instrument of this research is a written test in a form of multiple choice test equiped with the CRI (certainty of response index answer sheet. The data are collected by distributing multiple-choice test which is consisted of 40 questions that are equipped with the CRI answer sheet.

  7. STUDENT MISCONCEPTION ON REDOX TITRATION (A CHALLENGE ON THE COURSE IMPLEMENTATION THROUGH COGNITIVE DISSONANCE BASED ON THE MULTIPLE REPRESENTATIONS

    Directory of Open Access Journals (Sweden)

    H. R. Widarti

    2016-04-01

    Full Text Available The misconception is one of the obstacles in the concept mastery that needed to be minimalized. This descriptive study was conducted to find the patterns of misconceptions which have occurred on college students who participating in the redox titration course subject. Efforts to minimize misconceptions have been conducted through lectures using the multiple representations with the cognitive dissonance strategies on the 30 students who joined the Fundamentals of Analytical Chemistry course. The research instrument used in this study was 6 multiple-choice tests with reasons. In order to detect the misconception, Certainty of Response Index technique was performed. The preliminary study results showed that 34.30% of students experiencing the misconceptions on redox titration. After treatments, the misconceptions reduced to 28.17%. A misconception that cannot be eliminated was related to the concepts involving in the microscopic and symbolic appearances.

  8. Development and Application of an Instrument to Identify Students Misconceptions: Diffusion and Osmosis

    Science.gov (United States)

    Misischia, Cynthia M.

    2010-01-01

    A large number of undergraduate students have naive understandings about the processes of Diffusion and Osmosis. Some students overcome these misconceptions, but others do not. The study involved nineteen undergraduate movement science students at a Midwest University. Participants' were asked to complete a short answer (fill-in the blank) test,…

  9. A Study on Primary and Secondary School Students' Misconceptions about Greenhouse Effect (Erzurum Sampling)

    Science.gov (United States)

    Gul, Seyda; Yesilyurt, Selami

    2011-01-01

    The aim of this study is to determine what level of primary and secondary school students' misconceptions related to greenhouse effect is. Study group consists of totally 280 students attended to totally 8 primary and secondary schools (4 primary school, 4 secondary school) which were determined with convenient sampling method from center of…

  10. High School 9th Grade Students' Understanding Level and Misconceptions about Temperature and Factors Affecting It

    Science.gov (United States)

    Akbas, Yavuz

    2012-01-01

    The purpose of this study is to explore students' understanding levels and misconceptions about temperature and factors affecting it. The concept of the study was chosen from Geography National Curriculum. In this study, a questionnaire was developed after a pilot study with an aim to ascertain the students' understanding levels of temperature and…

  11. Identifying and Addressing Student Difficulties and Misconceptions: Examples from Physics and from Materials Science and Engineering

    Science.gov (United States)

    Rosenblatt, Rebecca

    2012-01-01

    Here I present my work identifying and addressing student difficulties with several materials science and physics topics. In the first part of this thesis, I present my work identifying student difficulties and misconceptions about the directional relationships between net force, velocity, and acceleration in one dimension. This is accomplished…

  12. Student Misconceptions about Newtonian Mechanics: Origins and Solutions through Changes to Instruction

    Science.gov (United States)

    Adair, Aaron Michael

    In order for Physics Education Research (PER) to achieve its goals of significant learning gains with efficient methods, it is necessary to figure out what are the sorts of preexisting issues that students have prior to instruction and then to create teaching methods that are best able to overcome those problems. This makes it necessary to figure out what is the nature of student physics misconceptions---prior beliefs that are both at variance to Newtonian mechanics and also prevent a student from properly cognizing Newtonian concepts. To understand the prior beliefs of students, it is necessary to uncover their origins, which may allow instructors to take into account the sources for ideas of physics that are contrary to Newtonian mechanics understanding. That form of instruction must also induce the sorts of metacognitive processes that allow students to transition from their previous conceptions to Newtonian ones, let alone towards those of modern physics. In this paper, the notions of basic dynamics that are common among first-year college students are studied and compared with previous literature. In particular, an analysis of historical documents from antiquity up to the early modern period shows that these conceptions were rather widespread and consistent over thousands of years and in numerous cultural contexts. This is one of the only analyses in PER that considers the original languages of some of these texts, along with appropriate historical scholarship. Based on the consistent appearance of these misconceptions, a test and interview module was devised to help elucidate the feelings students have that may relate to fictitious forces. The test looked at one-dimensional motion and forces. The first part of the interview asked each student about their answers to the test questions, while the second part asked how students felt when undergoing three cases of constant acceleration in a car. We determined that students confabulated relative motion with the

  13. Undergraduates’ Misconceptions Concerning Plagiarism

    Directory of Open Access Journals (Sweden)

    Nermin Çakmak

    2015-06-01

    Full Text Available In their education lives undergraduate students’ one of the most encountered difficulty is to provide citations for their research projects and term papers. This difficulty drives students to two kinds of plagiarism: intentional or unintentional plagiarism. In this context, plagiarism is a no ethical  scientific behaviour we encounter most frequently among undergraduate students. When plagiarism is investigated in national and international literature, which is considered as an important problem regarding scientific communication and ethics principles, it is seen that research focused on intentional plagiarism. In this context the present study aimed to focus on university students’ unintentional plagiarism, a nonethical academic behaviour, based on their misconceptions. Adding it is aimed to attract the attention of the researchers in librarianship and information sciences to the problem, increase their awareness and to encourage them to make in-depth research. Thus the present study includes issues of conceptions; learning concepts; misconceptions; plagiarism; misconceptions of university students regarding plagiarism and the reasoning; defining and preventing misconceptions; the roles of librarianships and teachers in correcting the misconceptions regarding plagiarism. Present study followed a comprehensive review utilizing descriptive approaches to reveal the situation. At the end of the study a short summary evaluating the situation depending on the literature analysed is also added. Adding ideas and suggestions in how to reveal probable misconceptions and how to prevent or decrease their formation are also presented.

  14. The Effect of Group Work on Misconceptions of 9th Grade Students about Newton's Laws

    Science.gov (United States)

    Ergin, Serap

    2016-01-01

    In this study, the effect of group work and traditional method on 9th grade students' misconceptions about Newton Laws was investigated. The study was conducted in three classes in an Anatolian Vocational High School in Ankara/Turkey in the second term of the 2014-2015 academic year. Two of these classes were chosen as the experimental group and…

  15. The Investigation of 6th Grade Student Misconceptions Originated from Didactic about the "Digestive System" Subject

    Science.gov (United States)

    Ozgur, Sami; Pelitoglu, Fatma Cildir

    2008-01-01

    In this study, the misconceptions emerged as a result of instruction were examined from the viewpoint of the Didactic Transposition Theory. To this end, two randomly selected sample groups (n = 33 and n = 31) from the students of two nearby schools in downtown Balikesir were included in the study. It was observed that different knowledge…

  16. Growing Pebbles and Conceptual Prisms - Understanding the Source of Student Misconceptions about Rock Formation.

    Science.gov (United States)

    Kusnick, Judi

    2002-01-01

    Analyzes narrative essays--stories of rock formation--written by pre-service elementary school teachers. Reports startling misconceptions among preservice teachers on pebbles that grow, human involvement in rock formation, and sedimentary rocks forming as puddles as dry up, even though these students had completed a college level course on Earth…

  17. A Two-Tier Multiple Choice Questions to Diagnose Thermodynamic Misconception of Thai and Laos Students

    Science.gov (United States)

    Kamcharean, Chanwit; Wattanakasiwich, Pornrat

    The objective of this study was to diagnose misconceptions of Thai and Lao students in thermodynamics by using a two-tier multiple-choice test. Two-tier multiple choice questions consist of the first tier, a content-based question and the second tier, a reasoning-based question. Data of student understanding was collected by using 10 two-tier multiple-choice questions. Thai participants were the first-year students (N = 57) taking a fundamental physics course at Chiang Mai University in 2012. Lao participants were high school students in Grade 11 (N = 57) and Grade 12 (N = 83) at Muengnern high school in Xayaboury province, Lao PDR. As results, most students answered content-tier questions correctly but chose incorrect answers for reason-tier questions. When further investigating their incorrect reasons, we found similar misconceptions as reported in previous studies such as incorrectly relating pressure with temperature when presenting with multiple variables.

  18. Some Misconceptions in Meiosis Shown by Students Responding to an Advanced Level Practical Examination Question in Biology.

    Science.gov (United States)

    Brown, C. R.

    1990-01-01

    Discussed are problems revealed in student responses to a practical task which formed part of an advanced level examination. The frequencies with which some misconceptions about cell reproduction and genetics occurred are presented. The nature of these misconceptions is analyzed and their implications discussed. (CW)

  19. Development and Application of Diagnostic Test to Identify Students' Misconceptions of Quantum Physics

    International Nuclear Information System (INIS)

    Halim, A.A.; Meerah, T.S.; Lilia Halim

    2009-01-01

    A study on students' misconceptions on quantum physics is rarely being done, because the target audience is quite small. It is important to understand quantum physics concepts correctly especially for science students. This study was under taken to help students identify their misconceptions at the early stage. The aim of this study is to develop a diagnostic test which can access the students' misconceptions, and use the findings for the benefits of quantum physics courses. A multiple-choice Quantum Physics Diagnostic Test (QPDT), that involves concepts of light, atomic model, particle-wave dualism, wave function, and potential energy, was administered to 200 university students. The results shows that many students use the classical concepts to describe the quantum phenomenon. For example students describe light only as a wave, an electron only as a particle, and that the atomic structure is parallel to the solar system. To overcome these problems, it is suggested that lecturers spend more time in explaining the basic definitions and using analogies in quantum physics teaching. (author)

  20. Investigating Undergraduate Science Students' Conceptions and Misconceptions of Ocean Acidification

    Science.gov (United States)

    Danielson, Kathryn I.; Tanner, Kimberly D.

    2015-01-01

    Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What…

  1. Response to Dr. Smith's Comments and Criticisms Concerning "Identification of Student Misconceptions in Genetics Problem Solving via Computer Program."

    Science.gov (United States)

    Browning, Mark; Lehman, James D.

    1991-01-01

    Authors respond to criticisms by Smith in the same issue and defend their use of the term "gene" and "misconception." Authors indicate that they did not believe that the use of computers significantly skewed their data concerning student errors. (PR)

  2. Invisible Misconceptions: Student Understanding of Ultraviolet and Infrared Radiation

    Science.gov (United States)

    Libarkin, Julie C.; Asghar, Anila; Crockett, C.; Sadler, Philip

    2011-01-01

    The importance of nonvisible wavelengths for the study of astronomy suggests that student understanding of nonvisible light is an important consideration in astronomy classrooms. Questionnaires, interviews, and panel discussions were used to investigate 6-12 student and teacher conceptions of ultraviolet (UV) and infrared (IR). Alternative…

  3. Student Misconceptions about Plants ? A First Step in Building a Teaching Resource?

    OpenAIRE

    Wynn, April N.; Pan, Irvin L.; Rueschhoff, Elizabeth E.; Herman, Maryann A. B.; Archer, E. Kathleen

    2017-01-01

    Plants are ubiquitous and found in virtually every ecosystem on Earth, but their biology is often poorly understood, and inaccurate ideas about how plants grow and function abound. Many articles have been published documenting student misconceptions about photosynthesis and respiration, but there are substantially fewer on such topics as plant cell structure and growth; plant genetics, evolution, and classification; plant physiology (beyond energy relations); and plant ecology. The available ...

  4. Common misconceptions and future intention to smoke among secondary school students in Malaysia.

    Science.gov (United States)

    Caszo, Brinnell; Khair, Muhammad; Mustafa, Mohd Habbib; Zafran, Siti Nor; Syazmin, Nur; Safinaz, Raja Nor Intan; Gnanou, Justin

    2015-01-01

    The prevalence of smoking among secondary school children continues to remain unchanged over the last 3 decades even though awareness regarding the health effects of smoking is increasing. Common misconceptions about smoking and parental influence could be factors influencing future intentions to smoke among these students. Hence, we looked at the common misconceptions as well as student perceptions about their future intention to smoke among Form 4 students in Shah Alam, Malaysia. This study was conducted by distribution of a questionnaire developed as part of the Global Youth Tobacco Survey to Form 4 student in 3 schools at Shah Alam. Prevalence of smoking (current smokers) was 7.5%. Almost half of the children came from families where one or both parents smoked and a third of the parents had no discussion regarding consequences of smoking with them. A large number of students were classified as "triers" as they had tried smoking and were unsure of whether they would not be smoking in the future. Contrary to our expectations, students generally felt smoking did make one feel more uncomfortable and helped one to reduce body weight. Most students seemed to be aware of the ill-effects of smoking on health. They felt they had received adequate information from school regarding the effects on smoking on health. Our study showed that even though Form 4 students in Shah Alam were knowledgeable about ill-effects of smoking and were taught so as part of their school curriculum, the prevalence of smoking was still high. Students in the "trier group" represent a potential group of future smokers and strategies targeting tobacco control may be aimed at tackling these vulnerable individuals. Efforts are also needed to help educate secondary school children about common misconceptions and dispel myths associated with cigarette smoking.

  5. An inventory of student recollections of their past misconceptions as a tool for improved classroom astronomy instruction

    Science.gov (United States)

    Favia, Andrej

    My Ph.D. research is about examining the persistence of 215 common misconceptions in astronomy. Each misconception is based on an often commonly-held incorrect belief by college students taking introductory astronomy. At the University of Maine, the course is taught in alternating semesters by Prof. Neil F. Comins and Prof. David J. Batuski. In this dissertation, I examine the persistence of common astronomy misconceptions by the administration of a retrospective survey. The survey is a new instrument in that it permits the student to indicate either endorsement or rejection of each misconception at various stages in the student's life. I analyze data from a total of 639 students over six semesters. I compare the survey data to the results of exams taken by the students and additional instruments that assess students' misconceptions prior to instruction. I show that the consistency of the students' recollection of their own misconceptions is on par with the consistency of responses between prelims and the final exam. I also find that students who report higher increased childhood interest in astronomy are more likely to have accurate recalls of their own past recollections. I then discuss the use of principal components analysis as a technique for describing the extent to which misconceptions are correlated with each other. The analysis yields logical groupings of subtopics from which to teach. I then present a brief overview of item response theory, the methodology of which calculates relative difficulties of the items. My analysis reveals orders to teach the associated topics in ways that are most effective at dispelling misconceptions during instruction. I also find that the best order to teach the associated concepts is often different for high school and college level courses.

  6. The use of astronomy questions as an instrument to detect student's misconceptions regarding physics concepts at high school level by using CRI (Certainty of Response Index) as identification methods

    Science.gov (United States)

    Utami, D. N.; Wulandari, H. R. T.

    2016-11-01

    The aim of this research is to detect misconceptions in the concept of physics at high school level by using astronomy questions as a testing instrument. Misconception is defined as a thought or an idea that is different from what has been agreed by experts who are reliable in the field, and it is believed to interfere with the acquisition of new understanding and integration of new knowledge or skills. While lack of concept or knowledge can be corrected with the next instruction and learning, students who have misconceptions have to “unlearn” their misconception before learning a correct one. Therefore, the ability to differentiate between these two things becomes crucial. CRI is one of the methods that can identify efficiently, between misconceptions and lack of knowledge that occur in the students. This research used quantitative- descriptive method with ex-post-facto research approach. An instrument used for the test is astronomy questions that require an understanding of physics concepts to solve the problem. By using astronomy questions, it is expected to raise a better understanding such that a concept can be viewed from various fields of science. Based on test results, misconceptions are found on several topics of physics. This test also revealed that student's ability to analyse a problem is still quite low.

  7. Children's mathematics 4-15 learning from errors and misconceptions

    CERN Document Server

    Ryan, Julie

    2007-01-01

    Develops concepts for teachers to use in organizing their understanding and knowledge of children's mathematics. This book offers guidance for classroom teaching and concludes with theoretical accounts of learning and teaching. It transforms research on diagnostic errors into knowledge for teaching, teacher education and research on teaching.

  8. Atheist Students on Campus: From Misconceptions to Inclusion

    Science.gov (United States)

    Goodman, Kathleen M.; Mueller, John A.

    2009-01-01

    People who follow trends in higher education are aware of a renewed emphasis on religious plurality and spirituality on college campuses. But all the articles, conferences, and campus activities surrounding religion and spirituality rarely, if at all, acknowledge one group: students who are atheists. If colleges are to be truly inclusive, they…

  9. Correcting Misconceptions on Electronics: Effects of a Simulation-Based Learning Environment Backed by a Conceptual Change Model

    Science.gov (United States)

    Chen, Yu-Lung; Pan, Pei-Rong; Sung, Yao-Ting; Chang, Kuo-En

    2013-01-01

    Computer simulation has significant potential as a supplementary tool for effective conceptual-change learning based on the integration of technology and appropriate instructional strategies. This study elucidates misconceptions in learning on diodes and constructs a conceptual-change learning system that incorporates…

  10. Identification misconception of primary school teacher education students in changes of matters using a five-tier diagnostic test

    Science.gov (United States)

    Bayuni, T. C.; Sopandi, W.; Sujana, A.

    2018-05-01

    This research was conducted on third grade students (III) semester six, with sample number 84 respondents. The method used in this research is descriptive method. This article identifies the misconceptions of Primary School Teacher Education students by using a five tier diagnostic test research instrument, a question adapted to three chemical representations accompanied by an open reason and a level of confidence in the choice of answers. The categorization of the five tier diagnostic test scoring is divided into four namely, understand the concept, lack of concept, misconception and not understand the concept. Questionnaire in the form of a closed questionnaire is used to determine the factors that cause misconception. The data obtained is misconception has the highest percentage on the concept of substance properties and changes in its form. The highest incidence of misconceptions is due to self-factors. The conclusion is that five tier diagnostic tests can be used to uncover misconceptions of elementary school teachers and assist teachers in presenting lesson material tailored to the chemical representation so that students can understand the concept of the nature of matter and change its form well.

  11. Analysis of acid-base misconceptions using modified certainty of response index (CRI and diagnostic interview for different student levels cognitive

    Directory of Open Access Journals (Sweden)

    Satya Sadhu

    2017-08-01

    Full Text Available 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.

  12. Development and Application of a Four-Tier Test to Assess Pre-Service Physics Teachers' Misconceptions about Geometrical Optics

    Science.gov (United States)

    Kaltakci-Gurel, Derya; Eryilmaz, Ali; McDermott, Lillian Christie

    2017-01-01

    Background: Correct identification of misconceptions is an important first step in order to gain an understanding of student learning. More recently, four-tier multiple choice tests have been found to be effective in assessing misconceptions. Purpose: The purposes of this study are (1) to develop and validate a four-tier misconception test to…

  13. "I Thought It Would Be More Glamorous": Preconceptions and Misconceptions among Students in the Public Relations Principles Course.

    Science.gov (United States)

    Bowen, Shannon A.

    2003-01-01

    Addresses public speaking students' preconceptions as they begin their study and the misconceptions to which they ascribe. Finds that students often enter the basic course unaware of a management focus, shocked by the level of strategic decision making required of practitioners, and surprised by the amount of research knowledge and activity…

  14. The Effect of Conceptual Change Approach to Eliminate 9th Grade High School Students' Misconceptions about Air Pressure

    Science.gov (United States)

    Akbas, Yavuz; Gencturk, Ebru

    2011-01-01

    The aim of this study was to determine the effectiveness of teaching based on conceptual change overcome misconceptions of 9th grade high school students about the subject of air pressure. The sampling of the study was formed with two classes of 9th grade students from a general high school in the city-center of Trabzon. A quasi-experimental…

  15. Asymptote Misconception on Graphing Functions: Does Graphing Software Resolve It?

    Directory of Open Access Journals (Sweden)

    Mehmet Fatih Öçal

    2017-01-01

    Full Text Available Graphing function is an important issue in mathematics education due to its use in various areas of mathematics and its potential roles for students to enhance learning mathematics. The use of some graphing software assists students’ learning during graphing functions. However, the display of graphs of functions that students sketched by hand may be relatively different when compared to the correct forms sketched using graphing software. The possible misleading effects of this situation brought a discussion of a misconception (asymptote misconception on graphing functions. The purpose of this study is two- fold. First of all, this study investigated whether using graphing software (GeoGebra in this case helps students to determine and resolve this misconception in calculus classrooms. Second, the reasons for this misconception are sought. The multiple case study was utilized in this study. University students in two calculus classrooms who received instructions with (35 students or without GeoGebra assisted instructions (32 students were compared according to whether they fell into this misconception on graphing basic functions (1/x, lnx, ex. In addition, students were interviewed to reveal the reasons behind this misconception. Data were analyzed by means of descriptive and content analysis methods. The findings indicated that those who received GeoGebra assisted instruction were better in resolving it. In addition, the reasons behind this misconception were found to be teacher-based, exam-based and some other factors.

  16. Misconceptions and biases in German students' perception of multiple energy sources: implications for science education

    Science.gov (United States)

    Lee, Roh Pin

    2016-04-01

    Misconceptions and biases in energy perception could influence people's support for developments integral to the success of restructuring a nation's energy system. Science education, in equipping young adults with the cognitive skills and knowledge necessary to navigate in the confusing energy environment, could play a key role in paving the way for informed decision-making. This study examined German students' knowledge of the contribution of diverse energy sources to their nation's energy mix as well as their affective energy responses so as to identify implications for science education. Specifically, the study investigated whether and to what extent students hold mistaken beliefs about the role of multiple energy sources in their nation's energy mix, and assessed how misconceptions could act as self-generated reference points to underpin support/resistance of proposed developments. An in-depth analysis of spontaneous affective associations with five key energy sources also enabled the identification of underlying concerns driving people's energy responses and facilitated an examination of how affective perception, in acting as a heuristic, could lead to biases in energy judgment and decision-making. Finally, subgroup analysis differentiated by education and gender supported insights into a 'two culture' effect on energy perception and the challenge it poses to science education.

  17. A Comparative Cross-Cultural Study of the Prevalence and Nature of Misconceptions in Physics amongst English and Chinese Undergraduate Students

    Science.gov (United States)

    Abrahams, Ian; Homer, Matt; Sharpe, Rachael; Zhou, Mengyuan

    2015-01-01

    Background: Despite the large body of literature regarding student misconceptions, there has been relatively little cross-cultural research to directly compare the prevalence of common scientific misconceptions amongst students from different cultural backgrounds. Whilst previous research does suggest the international nature of many…

  18. Exploring Secondary Students' Knowledge and Misconceptions about Influenza: Development, validation, and implementation of a multiple-choice influenza knowledge scale

    Science.gov (United States)

    Romine, William L.; Barrow, Lloyd H.; Folk, William R.

    2013-07-01

    Understanding infectious diseases such as influenza is an important element of health literacy. We present a fully validated knowledge instrument called the Assessment of Knowledge of Influenza (AKI) and use it to evaluate knowledge of influenza, with a focus on misconceptions, in Midwestern United States high-school students. A two-phase validation process was used. In phase 1, an initial factor structure was calculated based on 205 students of grades 9-12 at a rural school. In phase 2, one- and two-dimensional factor structures were analyzed from the perspectives of classical test theory and the Rasch model using structural equation modeling and principal components analysis (PCA) on Rasch residuals, respectively. Rasch knowledge measures were calculated for 410 students from 6 school districts in the Midwest, and misconceptions were verified through the χ 2 test. Eight items measured knowledge of flu transmission, and seven measured knowledge of flu management. While alpha reliability measures for the subscales were acceptable, Rasch person reliability measures and PCA on residuals advocated for a single-factor scale. Four misconceptions were found, which have not been previously documented in high-school students. The AKI is the first validated influenza knowledge assessment, and can be used by schools and health agencies to provide a quantitative measure of impact of interventions aimed at increasing understanding of influenza. This study also adds significantly to the literature on misconceptions about influenza in high-school students, a necessary step toward strategic development of educational interventions for these students.

  19. Trends Concerning Four Misconceptions in Students' Intuitively-Based Probabilistic Reasoning Sourced in the Heuristic of Representativeness

    Science.gov (United States)

    Kustos, Paul Nicholas

    2010-01-01

    Student difficulty in the study of probability arises in intuitively-based misconceptions derived from heuristics. One such heuristic, the one of note for this research study, is that of representativeness, in which an individual informally assesses the probability of an event based on the degree to which the event is similar to the sample from…

  20. The influence of implementation of interactive lecture demonstrations (ILD) conceptual change oriented toward the decreasing of the quantity students that misconception on the Newton's first law

    Science.gov (United States)

    Kurniawan, Yudi; Suhandi, Andi; Hasanah, Lilik

    2016-02-01

    This paper aims to know the influence of implementation of ILD conceptual change oriented (ILD-CC) toward the decreasing of the quantity of students that misconception on the Newton's First Law. The Newton's First Law misconceptions separated into five sub-misconceptions. This research is a quantitative research with one group pretest-posttest design. The samples of this research were 32 students on 9th grade of junior high school in Pandeglang, Banten, Indonesia. The diagnostic test is a multiple-choice form with three-tier test format. The result of this study found that there was decreasing of the quantity of students that misconception on the Newton's First Law. The largest percentage in the decreasing of the number of the students that misconception was on the Misconception 4 about 80, 77%. The Misconception 4 is "The cause of tendency of the body passenger that sat upright on the accelerated bus from motionless bus suddenly to backward be a backward force". For the future studies, it suggested to combine other methods to optimize the decreasing the number of students that misconception.

  1. Nigerian dental technology students and human immunodeficiency virus infection: knowledge, misconceptions and willingness to care.

    Science.gov (United States)

    Azodo, Cc; Omili, Ma; Akeredolu, Pa

    2014-05-01

    The rehabilitative dental care is important for maintaining adequate nutrition, guarding against wasting syndrome and malnutrition among human immunodeficiency virus (HIV)-infected individuals. The aim of this study is to determine the Nigerian dental technology students' knowledge and misconceptions about HIV infection and their willingness to care for HIV-infected patients. This descriptive cross-sectional study of dental technology students of Federal School of Dental Therapy and Technology Enugu, Nigeria was conducted in 2010. Data was subjected to descriptive, non-parametric and parametric statistics using the statistical package for the social sciences (SPSS) version 17.0 (Chicago Illinois, USA). P 4.0% (8/198) of the respondents erroneous described HIV as harmless, self-limitation and antibiotics responsive infection respectively. Of the respondents, 78.8% (156/198) and 83.3% (165/198) of them expressed willingness to care for HIV-infected patients and expressed need for training in the clinical care of HIV-infected patients respectively. Overall, the respondents opined that the dental therapists are the most suitable dental professional to pass HIV-related information to patients in the dental setting ahead of dentists and dental surgery assistants. The expressed willingness to care for HIV-infected patients, knowledge about the mode of HIV transmission and prevention among the respondents were high with existent misconceptions. There were no significant differences in the knowledge about HIV infection and willingness to care for HIV-infected patients among respondents in the lower class and those in upper class.

  2. A comparative cross-cultural study of the prevalence and nature of misconceptions in physics amongst English and Chinese undergraduate students

    Science.gov (United States)

    Abrahams, Ian; Homer, Matt; Sharpe, Rachael; Zhou, Mengyuan

    2015-01-01

    Background:Despite the large body of literature regarding student misconceptions, there has been relatively little cross-cultural research to directly compare the prevalence of common scientific misconceptions amongst students from different cultural backgrounds. Whilst previous research does suggest the international nature of many misconceptions, there is little evidence as to whether the prevalence of such common misconceptions varies from culture to culture. Purpose:To undertake a preliminary examination of the prevalence and reasons for some previously studied scientific misconceptions amongst English and Chinese undergraduate students so as to ascertain whether there is any evidence of cultural difference. Such a finding could help to identify teaching approaches in either country that are more effective in reducing the prevalence of common student misconceptions. Sample:The study involved a convenience sample of 40 undergraduate students - 20 English and 20 Chinese drawn equally from two universities in the North of England - whose formal science education ended at ages 16 and 15 respectively. Design and methods:The study employed semi-structured interview schedule containing eight questions. Results:Whilst similar misconceptions existed amongst both English and Chinese undergraduates, their prevalence was significantly higher amongst the English students (Overall mean score for scientifically correct answers amongst Chinese students was 27.7% higher, p Differences in the prevalence of misconceptions amongst English and Chinese undergraduates appear to arise from differences in the way in which specific areas of physics are taught in both countries. It might be possible to reduce the prevalence of misconceptions in both countries if a better understanding could be developed of how, and why, undergraduates use certain erroneous analogies, and why some teaching approaches seem more effective in reducing the prevalence of misconceptions than others.

  3. Investigation to reduce students’ misconception in energy material

    Science.gov (United States)

    Wijayanti, M. D.; Raharjo, S. B.; Saputro, S.; Mulyani, S.

    2018-05-01

    The purpose of this study is to analyse the misconception of Teacher Candidate of Elementary School (PGSD) on energy materials. This research is expected to be a common misconception in teaching and learning activities. One solution to overcome misconceptions is by investigation. This study uses qualitative research. The subject of this research needs 35 students. Data analysis is done by comparing the observation and test results. The results of this study is the result of students learning outcomes through cycle I and cycle II. The first cycle is due to overweight misconceptions of 18.57% and cycle II of 35.71%. Misconception can be caused by a procedural negligence. Students of PGSD Are examined to show if they understood in a simple movement problem which needs a neverse proportionality concept, to find out a way to prevent misunderstanding. The examination may consist of the question of energy materials by different representation for each student. The conceptual knowledge of the students show incorrectness because they feel confused of existing knowledge they got in their daily lives. It can cause scientific misunderstanding. The declining in student misconceptions is caused by investigation process. Search and data collection are helpful in improving their thinking skills.

  4. Using Three-Tier Test to Identify the Quantity of Student that Having Misconception on Newton's Laws of Motion Concept

    Directory of Open Access Journals (Sweden)

    Emi Sulistri

    2017-10-01

    Full Text Available This study aims to identify students quantity who are having the misconception on Newton's laws of motion concept using a Three-tiered Test. The sampling technique used in this study is purposive sampling technique and has been conducted on 56 students at Senior High School. A three-tier "Newton’s Law Of Motion Test" with 10 items is using as instrument to collected date in this study. The results showed that the quantity of students who experienced misconception with the highest category is on the concept of determining the relationship between the mass of objects and the time required for free fall that is equal to 89.3%. While the lowest category is in the concept of explaining the relationship between acceleration, mass and force with the time required for the object to fall freely that is equal to 26.8%.

  5. Pop Rocks! Engaging first-year geology students by deconstructing and correcting scientific misconceptions in popular culture. A Practice Report

    Directory of Open Access Journals (Sweden)

    Leslie Almberg

    2011-07-01

    Full Text Available Popular culture abounds with ill-conceived notions about Earth’s processes.  Movies, books, music, television and even video games frequently misrepresent fundamental scientific principles, warping viewers’ perceptions of the world around them.  First year geoscience students are not immune to pop culture’s portrayal of earth science and the misconceptions they bring to Geology 101 cloud their ability to differentiate between fact and fiction.  Working within an action research context, a semester-long assessment was designed with the intent to highlight and subsequently challenge students’ misconceptions using examples of “bad geoscience” from pop culture.  Students were required to practice and refine generic skills within this context.  This project succeeded in engaging students, but requires refinement to become more effective in enhancing their geoscience literacy. 

  6. Investigating alternative conceptions in learning disabled students

    Science.gov (United States)

    Cole, Terry Stokes

    Science teachers have long noticed the fact that their students come to school with their own concepts, produced from daily experiences and interactions with the world around them. Sometimes these ideas are in agreement with accepted scientific theories, but often they are not. These "incorrect" ideas, or "misconceptions" have been the focus of many studies, which can be helpful to teachers when planning their lessons. However, there is a dearth of information that is geared specifically to students with learning disabilities. These students generally have deficits in areas of perception and learning that could conceivably influence the way they formulate concepts. The purpose of this study was to examine the concepts held by students with learning disabilities on the causes of the day/night cycle, the phases of the moon, and the seasons. An interview format was judged to be the best method of ensuring that the students' ideas were clearly documented. The subjects were five, sixth-grade students in a city school, who had been determined to have a learning disability. In examining the results, there did not seem to be any direct link between the type of misconception formed and the learning deficit of the child. It seemed more likely that students formed their concepts the way students usually do, but the various disabilities they exhibited interfered with their learning of more appropriate conceptions. The results of this study will be helpful to science teachers, curriculum planners, or anyone who works with students who have learning disabilities. It is hoped that this will begin to fill a void in the area of learning disabilities research.

  7. Revising Psychology Misconceptions by Integrating a Refutation-Style Text Framework into Poster Presentations

    Science.gov (United States)

    Lassonde, Karla A.; Kolquist, Molly; Vergin, Megan

    2017-01-01

    Refutation-style texts have been considered a viable strategy for changing psychological misconceptions. The current study aims to integrate refutation-style texts into a classroom-based method of learning. Psychology students were administered a true/false misconception survey and then viewed several refutation-style poster presentations…

  8. Development of Two-Tier Diagnostic Test Pictorial-Based for Identifying High School Students Misconceptions on the Mole Concept

    Science.gov (United States)

    Siswaningsih, W.; Firman, H.; Zackiyah; Khoirunnisa, A.

    2017-02-01

    The aim of this study was to develop the two-tier pictorial-based diagnostic test for identifying student misconceptions on mole concept. The method of this study is used development and validation. The development of the test Obtained through four phases, development of any items, validation, determination key, and application test. Test was developed in the form of pictorial consisting of two tier, the first tier Consist of four possible answers and the second tier Consist of four possible reasons. Based on the results of content validity of 20 items using the CVR (Content Validity Ratio), a number of 18 items declared valid. Based on the results of the reliability test using SPSS, Obtained 17 items with Cronbach’s Alpha value of 0703, the which means that items have accepted. A total of 10 items was conducted to 35 students of senior high school students who have studied the mole concept on one of the high schools in Cimahi. Based on the results of the application test, student misconceptions were identified in each label concept in mole concept with the percentage of misconceptions on the label concept of mole (60.15%), Avogadro’s number (34.28%), relative atomic mass (62, 84%), relative molecule mass (77.08%), molar mass (68.53%), molar volume of gas (57.11%), molarity (71.32%), chemical equation (82.77%), limiting reactants (91.40%), and molecular formula (77.13%).

  9. Pop Rocks! Engaging first-year geology students by deconstructing and correcting scientific misconceptions in popular culture. A Practice Report

    OpenAIRE

    Leslie Almberg

    2011-01-01

    Popular culture abounds with ill-conceived notions about Earth’s processes.  Movies, books, music, television and even video games frequently misrepresent fundamental scientific principles, warping viewers’ perceptions of the world around them.  First year geoscience students are not immune to pop culture’s portrayal of earth science and the misconceptions they bring to Geology 101 cloud their ability to differentiate between fact and fiction.  Working within ...

  10. Comments and Criticism: Comment on "Identification of Student Misconceptions in Genetics Problem Solving via Computer Program."

    Science.gov (United States)

    Smith, Mike U.

    1991-01-01

    Criticizes an article by Browning and Lehman (1988) for (1) using "gene" instead of allele, (2) misusing the word "misconception," and (3) the possible influences of the computer environment on the results of the study. (PR)

  11. Experience in a Climate Microworld: Influence of Surface and Structure Learning, Problem Difficulty, and Decision Aids in Reducing Stock-Flow Misconceptions

    OpenAIRE

    Medha Kumar; Varun Dutt; Varun Dutt

    2018-01-01

    Research shows that people’s wait-and-see preferences for actions against climate change are a result of several factors, including cognitive misconceptions. The use of simulation tools could help reduce these misconceptions concerning Earth’s climate. However, it is still unclear whether the learning in these tools is of the problem’s surface features (dimensions of emissions and absorptions and cover-story used) or of the problem’s structural features (how emissions and absorptions cause a ...

  12. Students Engaged in Learning

    Science.gov (United States)

    Ismail, Emad A.; Groccia, James E.

    2018-01-01

    Engaging students in learning is a basic principle of effective undergraduate education. Outcomes of engaging students include meaningful learning experiences and enhanced skills in all learning domains. This chapter reviews the influence of engaging students in different forms of active learning on cognitive, psychomotor, and affective skill…

  13. Better Categorizing Misconceptions Using a Contemporary Cognitive Science Lens

    Science.gov (United States)

    Slater, S. J.; Slater, T. F.

    2013-12-01

    Much of the last three decades of discipline-based education research in the geosciences has focused on the important work of identifying the range and domain of misconceptions students bring into undergraduate science survey courses. Pinpointing students' prior knowledge is a cornerstone for developing constructivist approaches and learning environments for effective teaching. At the same time, the development of a robust a priori formula for professors to use in mitigating students' misconceptions remains elusive. An analysis of the literature and our own research has persuaded researchers at the CAPER Center for Astronomy & Physics Education Research to put forth a model that will allow professors to operate on students' various learning difficulties in a more productive manner. Previously, much of the field's work binned erroneous student thinking into a single construct, and from that basis, curriculum developers and instructors addressed student misconceptions with a single instructional strategy. In contrast, we propose a model based on the notion that 'misconceptions' are a mixture of at least four learning barriers: incorrect factual information, inappropriately applied mental algorithms (phenomenological primitives), insufficient cognitive structures (e.g. spatial reasoning), and affective/emotional difficulties (e.g. students' spiritual commitments). In this sense, each of these different types of learning barriers would be more effectively addressed with an instructional strategy purposefully targeting these different attributes. Initial applications of this model to learning problems in geosciences have been fruitful, suggesting that an effort towards categorizing persistent learning difficulties in the geosciences beyond the single generalized category of 'misconceptions' might allow our community to more effectively design learning experiences for our students and the general public

  14. Students' Levels of Explanations, Models, and Misconceptions in Basic Quantum Chemistry: A Phenomenographic Study

    Science.gov (United States)

    Stefani, Christina; Tsaparlis, Georgios

    2009-01-01

    We investigated students' knowledge constructions of basic quantum chemistry concepts, namely atomic orbitals, the Schrodinger equation, molecular orbitals, hybridization, and chemical bonding. Ausubel's theory of meaningful learning provided the theoretical framework and phenomenography the method of analysis. The semi-structured interview with…

  15. Misconception of biology education student of teacher training and education of Sriwijaya University to the concept of photosynthesis and respiration

    Science.gov (United States)

    Susanti, Rahmi

    2018-05-01

    This study aimed to gain an overview of misconceptions on the concept of photosynthesis and respiration. The study involved 58 students from Biology Education of Sriwijaya University. Collecting data used written test of 16 questions, which are 10 questions of multiple choice and 6 of choice with reason. The results showed that:photosynthesis occurs continuously (37.9%), energy used for photosynthesis are light and heat energy (34.5%), plants take CO2to respiration (47%), plants carry on respiration in the absence of light for photosynthesis (22.4%), respiration in plants occurs only in leaf cells (76.4%), and only animals that take O2 of photosynthesis to respiration (68.9%). The conclusion: 1) on the concept of photosynthesis is still prevailing misconceptions about the concept of the place and time of the occurrence of photosynthesis in plants, the role of the sun in photosynthesis, energy is required in the form of photosynthesis, and the role of photosynthesis for the plant. 2) on the concept of respiration is still prevailing misconceptions about the place of the respiration in plants, gas necessary for respiration of plants, and the plants perform respiration time, as well as the cycle of CO2 and O2 that occurs in nature.

  16. Learning From Where Students Look While Observing Simulated Physical Phenomena

    Science.gov (United States)

    Demaree, Dedra

    2005-04-01

    The Physics Education Research (PER) Group at the Ohio State University (OSU) has developed Virtual Reality (VR) programs for teaching introductory physics concepts. Winter 2005, the PER group worked with OSU's cognitive science eye-tracking lab to probe what features students look at while using our VR programs. We see distinct differences in the features students fixate on depending upon whether or not they have formally studied the related physics. Students who first make predictions seem to fixate more on the relevant features of the simulation than those who do not, regardless of their level of education. It is known that students sometimes perform an experiment and report results consistent with their misconceptions but inconsistent with the experimental outcome. We see direct evidence of one student holding onto misconceptions despite fixating frequently on the information needed to understand the correct answer. Future studies using these technologies may prove valuable for tackling difficult questions regarding student learning.

  17. Misconception on Addition and Subtraction of Fraction at Primary School Students in Fifth-Grade

    Science.gov (United States)

    Trivena, V.; Ningsih, A. R.; Jupri, A.

    2017-09-01

    This study aims to investigate the mastery concept of the student in mathematics learning especially in addition and subtraction of fraction at primary school level. By using qualitative research method, the data were collected from 23 grade five students (10-11-year-old). Instruments included a test, that is accompanied by Certainty Response Index (CRI) and interview with students and teacher. The result of the test has been obtained, then processed by analyzing the student’s answers for each item and then grouped by the CRI categories that combined with the results of the interview with students and teacher. The results showed that student’s mastery-concept on additional and subtraction dominated by category ‘misconception’. So, we can say that mastery-concept on addition and subtraction of fraction at fifth-grade students is still low. Finally, the impact can make most of primary student think that learning addition and subtraction of fraction in mathematics is difficult.

  18. Students’ misconceptions on solubility equilibrium

    Science.gov (United States)

    Setiowati, H.; Utomo, S. B.; Ashadi

    2018-05-01

    This study investigated the students’ misconceptions of the solubility equilibrium. The participants of the study consisted of 164 students who were in the science class of second year high school. Instrument used is two-tier diagnostic test consisting of 15 items. Responses were marked and coded into four categories: understanding, misconception, understand little without misconception, and not understanding. Semi-structured interviews were carried out with 45 students according to their written responses which reflected different perspectives, to obtain a more elaborated source of data. Data collected from multiple methods were analyzed qualitatively and quantitatively. Based on the data analysis showed that the students misconceptions in all areas in solubility equilibrium. They had more misconceptions such as in the relation of solubility and solubility product, common-ion effect and pH in solubility, and precipitation concept.

  19. The Effects and Side-Effects of Statistics Education: Psychology Students' (Mis-)Conceptions of Probability

    Science.gov (United States)

    Morsanyi, Kinga; Primi, Caterina; Chiesi, Francesca; Handley, Simon

    2009-01-01

    In three studies we looked at two typical misconceptions of probability: the representativeness heuristic, and the equiprobability bias. The literature on statistics education predicts that some typical errors and biases (e.g., the equiprobability bias) increase with education, whereas others decrease. This is in contrast with reasoning theorists'…

  20. Genius Is Not Immune to Persistent Misconceptions: Conceptual Difficulties Impeding Isaac Newton and Contemporary Physics Students.

    Science.gov (United States)

    Steinberg, Melvin S.; And Others

    Recent research has shown that serious misconceptions frequently survive high school and university instruction in mechanics. It is interesting to inquire whether Newton himself encountered conceptual difficulties before he wrote the "Principia." This paper compares Newton's pre-"Principia" beliefs, based upon his writings,…

  1. Misconceptions and Biases in German Students' Perception of Multiple Energy Sources: Implications for Science Education

    Science.gov (United States)

    Lee, Roh Pin

    2016-01-01

    Misconceptions and biases in energy perception could influence people's support for developments integral to the success of restructuring a nation's energy system. Science education, in equipping young adults with the cognitive skills and knowledge necessary to navigate in the confusing energy environment, could play a key role in paving the way…

  2. Earth Science Misconceptions.

    Science.gov (United States)

    Philips, William C.

    1991-01-01

    Presented is a list of over 50 commonly held misconceptions based on a literature review found in students and adults. The list covers earth science topics such as space, the lithosphere, the biosphere, the atmosphere, the hydrosphere, and the cryosphere. (KR)

  3. Using intervention-oriented evaluation to diagnose and correct students' persistent climate change misconceptions: A Singapore case study.

    Science.gov (United States)

    Pascua, Liberty; Chang, Chew-Hung

    2015-10-01

    The evaluation of classroom-based educational interventions is fraught with tensions, the most critical of which is choosing between focusing the inquiry on measuring the effects of treatment or in proximately utilizing the data to improve practice. This paper attempted to achieve both goals through the use of intervention-oriented evaluation of a professional development program intended to diagnose and correct students' misconceptions of climate change. Data was gathered, monitored and analyzed in three stages of a time-series design: the baseline, treatment and follow-up stages. The evaluation itself was the 'intervention' such that the data was allowed to 'contaminate' the treatment. This was achieved through giving the teacher unimpeded access to the collected information and to introduce midcourse corrections as she saw fit to her instruction. Results showed a significant development in students' conceptual understanding only after the teacher's decision to use direct and explicit refutation of misconceptions. Due to the accessibility of feedback, it was possible to locate specifically at which point in the process that the intervention was most effective. The efficacy of the intervention was then measured through comparing the scores across the three research stages. The inclusion of a comparison group to the design is recommended for future studies. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. Astronomical Misconceptions

    Science.gov (United States)

    Barrier, Regina M.

    2010-01-01

    Do you think that the Moon does not rotate? Do you think that the phases of the Moon are created by the Earth's shadow? Do you think that the seasons are a result of the Earth's distance from the Sun? If you answered "yes" to any of these, then you are one of many who possess misconceptions about astronomy.

  5. Developing a Mobile Physics Learning Environment Based on Physics Misconception Research and E-Learning Design Principles

    Science.gov (United States)

    Lee, Young-Jin

    2010-01-01

    With a rapid increase in the number of people who own a handheld device, such as an iPod, education researchers and administrators started looking for a way to use a handheld device to foster student learning. However, the current use of a mobile device in education is quite limited. With few exceptions, it is mostly used as a simple media player…

  6. Closing the "Hole in the Sky": The Use of Refutation-Oriented Instruction to Correct Students' Climate Change Misconceptions

    Science.gov (United States)

    Chang, Chew-Hung; Pascua, Liberty; Ess, Frances

    2018-01-01

    This article discusses the implementation of a pedagogical tool aimed at the refutation of secondary school (grade ten-equivalent) students' persistent climate change misconceptions. Using a lesson study approach, the materials and intervention techniques used were developed collaboratively with geography teachers. The objective is two-pronged: to…

  7. Welding. Student Learning Guide.

    Science.gov (United States)

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains 30 modules for completing a course in welding. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student self-check…

  8. Concept cartoons for diagnosing student’s misconceptions in the topic of buffers

    Science.gov (United States)

    Kusumaningrum, I. A.; Ashadi; Indriyanti, N. Y.

    2018-05-01

    Student’s misconceptions have been concerned over twenty years in the chemistry education research. It influences students to learn new knowledge and gain a correct concept. The buffer solution is found as a difficult topic due to student’s misconception. However, the research related this subject are still rare. Concept cartoon has been used as one of the effective tools to diagnose misconceptions. This study aims to identify the effectiveness of concept cartoon to diagnose them. The concept cartoon consists of three concept questions. 98 students of grade 11 as respondents of this research and followed by interview for selected students. The data obtain of the study are analyzed by using a scoring key. The detected misconceptions are about what buffers do, what buffers are, and how buffers are able to do what they do. Concept cartoon is potential as a basic tool for remedial teaching.

  9. Experience in a Climate Microworld: Influence of Surface and Structure Learning, Problem Difficulty, and Decision Aids in Reducing Stock-Flow Misconceptions

    Directory of Open Access Journals (Sweden)

    Medha Kumar

    2018-03-01

    Full Text Available Research shows that people’s wait-and-see preferences for actions against climate change are a result of several factors, including cognitive misconceptions. The use of simulation tools could help reduce these misconceptions concerning Earth’s climate. However, it is still unclear whether the learning in these tools is of the problem’s surface features (dimensions of emissions and absorptions and cover-story used or of the problem’s structural features (how emissions and absorptions cause a change in CO2 concentration under different CO2 concentration scenarios. Also, little is known on how problem’s difficulty in these tools (the shape of CO2 concentration trajectory, as well as the use of these tools as a decision aid influences performance. The primary objective of this paper was to investigate how learning about Earth’s climate via simulation tools is influenced by problem’s surface and structural features, problem’s difficulty, and decision aids. In experiment 1, we tested the influence of problem’s surface and structural features in a simulation called Dynamic Climate Change Simulator (DCCS on subsequent performance in a paper-and-pencil Climate Stabilization (CS task (N = 100 across four between-subject conditions. In experiment 2, we tested the effects of problem’s difficulty in DCCS on subsequent performance in the CS task (N = 90 across three between-subject conditions. In experiment 3, we tested the influence of DCCS as a decision aid on subsequent performance in the CS task (N = 60 across two between-subject conditions. Results revealed a significant reduction in people’s misconceptions in the CS task after performing in DCCS compared to when performing in CS task in the absence of DCCS. The decrease in misconceptions in the CS task was similar for both problems’ surface and structural features, showing both structure and surface learning in DCCS. However, the proportion of misconceptions was similar across

  10. Is It the Earth That Turns or the Sun That Goes behind the Mountains? Students' Misconceptions about the Day/Night Cycle after Reading a Science Text

    Science.gov (United States)

    Vosniadou, Stella; Skopeliti, Irini

    2017-01-01

    The present research tested the hypothesis that the reading of science text can create new misconceptions in students with incongruent prior knowledge, and that these new misconceptions will be similar to the fragmented and synthetic conceptions obtained in prior developmental research. Ninety-nine third- and fifth-grade children read and recalled…

  11. Learning from Student Data

    Science.gov (United States)

    Pruitt, Kobie

    2016-01-01

    Just as adults' personal lives and data are increasingly inhabiting online spaces, so are students. While this shift brings many benefits and the possibility of learning tailored to individual students' needs, it is also brings new challenges. Students create an electronic trail of information that creates an obvious concern: How can they enjoy…

  12. Student certainty answering misconception question: study of Three-Tier Multiple-Choice Diagnostic Test in Acid-Base and Solubility Equilibrium

    Science.gov (United States)

    Ardiansah; Masykuri, M.; Rahardjo, S. B.

    2018-04-01

    Students’ concept comprehension in three-tier multiple-choice diagnostic test related to student confidence level. The confidence level related to certainty and student’s self-efficacy. The purpose of this research was to find out students’ certainty in misconception test. This research was quantitative-qualitative research method counting students’ confidence level. The research participants were 484 students that were studying acid-base and equilibrium solubility subject. Data was collected using three-tier multiple-choice (3TMC) with thirty questions and students’ questionnaire. The findings showed that #6 item gives the highest misconception percentage and high student confidence about the counting of ultra-dilute solution’s pH. Other findings were that 1) the student tendency chosen the misconception answer is to increase over item number, 2) student certainty decreased in terms of answering the 3TMC, and 3) student self-efficacy and achievement were related each other in the research. The findings suggest some implications and limitations for further research.

  13. Student’s Misconception of Digestive System Materials in MTs Eight Grade of Malang City and the Role of Teacher’s Pedadogic Competency in MTs

    Directory of Open Access Journals (Sweden)

    Yuswa Istikomayanti

    2017-07-01

    Full Text Available 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.

  14. Misconceptions Highlighted among Medical Students in the Annual International Intermedical School Physiology Quiz

    Science.gov (United States)

    Cheng, Hwee-Ming; Durairajanayagam, Damayanthi

    2012-01-01

    The annual Intermedical School Physiology Quiz (IMSPQ), initiated in 2003, is now an event that attracts a unique, large gathering of selected medical students from medical schools across the globe. The 8th IMSPQ, in 2010, hosted by the Department of Physiology, University of Malaya, in Kuala Lumpur, Malaysia, had 200 students representing 41…

  15. Growing Misconception of Technology: Investigation of Elementary Students' Recognition of and Reasoning about Technological Artifacts

    Science.gov (United States)

    Firat, Mehmet

    2017-01-01

    Knowledge of technology is an educational goal of science education. A primary way of increasing technology literacy in a society is to develop students' conception of technology starting from their elementary school years. However, there is a lack of research on student recognition of and reasoning about technology and technological artifacts. In…

  16. The Negative Sign and Exponential Expressions: Unveiling Students' Persistent Errors and Misconceptions

    Science.gov (United States)

    Cangelosi, Richard; Madrid, Silvia; Cooper, Sandra; Olson, Jo; Hartter, Beverly

    2013-01-01

    The purpose of this study was to determine whether or not certain errors made when simplifying exponential expressions persist as students progress through their mathematical studies. College students enrolled in college algebra, pre-calculus, and first- and second-semester calculus mathematics courses were asked to simplify exponential…

  17. An Analysis of Undergraduate General Chemistry Students' Misconceptions of the Submicroscopic Level of Precipitation Reactions

    Science.gov (United States)

    Kelly, Resa M.; Barrera, Juliet H.; Mohamed, Saheed C.

    2010-01-01

    This study examined how 21 college-level general chemistry students, who had received instruction that emphasized the symbolic level of ionic equations, explained their submicroscopic-level understanding of precipitation reactions. Students' explanations expressed through drawings and semistructured interviews revealed the nature of the…

  18. Free Fall Misconceptions: Results of a Graph Based Pre-Test of Sophomore Civil Engineering Students

    Science.gov (United States)

    Montecinos, Alicia M.

    2014-01-01

    A partially unusual behaviour was found among 14 sophomore students of civil engineering who took a pre test for a free fall laboratory session, in the context of a general mechanics course. An analysis contemplating mathematics models and physics models consistency was made. In all cases, the students presented evidence favoring a correct free…

  19. Understanding the Atom and Relevant Misconceptions: Students' Profiles in Relation to Three Cognitive Variables

    Science.gov (United States)

    Papageorgiou, George; Markos, Angelos; Zarkadis, Nikolaos

    2016-01-01

    This work investigates the formation of particular student profiles based on of their ideas relating to basic characteristics of the atom. Participants were secondary students of 8th, 10th and 12th grades from Northern Greece (n = 421), with specific cohort characteristics e.g. age, grade and class curriculum, and individual differences, e.g.…

  20. Analysis misconception of integers in microteaching activities

    Science.gov (United States)

    Setyawati, R. D.; Indiati, I.

    2018-05-01

    This study view to analyse student misconceptions on integers in microteaching activities. This research used qualitative research design. An integers test contained questions from eight main areas of integers. The Integers material test includes (a) converting the image into fractions, (b) examples of positive numbers including rational numbers, (c) operations in fractions, (d) sorting fractions from the largest to the smallest, and vice versa; e) equate denominator, (f) concept of ratio mark, (g) definition of fraction, and (h) difference between fractions and parts. The results indicated an integers concepts: (1) the students have not been able to define concepts well based on the classification of facts in organized part; (2) The correlational concept: students have not been able to combine interrelated events in the form of general principles; and (3) theoretical concepts: students have not been able to use concepts that facilitate in learning the facts or events in an organized system.

  1. Knowledge and misconceptions about immunizations among medical students, pediatric, and family medicine resident.

    Science.gov (United States)

    Tañón, Vilmarie; Borrero, Clarimar; Pedrogo, Yasmín

    2010-01-01

    Previous research has indicated that, despite being the most trusted source of health information, medical students, residents and other health related professionals lack accurate and current knowledge regarding immunization practices. To evaluate medical students and primary care resident knowledge about immunizations. Self-administered survey given to students from four medical schools, Pediatrics residents (2 training programs) and Family Medicine residents (2 programs). Data was analyzed using Statistix 8.0. One-way ANOVA test was used to compare means, and a p-value less than 0.05 was considered statistically significant. Participants (N=376) included 3rd (64%) and 4th (18%) year medical students and a homogenous distribution of 1st, 2nd and 3rd year residents. The mean percent of correct answers about immunizations was 61%. The participants showed poor knowledge about indications (62% correct answers), contraindications (46% correct answers) and myths (71% correct answers). Knowledge about immunizations correlated with higher levels of education (p immunizations followed by books (48%) and the internet (36%). They referred poor exposure to immunizations in clinical settings. Most medical students do not have the expected knowledge about immunization indications and contraindications. Residents were not proficient in immunization contraindications. Both groups had an adequate understanding about vaccination myths. Efforts towards ensuring adequate exposure to immunizations education during training years are needed in order to eliminate one of the barriers to adequate immunizations in children.

  2. Detection of Misconceptions about Colour and an Experimentally Tested Proposal to Combat them

    Science.gov (United States)

    Martinez-Borreguero, Guadalupe; Pérez-Rodríguez, Ángel Luis; Suero-López, María Isabel; José Pardo-Fernández, Pedro

    2013-06-01

    We study the misconceptions about colour that most people hold, determining the general phenomenological laws that govern them. Concept mapping was used to combat the misconceptions which were found in the application of a test specifically designed to determine these misconceptions, while avoiding the possible misleading inductions that could have arisen from the use of everyday language. In particular, care was taken to avoid the distorting effect that the use of the verb 'to be' applied to coloured objects could have on the responses. The misconceptions found were shown to have an internal consistency in the form of authentic mini-theories (implicit theories). We compared experimentally the results of two different teaching methods applied to combat these misconceptions. This study was conducted with 470 undergraduates of the University of Extremadura. We analysed the persistence over time of their learning made to overcome those misconceptions. The students were divided randomly into an experimental group (EG) and a control group (CG). To combat their misconceptions, EG were taught following a method based on the use of concept maps, and CG were taught following traditional teaching methods. The results of a pre-test and a post-test were compared for the two groups, finding statistically significant differences. The results allowed the principal working hypothesis to be accepted-concept maps are learning tools which foster conceptual change and allow misconceptions to be eradicated via meaningful learning maintained over time, i.e. EG acquired a relative long-lasting gain in learning that was superior to that acquired by CG.

  3. Saying the Wrong Thing: Improving Learning with Multimedia by Including Misconceptions

    Science.gov (United States)

    Muller, D. A.; Bewes, J.; Sharma, M. D.; Reimann, P.

    2008-01-01

    In this study, 364 first-year physics students were randomly assigned to one of four online multimedia treatments on Newton's First and Second Laws of Motion: (1) the "Exposition", a concise lecture-style presentation; (2) the "Extended Exposition", the Exposition with additional interesting information; (3) the "Refutation", the Exposition with…

  4. Neuromyths in Music Education: Prevalence and Predictors of Misconceptions among Teachers and Students.

    Science.gov (United States)

    Düvel, Nina; Wolf, Anna; Kopiez, Reinhard

    2017-01-01

    In the last decade, educational neuroscience has become increasingly important in the context of instruction, and its applications have been transformed into new teaching methods. Although teachers are interested in educational neuroscience, communication between scientists and teachers is not always straightforward. Thus, misunderstandings of neuroscientific research results can evolve into so-called neuromyths . The aim of the present study was to investigate the prevalence of such music-related neuromyths among music teachers and music students. Based on an extensive literature research, 26 theses were compiled and subsequently evaluated by four experts. Fourteen theses were selected, of which seven were designated as scientifically substantiated and seven as scientifically unsubstantiated (hereafter labeled as "neuromyths"). One group of adult music teachers ( n = 91) and one group of music education students ( n = 125) evaluated the theses (forced-choice discrimination task) in two separate online surveys. Additionally, in both surveys person-characteristic variables were gathered to determine possible predictors for the discrimination performance. As a result, identification rates of the seven scientifically substantiated theses were similar for teachers (76%) and students (78%). Teachers and students correctly rejected 60 and 59%, respectively, of the seven neuromyths as scientifically unsubstantiated statements. Sensitivity analysis by signal detection theory revealed a discrimination performance of d' = 1.25 ( SD = 1.12) for the group of teachers and d' = 1.48 ( SD = 1.22) for the students. Both groups showed a general tendency to evaluate the theses as scientifically substantiated (teachers: c = -0.35, students: c = -0.41). Specifically, buzz words such as "brain hemisphere" or "cognitive enhancement" were often classified as correct. For the group of teachers, the best predictor of discrimination performance was having read a large number of media about

  5. Neuromyths in Music Education: Prevalence and Predictors of Misconceptions among Teachers and Students

    Directory of Open Access Journals (Sweden)

    Reinhard Kopiez

    2017-04-01

    Full Text Available In the last decade, educational neuroscience has become increasingly important in the context of instruction, and its applications have been transformed into new teaching methods. Although teachers are interested in educational neuroscience, communication between scientists and teachers is not always straightforward. Thus, misunderstandings of neuroscientific research results can evolve into so-called neuromyths. The aim of the present study was to investigate the prevalence of such music-related neuromyths among music teachers and music students. Based on an extensive literature research, 26 theses were compiled and subsequently evaluated by four experts. Fourteen theses were selected, of which seven were designated as scientifically substantiated and seven as scientifically unsubstantiated (hereafter labeled as “neuromyths”. One group of adult music teachers (n = 91 and one group of music education students (n = 125 evaluated the theses (forced-choice discrimination task in two separate online surveys. Additionally, in both surveys person-characteristic variables were gathered to determine possible predictors for the discrimination performance. As a result, identification rates of the seven scientifically substantiated theses were similar for teachers (76% and students (78%. Teachers and students correctly rejected 60 and 59%, respectively, of the seven neuromyths as scientifically unsubstantiated statements. Sensitivity analysis by signal detection theory revealed a discrimination performance of d' = 1.25 (SD = 1.12 for the group of teachers and d' = 1.48 (SD = 1.22 for the students. Both groups showed a general tendency to evaluate the theses as scientifically substantiated (teachers: c = −0.35, students: c = −0.41. Specifically, buzz words such as “brain hemisphere” or “cognitive enhancement” were often classified as correct. For the group of teachers, the best predictor of discrimination performance was having read a large

  6. Neuromyths in Music Education: Prevalence and Predictors of Misconceptions among Teachers and Students

    Science.gov (United States)

    Düvel, Nina; Wolf, Anna; Kopiez, Reinhard

    2017-01-01

    In the last decade, educational neuroscience has become increasingly important in the context of instruction, and its applications have been transformed into new teaching methods. Although teachers are interested in educational neuroscience, communication between scientists and teachers is not always straightforward. Thus, misunderstandings of neuroscientific research results can evolve into so-called neuromyths. The aim of the present study was to investigate the prevalence of such music-related neuromyths among music teachers and music students. Based on an extensive literature research, 26 theses were compiled and subsequently evaluated by four experts. Fourteen theses were selected, of which seven were designated as scientifically substantiated and seven as scientifically unsubstantiated (hereafter labeled as “neuromyths”). One group of adult music teachers (n = 91) and one group of music education students (n = 125) evaluated the theses (forced-choice discrimination task) in two separate online surveys. Additionally, in both surveys person-characteristic variables were gathered to determine possible predictors for the discrimination performance. As a result, identification rates of the seven scientifically substantiated theses were similar for teachers (76%) and students (78%). Teachers and students correctly rejected 60 and 59%, respectively, of the seven neuromyths as scientifically unsubstantiated statements. Sensitivity analysis by signal detection theory revealed a discrimination performance of d' = 1.25 (SD = 1.12) for the group of teachers and d' = 1.48 (SD = 1.22) for the students. Both groups showed a general tendency to evaluate the theses as scientifically substantiated (teachers: c = −0.35, students: c = −0.41). Specifically, buzz words such as “brain hemisphere” or “cognitive enhancement” were often classified as correct. For the group of teachers, the best predictor of discrimination performance was having read a large number of

  7. Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin; Sørensen, Birgitte Holm

    2013-01-01

    This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT-integrated st......This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT......-integrated student productions which was developed during the project in relation to different subjects. Ownership, iteration and feedforward are the central concepts in this model. Two exemplary cases are presented illustrating the students’ and teachers’ roles as learning designers in relation to the model...

  8. Repairing Student Misconceptions in Heat Transfer Using Inquiry-Based Activities

    Science.gov (United States)

    Prince, Michael; Vigeant, Margot; Nottis, Katharyn

    2016-01-01

    Eight inquiry-based activities, described here in sufficient detail for faculty to adopt in their own courses, were designed to teach students fundamental concepts in heat transfer. The concept areas chosen were (1) factors affecting the rate vs. amount of heat transfer, (2) temperature vs. perceptions of hot and cold, (3) temperature vs. energy…

  9. The Use of Force Notation to Detect Students' Misconceptions: Mutual Interactions Case

    Science.gov (United States)

    Serhane, Ahcene; Zeghdaoui, Abdelhamid; Debiache, Mehdi

    2017-01-01

    Using a conventional notation for representing forces on diagrams, students were presented with questions on the interaction between two objects. The results show that complete understanding of Newton's Third Law of Motion is quite rare, and that some problems relate to misunderstanding which force acts on each body. The use of the terms…

  10. Addressing Misconceptions

    Science.gov (United States)

    Dial, Katrina; Riddley, Diana; Williams, Kiesha; Sampson, Victor

    2009-01-01

    The law of conservation of mass can be counterintuitive for most students because they often think the mass of a substance is related to its physical state. As a result, students may hold a number of alternative conceptions related to this concept, including, for example, the believe that gas has no mass, that solids have greater mass than fluids,…

  11. Common Misconceptions about Cholesterol

    Science.gov (United States)

    ... Venous Thromboembolism Aortic Aneurysm More Common Misconceptions about Cholesterol Updated:Jan 29,2018 How much do you ... are some common misconceptions — and the truth. High cholesterol isn’t a concern for children. High cholesterol ...

  12. Student Modeling and Machine Learning

    OpenAIRE

    Sison , Raymund; Shimura , Masamichi

    1998-01-01

    After identifying essential student modeling issues and machine learning approaches, this paper examines how machine learning techniques have been used to automate the construction of student models as well as the background knowledge necessary for student modeling. In the process, the paper sheds light on the difficulty, suitability and potential of using machine learning for student modeling processes, and, to a lesser extent, the potential of using student modeling techniques in machine le...

  13. Mathematical Creative Thinking Ability of the Seventh Grade Students in Terms of Learning Styles to the Preview-Question-Read-Reflect-Recite-Review (PQ4R Learning

    Directory of Open Access Journals (Sweden)

    Fiatun Istiqomah

    2017-08-01

    Full Text Available The purpose of this study are: (1 to know the effectiveness of PQ4R learning model in improving the creative thinking skills of the learners; (2 to know the classifications of the learners based on the levels of creative thinking skills; and (3 to describe the misconception which hampers the creative thinking skills at low level in  from the learning styles of the learners. The population in this study is the seventh grade students of SMP N 21 Semarang. The method in this study is mixed method research. Quantitative data analysis uses t-test, z-test, and normalized gain test. Analysis of qualitative data using data reduction stages, data presentation, and conclusions. The results show: (1 PQ4R learning model is effective in improving the creative thinking ability of the learners; (2 the classifications of the learners based on the levels of creative thinking ability which have variations the are many of the learners who are different in each level; and (3 misconception which hampers the creative thinking skills at low level with the learning styles: (a visual meets four misconception indicators, (b auditorial meets three misconception indicators, and (c kinesthetic meets six misconception indicators.

  14. The effect of student-centered and teacher-centered instruction with and without conceptual advocacy on biology students' misconceptions, achievement, attitudes toward science, and cognitive retention

    Science.gov (United States)

    Gallop, Roger Graham

    The purpose of this study was to investigate the effect of student-centered and teacher-centered instructional strategies with and without conceptual advocacy (CA) on ninth-grade biology students' misconceptions (MIS), biology achievement (ACH), attitudes toward science (ATT), and cognitive retention of scientific method and measurement, spontaneous generation, and characteristics of living things. Students were purposively selected using intact classes and assigned to one of four treatment groups (i.e., student-centered instruction without CA, student-centered instruction with CA, teacher-centered instruction with CA, and teacher-centered instruction without CA). A modified quasi-experimental design was used in which students were not matched in the conventional sense but instead, groups were shown to be equivalent on the dependent measure via a pretest. A 5-day treatment implementation period addressed science conceptions under investigation. The treatment period was based on the number of class periods teachers at the target school actually spend teaching the biological concepts under investigation using traditional instruction. At the end of the treatment period, students were posttested using the Concepts in Biology instrument and Science Questionnaire. Eight weeks after the posttest, these instruments were administered again as a delayed posttest to determine cognitive retention of the correct biological conceptions and attitudes toward science. MANCOVA and follow-up univariate ANCOVA results indicated that student-centered instruction without CA (i.e., Group 1) did not have a significant effect on students' MIS, ACH, and ATT (F = .029, p = .8658; F = .002, p =.9688, F = .292, p = .5897, respectively). On the other hand, student-centered instruction with CA (i.e., Group 2) had a significant effect on students' MIS and ACH (F =10.33, p = .0016 and F = 10.17, p = .0017, respectively), but did not on ATT (F = .433, p = .5117). Teacher-centered instruction with

  15. What We Call Misconceptions May Be Necessary Stepping-Stones toward Making Sense of the World

    Science.gov (United States)

    Campbell, Todd; Schwarz, Christina; Windschitl, Mark

    2016-01-01

    The vision of Next Generation Science Standards (NGSS) "requires a dramatic departure from approaches to teaching and learning science occurring today in most science classrooms K-12" (Reiser 2013, p. 2). In this article the authors emphasize the importance of examining student misconceptions and correcting them with sense-making…

  16. Towards a comprehensive knowledge package for teaching proof: A focus on the misconception that empirical arguments are proofs

    Directory of Open Access Journals (Sweden)

    Andreas J. Stylianides

    2011-08-01

    Full Text Available The concept of proof is central to meaningful learning of mathematics, but is hard for students to learn. A serious misconception dominant amongst students at all levels of schooling is that empirical arguments are proofs. An important question, then, is the following: What knowledge might enable teachers to help students overcome this misconception? Earlier research led to construction of a significant but rather incomplete ‘knowledge package’ for teaching in this area. Major elements of this knowledge package are summarised and its further development is contributed to by discussing a research-based instructional intervention found to be effective in helping secondary students begin to overcome the misconception that empirical arguments are proofs. Implications for mathematics teacher education are considered.

  17. The Heat Is On! Using Particle Models to Change Students' Conceptions of Heat and Temperature

    Science.gov (United States)

    Hitt, Austin Manning; Townsend, J. Scott

    2015-01-01

    Elementary, middle-level, and high school science teachers commonly find their students have misconceptions about heat and temperature. Unfortunately, student misconceptions are difficult to modify or change and can prevent students from learning the accurate scientific explanation. In order to improve our students' understanding of heat and…

  18. Spore: Spawning Evolutionary Misconceptions?

    Science.gov (United States)

    Bean, Thomas E.; Sinatra, Gale M.; Schrader, P. G.

    2010-10-01

    The use of computer simulations as educational tools may afford the means to develop understanding of evolution as a natural, emergent, and decentralized process. However, special consideration of developmental constraints on learning may be necessary when using these technologies. Specifically, the essentialist (biological forms possess an immutable essence), teleological (assignment of purpose to living things and/or parts of living things that may not be purposeful), and intentionality (assumption that events are caused by an intelligent agent) biases may be reinforced through the use of computer simulations, rather than addressed with instruction. We examine the video game Spore for its depiction of evolutionary content and its potential to reinforce these cognitive biases. In particular, we discuss three pedagogical strategies to mitigate weaknesses of Spore and other computer simulations: directly targeting misconceptions through refutational approaches, targeting specific principles of scientific inquiry, and directly addressing issues related to models as cognitive tools.

  19. A Reply to ''Reinterpretation of Students' Ideas When Reasoning about Particle Model Illustrations. A Response to ''Using Animations in Identifying General Chemistry Students' Misconceptions and Evaluating Their Knowledge Transfer Relating to Particle Position in Physical Changes'' by Smith and Villarreal (2015)''

    Science.gov (United States)

    Smith, K. Christopher; Villarreal, Savannah

    2015-01-01

    In this reply to Elon Langbeheim's response to an article recently published in this journal, authors Smith and Villarreal identify several types of general chemistry students' misconceptions concerning the concept of particle position during physical change. They focus their response on one of the misconceptions identified as such: Given a solid…

  20. Pre-Service Science Teachers' PCK: Inconsistency of Pre-Service Teachers' Predictions and Student Learning Difficulties in Newton's Third Law

    Science.gov (United States)

    Zhou, Shaona; Wang, Yanlin; Zhang, Chunbin

    2016-01-01

    There is widespread agreement that science learning always builds upon students' existing ideas and that science teachers should possess knowledge of learners. This study aims at investigating pre-service science teachers' knowledge of student misconceptions and difficulties, a crucial component of PCK, on Newton's Third Law. A questionnaire was…

  1. Student Learning-Game Designs

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This article presents new knowledge about how students can implement learning and game elements into analogue and digital learning games as a means of learning and teaching curriculum‐based subject matter. The purpose of the analysis is to identify what learning‐game design elements were used...... in four learning games created by students, to investigate how these elements were em83 ployed, to determine what learning trajectories emerged in the two digital game tools and to offer reflections and suggestions regarding the learning processes students experienced when building the various learning...... trajectories for specific learning goals into the digital games. The article examines how specific features in the two digital game tools, Scratch and RGBMaker, afford creation of learning trajectories in various ways, enabling deep learning and gameplay processes for the players of the games. According...

  2. INVESTIGATION OF THE MISCONCEPTION IN NEWTON II LAW

    Directory of Open Access Journals (Sweden)

    Yudi Kurniawan

    2018-04-01

    Full Text Available This study aims to provide a comprehensive description of the level of the number of students who have misconceptions about Newton's II Law. This research is located at one State Junior High School in Kab. Pandeglang. The purposive sampling was considering used in this study because it is important to distinguish students who do not know the concept of students who experience misconception. Data were collected using a three tier-test diagnostic test and analyzed descriptively quantitatively. The results showed that the level of misconception was in the two categories of high and medium levels. It needs an innovative teaching technique for subsequent research to treat Newton's Newton misconception.

  3. Overcoming misconceptions in quantum mechanics with the time evolution operator

    International Nuclear Information System (INIS)

    Garcia Quijas, P C; Arevalo Aguilar, L M

    2007-01-01

    Recently, there have been many efforts to use the research techniques developed in the field of physics education research to improve the teaching and learning of quantum mechanics. In particular, part of this research is focusing on misconceptions held by students. For instance, a set of misconceptions is associated with the concept of stationary states. In this paper, we argue that a possible way to remove these is to solve the Schroedinger equation using the evolution operator method (EOM), and stress the fact that to find stationary states is only the first step in solving that equation. The EOM consists in solving the Schroedinger equation by direct integration, i.e. Ψ(x, t) = U(t)Ψ(x, 0), where U(t)=e -itH-hat/h is the time evolution operator, and Ψ(x, 0) is the initial state. We apply the evolution operator method in the case of the harmonic oscillator

  4. Linking neuroscientific research on decision making to the educational context of novice students assigned to a multiple-choice scientific task involving common misconceptions about electrical circuits

    Directory of Open Access Journals (Sweden)

    Patrice ePotvin

    2014-01-01

    Full Text Available Functional magnetic resonance imaging was used to identify the brain-based mechanisms of uncertainty and certainty associated with answers to multiple-choice questions involving common misconceptions about electric circuits. Twenty-two (22 scientifically novice participants (humanities and arts college students were asked, in an fMRI study, whether or not they thought the light bulbs in images presenting electric circuits were lighted up correctly, and if they were certain or uncertain of their answers. When participants reported that they were unsure of their responses, analyses revealed significant activations in brain areas typically involved in uncertainty (anterior cingulate cortex, anterior insula cortex, and superior/dorsomedial frontal cortex and in the left middle/superior temporal lobe. Certainty was associated with large bilateral activations in the occipital and parietal regions usually involved in visuospatial processing. Correct-and-certain answers were associated with activations that suggest a stronger mobilization of visual attention resources when compared to incorrect-and-certain answers. These findings provide insights into brain-based mechanisms of uncertainty that are activated when common misconceptions, identified as such by science education research literature, interfere in decision making in a school-like task. We also discuss the implications of these results from an educational perspective.

  5. Blended Learning: The Student Viewpoint

    African Journals Online (AJOL)

    Student perceptions were assessed using Mann–Whitney. U‑test and ... Keywords: Blended learning, Online learning, Students' perceptions. Access this article online ..... performance, EC: Educational counseling, MIB: Medical insurance billing, MT: .... distance in education at the harvard business school. Educ. Technol ...

  6. Learning Environment and Student Effort

    Science.gov (United States)

    Hopland, Arnt O.; Nyhus, Ole Henning

    2016-01-01

    Purpose: The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments. Design/methodology/approach: The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The…

  7. Three Misconceptions About Radiation — And What We Teachers Can Do to Confront Them

    Science.gov (United States)

    Neumann, Susanne

    2014-09-01

    During the last few years teaching physics, I have noticed that my students are becoming more and more interested in the topic of radiation. Mobile phones, modern game consoles, and WiFi—all of these devices involving some kind of radiation are part of our students' everyday lives. Students are also frequently confronted in the media with debates relating to different types of radiation: What are the effects of nuclear contamination going to be after the Fukushima accident? Can radiation from mobile phones really cause cancer? Should the use of tanning booths be forbidden for teenagers? Although students seem to be very motivated to learn about the topic of radiation, I have encountered several misconceptions about this topic that my students bring into the physics classroom. Some of these misconceptions might be caused by biased media reports, while others can be attributed to a different usage of the word radiation in everyday language (when compared to the scientific usage of this term). In this paper, I would like to present the most common misconceptions about radiation that I have encountered in my physics courses and I would like to give some ideas how to confront these ideas in teaching. A detailed description of these misconceptions discovered through empirical research can be found in one of my research articles.1

  8. Assessing student clinical learning experiences.

    Science.gov (United States)

    Nehyba, Katrine; Miller, Susan; Connaughton, Joanne; Singer, Barbara

    2017-08-01

    This article describes the use of an activity worksheet and questionnaire to investigate the learning experience of students on clinical placement. The worksheet measures the amount of time students spend in different learning activities, and the questionnaire explores student satisfaction and preferred learning activities. An activity worksheet and questionnaire … investigate[d] the learning experiences of students on clinical placement METHODS: The activity worksheet and questionnaire were used in a cohort pilot study of physiotherapy students on clinical placement. The activity worksheet provides details of the amount of time students engage in a range of clinical and non-clinical tasks while on placement, such as time spent treating patients, working individually, working with their peers and engaging in reflective practice. In combination with the questionnaire results, it allows clinicians to gain an understanding of the clinical learning environment experienced by their students. The data collected using these tools provide a description of the students' activities while undertaking the clinical placement. This information may guide the refinement of the clinical experience, and offers an opportunity to individualise learning activities to match students' needs and preferences. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  9. Teaching students in place: the languages of third space learning

    Science.gov (United States)

    Morawski, Cynthia M.

    2017-09-01

    With a perceptive eye cast on geoscience pedagogy for students labeled as disabled, Martinez-Álvarez makes important contributions to the existing conversation on placed-based learning. It is in our local backyards, from the corner basketball court, to the mud bank of a city lake, to the adjacent field where rocky outcrops spill down to a forgotten farmer's field, that we find rich working material for connecting self and community, moving students' out-of-school experiences that feature their cultural and linguistic knowledge, from misconceptions to "alternative conceptions." Informed by her insights regarding the learning of students whose literacy does not match conventional classroom practice, geoscience learning in the place of third space can act as a model of meaning making across the entire curriculum. In the pages that follow, I transact, both aesthetically and efferently, with Martinez-Álvarez's text as she presents her research on special ways of learning in placed-based geoscience explorations with bilingual children experiencing disabilities.

  10. The Effects of Computer-Assisted Instruction Designed According to 7E Model of Constructivist Learning on Physics Student Teachers' Achievement, Concept Learning, Self-Efficacy Perceptions and Attitudes

    Science.gov (United States)

    Kocakaya, Serhat; Gonen, Selahattin

    2010-01-01

    The purpose of this study was to investigate the effects of a Computer-Assisted Instruction designed according to 7E model of constructivist learning(CAI7E) related to "electrostatic'' topic on physics student teachers' cognitive development, misconceptions, self-efficacy perceptions and attitudes. The study was conducted in 2006-2007…

  11. Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

    Science.gov (United States)

    Ma'rufi; Ketut Budayasa, I.; Juniati, Dwi

    2018-01-01

    This research aims at describing the profile of high school teacher’s Pedagogical Content Knowledge in learning mathematics from the perspective of teaching experience. Pedagogical Content Knowledge (PCK) covers teacher’s knowledge of subject matter, knowledge of pedagogy, and knowledge of students. The subject of this research was two high school mathematics teachers who have different teaching experience. The data were obtained through interview and observation then analyzed qualitatively. The focus of this research is the novice teacher’s PCK deals with knowledge of students. Knowledge of Student is defined as teacher’s knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. The result of this research shows that novice teacher’s ability in analyzing the cause of students’ difficulty, mistake, and misconception was limited. Novice teacher tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students.

  12. Engaging Students' Learning Through Active Learning

    Directory of Open Access Journals (Sweden)

    Margaret Fitzsimons

    2014-06-01

    Full Text Available This paper discusses a project carried out with thirty six final year undergraduate students, studying the Bachelor of Science in Business and Management and taking the module Small Business Management during the academic year 2012 and 2013 in Dublin Institute of Technology. The research had two separate objectives, 1 to engage in active learning by having students work on a consulting project in groups for a real life business and 2 to improve student learning. The Small Business Management previously had a group assignment that was to choose an article related to entrepreneurship and critic it and present it to the class. Anecdotally, from student feedback, it was felt that this process did not engage students and also did not contribute to the key competencies necessary in order to be an entrepreneur. The desire was for students on successful completion of this module to have better understood how business is conducted and equip them with core skills such as innovation, critical thinking, problem solving and decision making .Student buy in was achieved by getting the students to select their own groups and also work out between each group from a one page brief provided by the businesses which business they would like to work with. It was important for the businesses to also feel their time spent with students was worthwhile so they were presented with a report from the students at the end of the twelve weeks and invited into the College to hear the presentations from students. Students were asked to provide a reflection on their three key learning points from the assignment and to answer specific questions designed to understand what they learnt and how and their strengths and weaknesses. A survey was sent to the businesses that took part to understand their experiences. The results were positive with student engagement and learning rating very highly and feedback from the businesses demonstrated an appreciation of having a different

  13. Childhood Obesity: Common Misconceptions

    Science.gov (United States)

    ... Issues Listen Español Text Size Email Print Share Childhood Obesity: Common Misconceptions Page Content Article Body Everyone, it ... for less than 1% of the cases of childhood obesity. Yes, hypothyroidism (a deficit in thyroid secretion) and ...

  14. Internationalizing Student Learning and Development

    Science.gov (United States)

    Roberts, Dennis C.; Komives, Susan R.

    2016-01-01

    Best practices in internationalizing student learning and development require cultural critical analysis before transferring, adapting, hedging, or avoiding existing practices in cross-border applications both in and beyond the classroom.

  15. Learning Styles and Student Diversity.

    Science.gov (United States)

    Loper, Sue

    1989-01-01

    A teacher reports on helpful advice she received from a colleague when she started teaching: to teach students in the cognitive mode in which they learn best (auditory, visual, kinesthetic, or tactile). (TE)

  16. Student Difficulties in Learning Density: A Distributed Cognition Perspective

    Science.gov (United States)

    Xu, Lihua; Clarke, David

    2012-08-01

    Density has been reported as one of the most difficult concepts for secondary school students (e.g. Smith et al. 1997). Discussion about the difficulties of learning this concept has been largely focused on the complexity of the concept itself or student misconceptions. Few, if any, have investigated how the concept of density was constituted in classroom interactions, and what consequences these interactions have for individual students' conceptual understanding. This paper reports a detailed analysis of two lessons on density in a 7th Grade Australian science classroom, employing the theory of Distributed Cognition (Hollan et al. 1999; Hutchins 1995). The analysis demonstrated that student understanding of density was shaped strongly by the public classroom discussion on the density of two metal blocks. It also revealed the ambiguities associated with the teacher demonstration and the student practical work. These ambiguities contributed to student difficulties with the concept of density identified in this classroom. The results of this study suggest that deliberate effort is needed to establish shared understanding not only about the purpose of the activities, but also about the meaning of scientific language and the utility of tools. It also suggests the importance of appropriate employment of instructional resources in order to facilitate student scientific understanding.

  17. Mobile Learning and Student Retention

    Directory of Open Access Journals (Sweden)

    Bharat Inder Fozdar

    2007-06-01

    Full Text Available Student retention in open and distance learning (ODL is comparatively poor to traditional education and, in some contexts, embarrassingly low. Literature on the subject of student retention in ODL indicates that even when interventions are designed and undertaken to improve student retention, they tend to fall short. Moreover, this area has not been well researched. The main aim of our research, therefore, is to better understand and measure students’ attitudes and perceptions towards the effectiveness of mobile learning. Our hope is to determine how this technology can be optimally used to improve student retention at Bachelor of Science programmes at Indira Gandhi National Open University (IGNOU in India. For our research, we used a survey. Results of this survey clearly indicate that offering mobile learning could be one method improving retention of BSc students, by enhancing their teaching/ learning and improving the efficacy of IGNOU’s existing student support system. The biggest advantage of this technology is that it can be used anywhere, anytime. Moreover, as mobile phone usage in India explodes, it offers IGNOU easy access to a larger number of learners. This study is intended to help inform those who are seeking to adopt mobile learning systems with the aim of improving communication and enriching students’ learning experiences in their ODL institutions.

  18. Building Maintenance. Student Learning Guide.

    Science.gov (United States)

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains one module for completing a course in building maintenance. It is designed especially for use in secondary schools in Palm Beach County, Florida. The module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

  19. Student Perceptions of Active Learning

    Science.gov (United States)

    Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.

    2015-01-01

    A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college…

  20. The Origins of Force--Misconceptions and Classroom Controversy.

    Science.gov (United States)

    Steinberg, Melvin S.

    Misconceptions associated with the origins of force and the effectiveness of a bridging strategy for developing correct conceptual models in mechanics are identified for high school physics teachers in this paper. The situation investigated was whether a table exerts an upward force on a book. Student misconceptions related to this phenomenon as…

  1. Blended Learning: The Student Viewpoint.

    Science.gov (United States)

    Shantakumari, N; Sajith, P

    2015-01-01

    Blended learning (BL) is defined as "a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning." The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E-learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy. To determine the students' perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. This was a cross-sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann-Whitney U-test and Kruskal-Wallis test on the basis of gender, age, and course enrollment. The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02). Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception.

  2. Learning profiles of Master students

    DEFF Research Database (Denmark)

    Sprogøe, Jonas; Hemmingsen, Lis

    2005-01-01

    at DPU in 2001 several evaluations and research have been carried out on several topics relating to form, content, and didactics, but one important focus is missing: the research about the psychological profile and learning style of the master student. Knowledge is lacking on how teaching methods......Master education as a part of lifelong learning/education has over the last years increased in Denmark. Danish Universities now offer more than110 different programmes. One of the characteristics of the master education is that the students get credits for their prior learning and practical work...... experiences, and during the study/education theory and practise is combined. At the Master of Adult Learning and Human Resource Development, one of DPU´s master programmes, the students have a very diverse background and have many different experiences and practises. Since the first programme was introduced...

  3. Prevalence and Persistence of Misconceptions in Tree Thinking.

    Science.gov (United States)

    Kummer, Tyler A; Whipple, Clinton J; Jensen, Jamie L

    2016-12-01

    Darwin described evolution as "descent with modification." Descent, however, is not an explicit focus of most evolution instruction and often leaves deeply held misconceptions to dominate student understanding of common ancestry and species relatedness. Evolutionary trees are ways of visually depicting descent by illustrating the relationships between species and groups of species. The ability to properly interpret and use evolutionary trees has become known as "tree thinking." We used a 20-question assessment to measure misconceptions in tree thinking and compare the proportion of students who hold these misconceptions in an introductory biology course with students in two higher-level courses including a senior level biology course. We found that misconceptions related to reading the graphic ( reading the tips and node counting ) were variably influenced across time with reading the tips decreasing and node counting increasing in prevalence. On the other hand, misconceptions related to the fundamental underpinnings of evolutionary theory ( ladder thinking and similarity equals relatedness ) proved resistant to change during a typical undergraduate study of biology. A possible new misconception relating to the length of the branches in an evolutionary tree is described. Understanding the prevalence and persistence of misconceptions informs educators as to which misconceptions should be targeted in their courses.

  4. Prevalence and Persistence of Misconceptions in Tree Thinking†

    Science.gov (United States)

    Kummer, Tyler A.; Whipple, Clinton J.; Jensen, Jamie L.

    2016-01-01

    Darwin described evolution as “descent with modification.” Descent, however, is not an explicit focus of most evolution instruction and often leaves deeply held misconceptions to dominate student understanding of common ancestry and species relatedness. Evolutionary trees are ways of visually depicting descent by illustrating the relationships between species and groups of species. The ability to properly interpret and use evolutionary trees has become known as “tree thinking.” We used a 20-question assessment to measure misconceptions in tree thinking and compare the proportion of students who hold these misconceptions in an introductory biology course with students in two higher-level courses including a senior level biology course. We found that misconceptions related to reading the graphic (reading the tips and node counting) were variably influenced across time with reading the tips decreasing and node counting increasing in prevalence. On the other hand, misconceptions related to the fundamental underpinnings of evolutionary theory (ladder thinking and similarity equals relatedness) proved resistant to change during a typical undergraduate study of biology. A possible new misconception relating to the length of the branches in an evolutionary tree is described. Understanding the prevalence and persistence of misconceptions informs educators as to which misconceptions should be targeted in their courses. PMID:28101265

  5. Prevalence and Persistence of Misconceptions in Tree Thinking

    Directory of Open Access Journals (Sweden)

    Tyler A. Kummer

    2016-12-01

    Full Text Available Darwin described evolution as “descent with modification.” Descent, however, is not an explicit focus of most evolution instruction and often leaves deeply held misconceptions to dominate student understanding of common ancestry and species relatedness. Evolutionary trees are ways of visually depicting descent by illustrating the relationships between species and groups of species. The ability to properly interpret and use evolutionary trees has become known as “tree thinking.” We used a 20-question assessment to measure misconceptions in tree thinking and compare the proportion of students who hold these misconceptions in an introductory biology course with students in two higher-level courses including a senior level biology course. We found that misconceptions related to reading the graphic (reading the tips and node counting were variably influenced across time with reading the tips decreasing and node counting increasing in prevalence. On the other hand, misconceptions related to the fundamental underpinnings of evolutionary theory (ladder thinking and similarity equals relatedness proved resistant to change during a typical undergraduate study of biology. A possible new misconception relating to the length of the branches in an evolutionary tree is described. Understanding the prevalence and persistence of misconceptions informs educators as to which misconceptions should be targeted in their courses.

  6. Student Motivation in Constructivist Learning Environment

    Science.gov (United States)

    Cetin-Dindar, Ayla

    2016-01-01

    The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…

  7. Teachers' Misconceptions about the Effects of Addition of More Reactants or Products on Chemical Equilibrium

    Science.gov (United States)

    Cheung, Derek; Ma, Hong-jia; Yang, Jie

    2009-01-01

    The importance of research on misconceptions about chemical equilibrium is well recognized by educators, but in the past, researchers' interest has centered on student misconceptions and has neglected teacher misconceptions. Focusing on the effects of adding more reactants or products on chemical equilibrium, this article discusses the various…

  8. Eliminate with Created Argument Environment after Evaluated and Categorized Misconceptions in an Ontological Sense

    Science.gov (United States)

    Kinik Topalsan, Aysegul; Bayram, Hale

    2017-01-01

    This study aimed to ascertain misconceptions of students about basic physical concepts in the "Force and Motion" unit of secondary school seventh class curriculum, to eliminate the misconceptions with created argument environment and traditional approaches after evaluated, and categorize these misconceptions in an ontological sense.…

  9. Sustaining Student Engagement in Learning Science

    Science.gov (United States)

    Ateh, Comfort M.; Charpentier, Alicia

    2014-01-01

    Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

  10. Student enthusiasm for learning in language classrooms

    OpenAIRE

    Tokunaga, Masahiko; 徳永, 昌彦

    2005-01-01

    Student enthusiasm would seem to be a fundamental aspect of learning, yet it is a difficult concept to define because it takes in a range of different behaviours on the part of students. Nevertheless, it is important to consider just what student enthusiasm for learning is. This concept will be explored before comparing how the various theories of learning treat it. Finally, theories that are most useful for maximising student enthusiasm for learning particularly related to language learning,...

  11. Features Students Really Expect from Learning Analytics

    Science.gov (United States)

    Schumacher, Clara; Ifenthaler, Dirk

    2016-01-01

    In higher education settings more and more learning is facilitated through online learning environments. To support and understand students' learning processes better, learning analytics offers a promising approach. The purpose of this study was to investigate students' expectations toward features of learning analytics systems. In a first…

  12. Service-learning in nursing: Integrating student learning and ...

    African Journals Online (AJOL)

    Service-learning in nursing: Integrating student learning and community-based service experience through reflective practice. ... the students' reflective journals, group project reports and a focus-group discussion as the primary data sources.

  13. Medical student use of digital learning resources.

    Science.gov (United States)

    Scott, Karen; Morris, Anne; Marais, Ben

    2018-02-01

    University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology. © 2017 John

  14. Learning Perl Student Workbook

    CERN Document Server

    foy, brian

    2012-01-01

    This is an ebook-only workbook to accompany the 6th Edition of Learning Perl ("the Llama"). If you're just getting started with Perl, this is the book you want-whether you're a programmer, system administrator, or web hacker. This 6th edition of Learning Perl covers recent changes to the language up to version 5.14. Exercises are presented in the first half of the workbook, with the answers in the second. Topics include: Scalar DataLists and ArraysSubroutinesInput and OutputHashesIn the World of Regular ExpressionsMatching with Regular ExpressionsProcessing Text with Regular Expressions10.

  15. Empirical evidence of the effectiveness of concept mapping as a learning intervention for nuclear medicine technology students in a distance learning radiation protection and biology course.

    Science.gov (United States)

    Passmore, Gregory G; Owen, Mary Anne; Prabakaran, Krishnan

    2011-12-01

    Metacognitive learning strategies are based on instructional learning theory, which promotes deep, meaningful learning. Educators in a baccalaureate-level nuclear medicine technology program demonstrated that students enrolled in an online, distance learning section of an introductory radiation protection and radiobiology course performed better when traditional instruction was supplemented with nontraditional metacognitive learning strategies. The metacognitive learning strategy that was used is best known as concept mapping. The concept map, in addition to the standard homework problem assignment and opportunity for question-answer sessions, became the template for misconception identification and remediation interactions between the instructor and the student. The control group relied on traditional homework problems and question-answer sessions alone. Because students in both the "treatment" groups (i.e., students who used concept mapping) and the control group were distance learning students, all personal communications were conducted via e-mail or telephone. The final examination of the course was used to facilitate a quantitative comparison of the performance of students who used concept mapping and the performance of students who did not use concept mapping. The results demonstrated a significantly higher median final examination score for the concept mapping group than for the non-concept mapping group (z = -2.0381, P = 0.0415), with an appropriately large effect size (2.65). Concept mapping is a cognitive learning intervention that effectively enables meaningful learning and is suitable for use in the independent learner-oriented distance learning environments used by some nuclear medicine technology programs.

  16. Online Learning for Students from Diverse Backgrounds: Learning Disability Students, Excellent Students and Average Students

    Directory of Open Access Journals (Sweden)

    Miri Shonfeld

    2015-09-01

    Full Text Available The perceived contribution of science education online course to pre-service students (N=121 from diverse backgrounds - students with learning disabilities (25 LD students, 28 excellent students and 68 average students is presented in this five years research. During the online course students were asked to choose a scientific subject; to map it and to plan teaching activities; to carry out the proposed activities with students in a classroom experience; and to reflect the process. The assumption was that adapting the online course by using information and communication technology following formative assessment will improve students' self-learning ability as well as broaden their science knowledge, their lab performance and teaching skills. Data were collected using quantitative and qualitative tools including: pre and post questionnaires and nine (three students from each group depth interviews upon completion of the course. Findings, based on students` perceived evaluation, pinpointed on the advantages of the online course for students of the three groups. LD students’ achievements were not inferior to those of their peers, excellent students and average students. Yet, it carefully reports on a slight but explicitly marginal perceived evaluation of the LD students in comparison to excellent students and average students regarding: forum participation, authentic task and water lab performance. The article discusses the affordance of the online course via additional features that can be grouped into two categories: knowledge construction and flexibility in time, interaction and knowledge. Further research is suggested to extend the current study by examine the effect of other courses and different contents and by considering various evaluation methods of online courses, such as: observation, the think aloud, text and tasks analysis, and reflection.

  17. Misconceptions about the ether

    International Nuclear Information System (INIS)

    Duffy, M.C.

    1980-01-01

    Several misconceptions concerning the ether concept and ether models are reviewed and clarified so that the relationship between modern ether theory and orthodox relativity may be better understood. The question of the ether's supposed superfluidity as a concept, and its status in modern physics remains to be answered. (author)

  18. Physiotherapy students' perceptions about the learning ...

    African Journals Online (AJOL)

    The clinical education introductory module provided valuable opportunities, where students learnt productively in a non-threatening learning environment. Junior students linked theoretical and practical concepts to clinical implementation. Peer mentoring and progressive mastering were valuable learning strategies.

  19. Accommodating Elementary Students' Learning Styles.

    Science.gov (United States)

    Wallace, James

    1995-01-01

    Examines the perceptual learning style preferences of sixth- and seventh-grade students in the Philippines. Finds that the visual modality was the most preferred and the auditory modality was the least preferred. Offers suggestions for accommodating visual, tactile, and kinesthetic preferences. (RS)

  20. Student Nutrition, Learning and Behavior.

    Science.gov (United States)

    Royster, Martha

    This discussion addresses several nutrition issues considered important to schools, students, and educators in the United States. Contents consist of a review of malnutrition and learning research and discussions of food additives and allergies, diet and hyperkinesia, the effects of caffeine and sugar on children's behavior, and the National…

  1. The Initial Knowledge State of High School Astronomy Students

    Science.gov (United States)

    Sadler, Philip Michael

    1992-01-01

    This study of 1,414 high school earth science and astronomy students characterizes the prevalence of their astronomical misconceptions. The multiple-choice instrument was prepared by scouring the literature on scientific misconceptions for evidence of preconceptions and from the author's interviews with students. Views that were incorrect, but espoused by a large fraction of students, were included as distractors. Results have been analyzed using classical test theory. A linear multiple regression model has helped to show the relative contributions of demographic and school factors to the number of misconceptions held by students. The instrument was found to be a reliable and valid test of students' misconceptions. The mean student score was 34 percent. Fifty-one student misconceptions were revealed by this test, nineteen of which were preferred by students to the correct answer. Several misconceptions appeared more frequently among the higher-performing students. Significant differences in student performance were found in several subgroups based upon schooling and demographic factors. Twenty -five percent out of a total of 30 percent of the variance in total test score could be accounted for by gender, race, and math level courses taken. Grade level and previous enrollment in an earth science course were not found to be predictive of total score. Mother's education proved to be of small import; level of father's education was not significant. This test is a useful addition to instruments that measure student misconceptions. It could find application in tests of effective intervention for conceptual learning. Significantly shortened versions of this instrument that account for 75 and 90 percent of the variance in the forty-seven-item instrument are recommended. Such tests of misconceptions may be somewhat disheartening to teachers and their students. A test made up of only misconception questions will probably have average total scores less than 40 percent. If

  2. Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach

    Science.gov (United States)

    Graf, Sabine; Kinshuk; Liu, Tzu-Chien

    2009-01-01

    In learning management systems (LMSs), teachers have more difficulties to notice and know how individual students behave and learn in a course, compared to face-to-face education. Enabling teachers to know their students' learning styles and making students aware of their own learning styles increases teachers' and students' understanding about…

  3. Peer/Self Assessment and Student Learning

    Science.gov (United States)

    Ndoye, Abdou

    2017-01-01

    Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and…

  4. Learning Style Preferences of Southeast Asian Students.

    Science.gov (United States)

    Park, Clara C.

    2000-01-01

    Investigated the perceptual learning style preferences (auditory, visual, kinesthetic, and tactile) and preferences for group and individual learning of Southeast Asian students compared to white students. Surveys indicated significant differences in learning style preferences between Southeast Asian and white students and between the diverse…

  5. Are Students' Learning Styles Discipline Specific?

    Science.gov (United States)

    Jones, Cheryl; Reichard, Carla; Mokhtari, Kouider

    2003-01-01

    This study examines the extent to which community college students' learning style preferences vary as a function of discipline. Reports significant differences in students' learning style preferences across disciplines, but not by gender. Adds that student learning style preferences varied by academic performance as measured by gender. Discusses…

  6. Students' Views of Learning in Vocational Education.

    Science.gov (United States)

    Eklund-Myrskog, Gunilla

    1997-01-01

    Conceptions of learning and approaches to learning within vocational education were studied with 30 Finnish students of automotive mechanics. About half the students took a quantitative view of learning and favored a surface approach. Encouraging a qualitative view of learning and deeper approaches in vocational education is discussed. (SLD)

  7. Integrated learning through student goal development.

    Science.gov (United States)

    Price, Deborah; Tschannen, Dana; Caylor, Shandra

    2013-09-01

    New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.

  8. Learning environment, approaches to learning and learning preferences: medical students versus general education students.

    Science.gov (United States)

    Ullah, Raza

    2016-05-01

    The main objective of the study was to see whether medical students use more desirable approaches to studying than general education students. Survey method was used to collect data from both the medical students and the general education students. The survey of the medical students was carried out between January and March, 2012. The survey was administered to all the medical students present in lecture halls on day of data collection, while general education students were randomly selected from four subject areas at two universities. In total, 976 medical students and 912 general students participated in the study. Of the general students, 494(54%) were boys and 418(46%)were girls with an overall mean age of 20.53±1.77 years (range: 17-27 years). The medical students' perceptions of their learning environment and their learning preferences were broadly similar to that of general education students with the exception of workload. The medical students perceived the workload to be less appropriate (Mean = 2.06±0.72) than the students in general education (Mean = 2.84±0.90). The medical students were more likely to use the deep approach to studying (Mean = 3.66±0.59) than the students in general education (Mean = 3.16±0.91). The students in general education were slightly more likely to use the organized studying (Mean = 3.44±0.90) than the medical students (Mean =3.23±0.90). Both medical students and the students in general education tended to use the surface approaches along with other approaches to studying. There was not a great difference between the medical students and the students pursuing general education with regard to perceptions of the learning environment and approaches to learning.

  9. Understanding Learning Style Variations among Undergraduate Students

    Directory of Open Access Journals (Sweden)

    N. Jayakumar

    2017-09-01

    Full Text Available A study was conducted in Vellore district of Tamil Nadu state to understand the learning styles of students. The term learning style refers to the way or method or approach by which a student learns. The study explored the possible learning style variations among agricultural, horticultural, engineering and arts & science students and their association with academic achievement. One hundred and twelve students were randomly selected from the four streams and their learning styles were analyzed. In the agricultural and horticultural streams, a majority of the students were auditory learners. They were also found to be predominantly unimodal learners. Overall, it was found that majority of the students were visual learners followed by auditory and kinesthetic style. The highest percentage of kinesthetic learners was found among engineering students. Trimodal learners scored the highest mean percentage of marks. The influence of learning styles on the academic achievements of the students did not show a significant relationship.

  10. Revealing physical education students’ misconception in sport biomechanics

    Science.gov (United States)

    Kartiko, D. C.

    2018-04-01

    The aim of this research is reveal Physical Education students’ misconception in several concepts of Sport Biomechanics. The Data of misconception collected by standard question of Diagnostic Test that given to 30 students of Physical Education, Faculty of Sport, State University of Surabaya in academic year 2017/2018. Diagnostic Test completed with CRI (Certainty of Response Index) in order to collect data of students’ certain in answered test. The data result of diagnostic test analysed through compilation graph of CRI right, CRI wrong and right fraction in every single question. Furthermore, students’ answer result of diagnostic test categorized in to 4 quadrants, these: correct concepts, lucky guess, misconceptions, and lack of knowledge. Its categorizing data to know percentage of misconceptions that arise in every concept tested. These sport biomechanics concepts tested are limited on frictional force, deference of distance and displacement, deference of velocity and acceleration, and free fall motion. The result obtained arise misconception in frictional force 52,78%; deference of distance and displacement 36,67%; deference of velocity and acceleration 56,67%; and free fall motion 53,33%. Result of t-test in diagnostic test misconception percentage showed that percentage of misconception arises in every student above 50%.

  11. The Effect of Situated Learning on Students Vocational English Learning

    Science.gov (United States)

    Özüdogru, Melike; Özüdogru, Fatma

    2017-01-01

    The current study aimed to find out the effect of situated learning on students' Vocational English learning. This research employed a mixed method research design. In the quantitative part of the study, pre-tests and post-tests were implemented to investigate the differences in students' vocational English learning between the experimental and…

  12. Student Involvement in Learning and School Achievement.

    Science.gov (United States)

    Anderson, Lorin W.

    The purpose of the study was to investigate the relationship between selected student characteristics, student involvement in learning, and achievement. Both naturalistic (n = 28, 27) and experimental studies were conducted. In the experimental study, two classes (n = 29, 26) learned a sequence of matrix arithmetic by mastery learning strategies.…

  13. Students' Preferred Learning Styles in Graphic Communications

    Science.gov (United States)

    Ernst, Jeremy V.; Clark, Aaron C.

    2008-01-01

    The objective of this study was to identify changes in dominant preferred learning styles of students based on instructional presentation of course content. This study evaluates dominant preferred learning styles of two groups of university students. The first group of students was enrolled in a course that introduces graphical representation in…

  14. Students' Plans for Lifelong Learning and Teaching

    Science.gov (United States)

    Plavšic, Marlena; Dikovic, Marina

    2015-01-01

    One of the roles of higher education is to prepare and encourage students for lifelong learning. However, no evidence can be found about students' plans for further learning and teaching related to formal, non-formal and informal context. The purpose of this study was to explore these students' plans in relation to their study group, level of…

  15. Will Flexible Learning Raise Student Achievement?

    Science.gov (United States)

    Guest, Ross

    2005-01-01

    This paper presents both theoretical and survey evidence on the effect of flexible learning--in particular, the shift to a more student-centred approach to learning--on academic achievement by students. A survey was conducted of 577 business students at a major Australian university in order to elicit their preferences for academic achievement and…

  16. Learning How to Learn: Implications for Non Traditional Adult Students

    Science.gov (United States)

    Tovar, Lynn A.

    2008-01-01

    In this article, learning how to learn for non traditional adult students is discussed with a focus on police officers and firefighters. Learning how to learn is particularly relevant for all returning non-traditional adults; however in the era of terrorism it is critical for the public safety officers returning to college after years of absence…

  17. Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression

    Science.gov (United States)

    JW, Schramm; Jin, H.; Keeling, EG; Johnson, M.; Shin, HJ

    2017-05-01

    This paper reports on our use of a fine-grained learning progression to assess secondary students' reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th-12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level.

  18. Misconceptions and constraints

    International Nuclear Information System (INIS)

    Whitten, M.; Mahon, R.

    2005-01-01

    In theory, the sterile insect technique (SIT) is applicable to a wide variety of invertebrate pests. However, in practice, the approach has been successfully applied to only a few major pests. Chapters in this volume address possible reasons for this discrepancy, e.g. Klassen, Lance and McInnis, and Robinson and Hendrichs. The shortfall between theory and practice is partly due to the persistence of some common misconceptions, but it is mainly due to one constraint, or a combination of constraints, that are biological, financial, social or political in nature. This chapter's goal is to dispel some major misconceptions, and view the constraints as challenges to overcome, seeing them as opportunities to exploit. Some of the common misconceptions include: (1) released insects retain residual radiation, (2) females must be monogamous, (3) released males must be fully sterile, (4) eradication is the only goal, (5) the SIT is too sophisticated for developing countries, and (6) the SIT is not a component of an area-wide integrated pest management (AW-IPM) strategy. The more obvious constraints are the perceived high costs of the SIT, and the low competitiveness of released sterile males. The perceived high up-front costs of the SIT, their visibility, and the lack of private investment (compared with alternative suppression measures) emerge as serious constraints. Failure to appreciate the true nature of genetic approaches, such as the SIT, may pose a significant constraint to the wider adoption of the SIT and other genetically-based tactics, e.g. transgenic genetically modified organisms (GMOs). Lack of support for the necessary underpinning strategic research also appears to be an important constraint. Hence the case for extensive strategic research in ecology, population dynamics, genetics, and insect behaviour and nutrition is a compelling one. Raising the competitiveness of released sterile males remains the major research objective of the SIT. (author)

  19. What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care

    Science.gov (United States)

    Lie, Désirée A.; Forest, Christopher P.; Walsh, Anne; Banzali, Yvonne; Lohenry, Kevin

    2016-01-01

    Background The student-run clinic (SRC) has the potential to address interprofessional learning among health professions students. Purpose To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients. Methods The authors recruited students for a focus group study by purposive sampling and snowballing. They constructed two sets of semi-structured questions for uniprofessional and multiprofessional groups. Sessions were audiotaped, and transcripts were independently coded and adjudicated. Major themes about learning content and processes were extracted. Grounded theory was followed after data synthesis and interpretation to establish a framework for interprofessional learning. Results Thirty-six students from four professions (medicine, physician assistant, occupational therapy, and pharmacy) participated in eight uniprofessional groups; 14 students participated in three multiprofessional groups (N = 50). Theme saturation was achieved. Six common themes about learning content from uniprofessional groups were role recognition, team-based care appreciation, patient experience, advocacy-/systems-based models, personal skills, and career choices. Occupational therapy students expressed self-advocacy, and medical students expressed humility and self-discovery. Synthesis of themes from all groups suggests a learning continuum that begins with the team huddle and continues with shared patient care and social interactions. Opportunity to observe and interact with other professions in action is key to the learning process. Discussion Interprofessional SRC participation promotes learning ‘with, from, and about’ each other. Participation challenges misconceptions and sensitizes students to patient experiences, health systems, advocacy, and social responsibility. Learning involves interprofessional interactions in the patient encounter, reinforced by formal and informal communications

  20. Blockchain: properties and misconceptions

    Directory of Open Access Journals (Sweden)

    Daniel Conte de Leon

    2017-12-01

    Full Text Available Purpose - The purpose of this article is to clarify current and widespread misconceptions about the properties of blockchain technologies and to describe challenges and avenues for correct and trustworthy design and implementation of distributed ledger system (DLS or Technology (DLT. Design/methodology/approach - The authors contrast the properties of a blockchain with desired, however emergent, properties of a DLS, which is a complex and distributed system. They point out and justify, with facts and analysis, current misconceptions about the blockchain and DLSs. They describe challenges that these systems will need to address and possible solution avenues for achieving trustworthiness. Findings - Many of the statements that have appeared on the internet, news and academic articles, such as immutable ledger and exact copies, may be misleading. These are desired emergent properties of a complex system, not assured properties. It is well-known within the distributed systems and critical software community that it is extremely hard to prove that a complex system correctly and completely implements emergent properties. Further research and development for trustworthy DLS design and implementation is needed, both practical and theoretical. Research limitations/implications - This is the first known published attempt at describing current misconceptions about blockchain technologies. Further collaborative work, discussions, potential solutions, evaluations, resulting publications and verified reference implementations are needed to ensure DLTs are safe, secure, and trustworthy. Practical implications - Interdisciplinary teams with members from academia, business and industry, and from disciplines such as business, entrepreneurship, theoretical and practical computer science, cybersecurity, finance, mathematics and statistics, must be formed. Such teams must collaborate with the objective of developing strategies and techniques for ensuring the

  1. Learning the Students' Names: Does it Matter?

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    2014-01-01

    on the effect of learning the students' names are sparse. Against this background, this paper reports on a method for learning all the students' names and two studies of the effect, based on my use of the method in my teaching. The two survey studies were carried in 2011 and in 2014. A survey was in the first...... sent to 50 students and I received 18 answers (38%). The second survey was sent to 86 students and I received 48 answers (56%). These figures provides a good indication.The answers showed a marked positive effect: the students felt welcome, accepted and respected; the learning environment was more......A key factor in successful teaching and learning is the relationship between the students and the teacher. A simple approach nurturing this relationship is learning the students' names. This is often suggested in the literature, but seems rarely practised. Substantial reports in the literature...

  2. Designing informal learning spaces using student perspectives

    OpenAIRE

    Matthew David Riddle; Kay Souter

    2012-01-01

    This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectiv...

  3. Assessing students' readiness towards e-learning

    Science.gov (United States)

    Rahim, Nasrudin Md; Yusoff, Siti Hawa Mohd; Latif, Shahida Abd

    2014-07-01

    The usage of e-Learning methodology has become a new attraction for potential students as shown by some higher learning institutions in Malaysia. As such, Universiti Selangor (Unisel) should be ready to embark on e-Learning teaching and learning in the near future. The purpose of the study is to gauge the readiness of Unisel's students in e-Learning environment. A sample of 110 students was chosen to participate in this study which was conducted in January 2013. This sample consisted of students from various levels of study that are foundation, diploma and degree program. Using a structured questionnaire, respondents were assessed on their basic Internet skills, access to technology required for e-Learning and their attitude towards characteristics of successful e-Learning student based on study habits, abilities, motivation and time management behaviour. The result showed that respondents did have access to technology that are required for e-Learning environment, and respondents were knowledgeable regarding the basic Internet skills. The finding also showed that respondents' attitude did meet all characteristics of successful e-Learning student. Further analysis showed that there is no significant relationshipeither among gender, level of study or faculty with those characteristics. As a conclusion, the study shows that current Unisel's students are ready to participate in e-Learning environment if the institution decided to embark on e-Learning methodology.

  4. Designing informal learning spaces using student perspectives

    Directory of Open Access Journals (Sweden)

    Matthew David Riddle

    2012-06-01

    Full Text Available This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectives and principles developed through applied research in teaching and learning can inform real world learning space design projects in a higher education context.

  5. Robotic Cooperative Learning Promotes Student STEM Interest

    Science.gov (United States)

    Mosley, Pauline; Ardito, Gerald; Scollins, Lauren

    2016-01-01

    The principal purpose of this investigation is to study the effect of robotic cooperative learning methodologies on middle school students' critical thinking, and STEM interest. The semi-experimental inquiry consisted of ninety four six-grade students (forty nine students in the experimental group, forty five students in the control group), chosen…

  6. Students' learning processes during school-based learning and workplace learning in vocational education : a review

    NARCIS (Netherlands)

    Dr. Harmen Schaap; Dr. Liesbeth Baartman; Prof.Dr. Elly de Bruijn

    2012-01-01

    This article reviews 24 articles in order to get a structured view on student's learning processes when dealing with a combination of school-based learning and workplace learning in vocational education. It focuses on six main themes: students' expertise development, students' learning styles,

  7. Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

    Science.gov (United States)

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne

    2016-01-01

    The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…

  8. Myths and Misconceptions about LGBTQ Youth: School Counselors' Role in Advocacy

    Science.gov (United States)

    Abreu, Roberto L.; McEachern, Adriana G.; Kenny, Maureen C.

    2017-01-01

    Although schools are thought to be safe environments for all students, sexual minority and gender expansive (i.e., LGBTQ) students often feel unsafe and unwelcome as a result of misconceptions about their identity. This paper explores eight commonly held myths and misconceptions about LGBTQ youth. The role of professional school counselors (PSCs)…

  9. Student Learning from Interactive Software

    Science.gov (United States)

    Lee, Kevin M.; Collaboration of Astronomy Teaching Scholars CATS

    2011-01-01

    For several years at the University of Nebraska we have been developing interactive software to teach introductory astronomy. This software includes the simulations of the Nebraska Astronomy Applet Project, the computer database of visual Think-Pair-Share questions and resources for feedback known as ClassAction, and a library of animated ranking and sorting tasks. All of these projects are publicly available for use over the web or download at http://astro.unl.edu. This presentation will highlight examples of research into student learning using these materials. Results from a multi-institution study of ClassAction using the Light and Spectra Concept Inventory in a pre/post format will be shown. Results from a second study on student learning gains, practices, and attitudes from use of animated ranking tasks focusing on lunar phases will also be included. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  10. Student Activity and Learning Outcomes in a Virtual Learning Environment

    Science.gov (United States)

    Romanov, Kalle; Nevgi, Anne

    2008-01-01

    The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…

  11. Teacher Collaboration and Student Learning in a Professional Learning Community

    Science.gov (United States)

    Vaughan, Mary Elaine

    2013-01-01

    Researchers have endorsed teacher collaboration within a professional learning community (PLC) that is focused on student learning. Despite these research-based endorsements, several Algebra 1 teachers in a southeastern high school implemented components of a PLC with little or no results in student achievement. The purpose of this study was to…

  12. Functions of the learning portfolio in student teachers' learning process

    NARCIS (Netherlands)

    Mansvelder-Longayroux, D.D.; Beijaard, D.; Verloop, N.; Vermunt, J.D.

    2007-01-01

    In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences of

  13. Functions of the learning portfolio in student teachers' learning process

    NARCIS (Netherlands)

    Mansvelder-Longayroux, Desiree D.; Beijaard, Douwe; Verloop, Nico; Vermunt, Jan D.

    In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences Of

  14. Using Learning Analytics to Assess Student Learning in Online Courses

    Science.gov (United States)

    Martin, Florence; Ndoye, Abdou

    2016-01-01

    Learning analytics can be used to enhance student engagement and performance in online courses. Using learning analytics, instructors can collect and analyze data about students and improve the design and delivery of instruction to make it more meaningful for them. In this paper, the authors review different categories of online assessments and…

  15. Dental students' perceptions of an online learning.

    Science.gov (United States)

    Asiry, Moshabab A

    2017-10-01

    To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials. A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale. The results reveal a high agreement of students (27.8-31.5% agree and 38.9-50% strongly agree) on a possession of necessary computer skills and access to internet. 59.2% and 64.8% of the students replied that online flash lectures and procedural videos were helpful to their learning, respectively. With respect to students' learning preferences, few students preferred online flash lectures (31.5%) and procedural videos (17.1%). Most students (38.9% agree and 31.5% strongly agree) preferred a combination of traditional teaching methods and online learning. Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

  16. Academic Students' Attitudes toward Students with Learning Disabilities

    Science.gov (United States)

    Gonen, Ayala; Grinberg, Keren

    2016-01-01

    Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different…

  17. Effect of Process-Oriented Guided-Inquiry Learning on Non-majors Biology Students' Understanding of Biological Classification

    Science.gov (United States)

    Wozniak, Breann M.

    The purpose of this study was to examine the effect of process-oriented guided-inquiry learning (POGIL) on non-majors college biology students' understanding of biological classification. This study addressed an area of science instruction, POGIL in the non-majors college biology laboratory, which has yet to be qualitatively and quantitatively researched. A concurrent triangulation mixed methods approach was used. Students' understanding of biological classification was measured in two areas: scores on pre and posttests (consisting of 11 multiple choice questions), and conceptions of classification as elicited in pre and post interviews and instructor reflections. Participants were Minnesota State University, Mankato students enrolled in BIOL 100 Summer Session. One section was taught with the traditional curriculum (n = 6) and the other section in the POGIL curriculum (n = 10) developed by the researcher. Three students from each section were selected to take part in pre and post interviews. There were no significant differences within each teaching method (p familiar animal categories and aquatic habitats, unfamiliar organisms, combining and subdividing initial groupings, and the hierarchical nature of classification. The POGIL students were the only group to surpass these challenges after the teaching intervention. This study shows that POGIL is an effective technique at eliciting students' misconceptions, and addressing these misconceptions, leading to an increase in student understanding of biological classification.

  18. Enhancing the Learning Environment by Learning all the Students' Names

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    the method to learn all the students' names enhances the learning environment substantially.  ReferencesCranton, Patricia (2001) Becoming an authentic teacher in higher education. Malabar, Florida: Krieger Pub. Co.Wiberg, Merete (2011): Personal email communication June 22, 2011.Woodhead, M. M. and Baddeley......Short abstract This paper describes how the teaching environment can be enhanced significantly by a simple method: learning the names of all the students. The method is time-efficient: In a course with 33 students I used 65 minutes in total. My own view of the effect was confirmed in a small study......: The students felt more valued, secure and respected. They also made an effort to learn each other's names. Long abstract In high school teachers know the students' names very soon - anything else is unthinkable (Wiberg, 2011). Not so in universities where knowing the names of all the students is the exception...

  19. Helping Education Students Understand Learning through Designing

    Science.gov (United States)

    Ronen-Fuhrmann, Tamar; Kali, Yael; Hoadley, Christopher

    2008-01-01

    This article describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: "Analyzing technologies," in which students study state-of- the-art technologies and interview their designers; "design studio," in…

  20. Digital Competence Model of Distance Learning Students

    Science.gov (United States)

    da Silva, Ketia Kellen A.; Behar, Patricia A.

    2017-01-01

    This article presents the development of a digital competency model of Distance Learning (DL) students in Brazil called CompDigAl_EAD. The following topics were addressed in this study: Educational Competences, Digital Competences, and Distance Learning students. The model was developed between 2015 and 2016 and is being validated in 2017. It was…

  1. Game On! Students' Perceptions of Gamified Learning

    Science.gov (United States)

    Buckley, Patrick; Doyle, Elaine; Doyle, Shane

    2017-01-01

    Gamification is presented in the literature as a pedagogical innovation that may increase student engagement and enhance learning. This study explores students' perceptions of a gamified learning intervention deployed in a large undergraduate module and a small postgraduate module. Given the dearth of previous empirical work, an exploratory…

  2. Learning space preferences of higher education students

    NARCIS (Netherlands)

    Beckers, R.; van der Voordt, Theo; Dewulf, G

    2016-01-01

    This paper aims to address higher education students' learning space preferences. The study is based on a survey that involved 697 business management students of a Dutch University of Applied Sciences. The research focuses on preferred learning spaces for individual study activities, which

  3. Effects of Mental Health on Student Learning

    Science.gov (United States)

    VanderLind, Ren

    2017-01-01

    Learning can be hindered by students' mental health. Given the increased reports of mental health concerns among college students, it is imperative that we understand how best to provide supports to this population to help them learn and succeed. This is particularly significant given the body of research that demonstrates how mental illness may…

  4. Student Engagement: Key to Personalized Learning

    Science.gov (United States)

    Ferlazzo, Larry

    2017-01-01

    Personalized learning has the potential to greatly improve student achievement--but realistic teachers know that any instructional strategy will only be effective if students are willing to do the work. That is why Larry Ferlazzo emphasizes the importance of weaving intrinsic motivation into every personalized learning classroom. Four key elements…

  5. Medical students' online learning technology needs.

    Science.gov (United States)

    Han, Heeyoung; Nelson, Erica; Wetter, Nathan

    2014-02-01

    This study investigated medical students' online learning technology needs at a medical school. The study aimed to provide evidence-based guidance for technology selection and online learning design in medical education. The authors developed a 120-item survey in collaboration with the New Technology in Medical Education (NTIME) committee at the Southern Illinois University School of Medicine (SIUSOM). Overall, 123 of 290 medical students (42%) at the medical school participated in the survey. The survey focused on five major areas: students' hardware and software use; perception of educational technology (ET) in general; online behaviours; perception of ET use at the school; and demographic information. Students perceived multimedia tools, scheduling tools, communication tools, collaborative authoring tools, learning management systems and electronic health records useful educational technologies for their learning. They did not consider social networking tools useful for their learning, despite their frequent use. Third-year students were less satisfied with current technology integration in the curriculum, information sharing and collaborative learning than other years. Students in clerkships perceived mobile devices as useful for their learning. Students using a mobile device (i.e. a smartphone) go online, text message, visit social networking sites and are online during classes more frequently than non-users. Medical students' ET needs differ between preclinical and clinical years. Technology supporting ubiquitous mobile learning and health information technology (HIT) systems at hospitals and out-patient clinics can be integrated into clerkship curricula. © 2014 John Wiley & Sons Ltd.

  6. Students' Perceptions and Experiences of Mobile Learning

    Science.gov (United States)

    Kim, Daesang; Rueckert, Daniel; Kim, Dong-Joong; Seo, Daeryong

    2013-01-01

    This study focused on how students perceive the use of mobile devices to create a personalized learning experience outside the classroom. Fifty-three students in three graduate TESOL classes participated in this study. All participants completed five class projects designed to help them explore mobile learning experiences with their own mobile…

  7. Designing for Student-Facing Learning Analytics

    Science.gov (United States)

    Kitto, Kirsty; Lupton, Mandy; Davis, Kate; Waters, Zak

    2017-01-01

    Despite a narrative that sees learning analytics (LA) as a field that aims to enhance student learning, few student-facing solutions have emerged. This can make it difficult for educators to imagine how data can be used in the classroom, and in turn diminishes the promise of LA as an enabler for encouraging important skills such as sense-making,…

  8. Structured Learning Teams: Reimagining Student Group Work

    Science.gov (United States)

    Lendvay, Gregory C.

    2014-01-01

    Even in a standards-based curriculum, teachers can apply constructivist practices such as structured learning teams. In this environment, students become invested in the learning aims, triggering the desire in students to awaken, get information, interpret, remix, share, and design scenarios.

  9. Web-Based Learning System for Developing and Assessing Clinical Diagnostic Skills for Dermatology Residency Program

    Science.gov (United States)

    Kuo, Fan-Ray; Chin, Yi-Ying; Lee, Chao-Hsien; Chiu, Yu-Hsien; Hong, Chien-Hu; Lee, Kuang-Lieh; Ho, Wen-Hsien; Lee, Chih-Hung

    2016-01-01

    Few studies have explored the learning difficulties and misconceptions that students encounter when using information and communication technology for e-learning. To address this issue, this research developed a system for evaluating the learning efficiency of medical students by applying two-tier diagnosis assessment. The effectiveness of the…

  10. Rethinking Therapeutic Misconception in Biobanking

    DEFF Research Database (Denmark)

    Tupasela, Aaro; Snell, Karoliina; Cañada, Jose

    2017-01-01

    Some authors have noted that in biobank research participants may be guided by what is called therapeutic misconception, whereby participants attribute therapeutic intent to research procedures.This article argues that the notion of therapeutic misconception is increasingly less justified when...... underpinnings for the need to separate research and treatment, and thus the notion of therapeutic misconception in the fi rst place. We call this tension between research and treatment ambivalent research advancement to highlight the difficulties that various actors have in managing such shifts within...

  11. Investigating Students' Perceptions on Mobile Learning Services

    Directory of Open Access Journals (Sweden)

    Mohammed Amin Almaiah

    2014-10-01

    Full Text Available M-learning is a form of learning, which has similarities and differences with the electronic learning (e-learning. It is mainly based on the use of the mobile wireless technologies that allow for learners to easily access learning materials anytime he desires and anywhere, whether on campus or off campus. Therefore, this creates a new flexible learning environment in the context of different learning settings. Students' perception of such technology is one of the most important factors for successful adoption of m-learning in the higher education environment. This study is conducted to investigate the perceptions of students in University Malaysia Terengganu (UMT to move towards applying m-learning in their studies by using their mobile devices and to explore their expectations on mobile learning services. A total number of 91 undergraduate students majoring in computer science participated in the study. The findings show that the students have positive perception towards mobile learning and would like to use their mobile devices for both learning and administrative services.

  12. Student Learning: Education's Field of Dreams.

    Science.gov (United States)

    Blackwell, Peggy L.

    2003-01-01

    Discusses seven research-based benchmarks providing a framework for the student-learning-focused reform of teacher education: knowledge and understanding based on previous experience, usable content knowledge, transfer of learning/the learning context, strategic thinking, motivation and affect, development and individual differences, and standards…

  13. Student teachers' self-regulated learning

    NARCIS (Netherlands)

    Endedijk, M.D.

    2010-01-01

    The focus of this thesis is on student teachers’ self-regulated learning in a dual learning programme, in which learning in practice and at university are combined. These programmes, especially one-year post-graduate teacher education programmes only form a very time-limited intervention in the

  14. Mobile Learning: Can Students Really Multitask?

    Science.gov (United States)

    Coens, Joke; Reynvoet, Bert; Clarebout, Geraldine

    2011-01-01

    The advent of mobile learning offers opportunities for students to do two things at once in an educational context: learning while performing another activity. The main aim of the reported studies is to address the effect of multitasking on learning with a mobile device. Two experiments were set up to examine the effect of performing a secondary…

  15. Learners for life : student approaches to learning

    NARCIS (Netherlands)

    Artelt, Cordula; Baumert, Jürgen; Julius-McElvany, Nele; Peschar, Jules

    2003-01-01

    What are students like as learners as they approach the end of compulsory education? The answer matters greatly, not only because those with stronger approaches to learning get better results at school but also because young adults able to set learning goals and manage their own learning are much

  16. Enhancing Students' Learning: Instant Feedback Cards

    Science.gov (United States)

    Mohrweis, Lawrence C.; Shinham, Kathe M.

    2015-01-01

    This study illustrates an active learning approach using instant feedback cards in the first course in accounting. The objectives of this study are to (1) describe instant feedback cards and (2) show how this tool, when used in an active learning environment, can enhance learning. We examined whether students exposed to immediate feedback…

  17. Healthcare Learning Community and Student Retention

    Science.gov (United States)

    Johnson, Sherryl W.

    2014-01-01

    Teaching, learning, and retention processes have evolved historically to include multifaceted techniques beyond the traditional lecture. This article presents related results of a study using a healthcare learning community in a southwest Georgia university. The value of novel techniques and tools in promoting student learning and retention…

  18. Expert Students in Social Learning Management Systems

    Science.gov (United States)

    Avogadro, Paolo; Calegari, Silvia; Dominoni, Matteo Alessandro

    2016-01-01

    Purpose: A social learning management system (social LMS) is a tool which favors social interactions and allows scholastic institutions to supervise and guide the learning process. The inclusion of the social feature to a "normal" LMS leads to the creation of educational social networks (EduSN), where the students interact and learn. The…

  19. Language Learning Strategies of EFL College Students

    Directory of Open Access Journals (Sweden)

    Dewi Furwana

    2017-02-01

    Full Text Available The objectives of the research were (1 to investigate the most dominant language learning strategies (LLS used by sixth semester students of English Department of Tarbiyah Faculty at UIN Alauddin Makassar and (2 to find out the differences of using LLS between high achieving students and low achieving students. The result of the quantitative data through questionnaire showed that (1 metacognitive strategies was the most dominant LLS used, and (2 the high achieving students used metacognitive strategies with the highest preference and low achieving students used compensation strategies with the highest preference. The result of the qualitative data through think aloud showed that (1 the most dominant LLS employed by students were listening music, utilizing time for practicing and self-evaluating, (2 the most dominant LLS used by high achieving students were utilizing time for practicing, practicing English together and self-evaluating, whereas the most dominant LLS used by low achieving students were listening music, asking friend and selecting topic. The data were collected through documentation used to classify high achieving students and low achieving students based on their grade point average. It is concluded that the most dominant language learning strategies employed by students was metacognitive strategies. High achieving students employed different strategy than low achieving students. High achieving students used learning strategies more frequently than low achieving students.

  20. Understanding the Relationship between Student Attitudes and Student Learning

    Science.gov (United States)

    Cahill, Michael J.; McDaniel, Mark A.; Frey, Regina F.; Hynes, K. Mairin; Repice, Michelle; Zhao, Jiuqing; Trousil, Rebecca

    2018-01-01

    Student attitudes, defined as the extent to which one holds expertlike beliefs about and approaches to physics, are a major research topic in physics education research. An implicit but rarely tested assumption underlying much of this research is that student attitudes play a significant part in student learning and performance. The current study…

  1. Mathematics in Student-­Centred Inquiry Learning: Student Engagement

    Science.gov (United States)

    Calder, Nigel

    2013-01-01

    This paper examines how mathematical understandings might be facilitated through student-centred inquiry. Data is drawn from a research project on student-centred inquiry learning that situated mathematics within authentic problem-solving contexts and involved students in a collaboratively constructed curriculum. A contemporary interpretive frame…

  2. Investigating Undergraduate Science Students’ Conceptions and Misconceptions of Ocean Acidification

    Science.gov (United States)

    Danielson, Kathryn I.; Tanner, Kimberly D.

    2015-01-01

    Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification. PMID:26163563

  3. Misconceptions about traumatic brain injuries among South African ...

    African Journals Online (AJOL)

    Objective. To investigate the incidence and type of misconceptions about traumatic brain injuries (TBIs) harboured by university students. Method. A convenience sample of 705 university students were recruited and data were collected using an electronic survey. The link to the survey was sent via e-mail to all registered ...

  4. Hybrid orbitals notation: Some misconceptions in an undergraduate ...

    African Journals Online (AJOL)

    This work reports a study performed involving 26 students of an undergraduate basic chemistry course class at Federal University of Rio Grande do Norte, Brazil. The study was performed in order to evaluate the misconceptions about hybridization that students bring from high school courses and how to overcame such ...

  5. Internet as a Source of Misconception: "Radiation and Radioactivity"

    Science.gov (United States)

    Acar Sesen, Burcin; Ince, Elif

    2010-01-01

    The purpose of this study is to examine students' usage styles of the Internet for seeking information and to investigate whether information obtained from the Internet is a source of misconceptions. For this reason, a two-stage study was conducted. At the first stage, a questionnaire was developed to get information about students' Internet usage…

  6. Turkish Undergraduates' Misconceptions of Evaporation, Evaporation Rate, and Vapour Pressure

    Science.gov (United States)

    Canpolat, Nurtac

    2006-01-01

    This study focused on students' misconceptions related to evaporation, evaporation rate, and vapour pressure. Open-ended diagnostic questions were used with 107 undergraduates in the Primary Science Teacher Training Department in a state university in Turkey. In addition, 14 students from that sample were interviewed to clarify their written…

  7. Misconceptions of genetics concepts among pre-service teachers ...

    African Journals Online (AJOL)

    Students' misconceptions are often deeply rooted and instruction-resistant obstacles to the acquizition of scientific concepts and remain even after instruction. A large number of prior studies reported that primary and secondary school students have many conceptional problems concerning cell biology and genetics.

  8. The Future of Personalized Learning for Students with Disabilities

    Science.gov (United States)

    Worthen, Maria

    2016-01-01

    Personalized learning models can give each student differentiated learning experiences based on their needs, interests, and strengths, including students with disabilities. Personalized learning can pinpoint specific gaps in student learning, identify where a student is on his or her learning pathway, and provide the appropriate interventions to…

  9. Addressing climate and energy misconceptions - teaching tools offered by the Climate Literacy and Energy Awareness Network (CLEAN)

    Science.gov (United States)

    Gold, A. U.; Ledley, T. S.; Kirk, K. B.; Grogan, M.; McCaffrey, M. S.; Buhr, S. M.; Manduca, C. A.; Fox, S.; Niepold, F.; Howell, C.; Lynds, S. E.

    2011-12-01

    Despite a prevalence of peer-reviewed scientific research and high-level reports by intergovernmental agencies (e.g., IPCC) that document changes in our climate and consequences for human societies, the public discourse regards these topics as controversial and sensitive. The chasm between scientific-based understanding of climate systems and public understanding can most easily be addressed via high quality, science-based education on these topics. Well-trained and confident educators are required to provide this education. However, climate science and energy awareness are complex topics that are rapidly evolving and have a great potential for controversy. Furthermore, the interdisciplinary nature of climate science further increases the difficulty for teachers to stay abreast of the science and the policy. Research has shown that students and educators alike hold misconceptions about the climate system in general and the causes and effects of climate change in particular. The NSF-funded CLEAN Pathway (http://cleanet.org) as part of the National Science Digital Library (http://www.nsdl.org) strives to address these needs and help educators address misconceptions by providing high quality learning resources and professional development opportunities to support educators of grade levels 6 through 16. The materials focus on teaching climate science and energy use. The scope and framework of the CLEAN Pathway is defined by the Essential Principles of Climate Science (CCSP, 2009) and the Energy Literacy Principles recently developed by the Department of Energy. Following this literacy-based approach, CLEAN helps with developing mental models to address misconceptions around climate science and energy awareness through a number of different avenues. These are: 1) Professional development opportunities for educators - interactive webinars for secondary teachers and virtual workshops for college faculty, 2) A collection of scientifically and pedagogically reviewed, high

  10. Student Technology Use for Powerful Learning

    Science.gov (United States)

    Heidenrich, Carol

    2013-01-01

    Technology has evolved as a valuable information and communication tool. In our knowledge and information society, students with information and communication technology (ICT) competence will be prepared for success. Teacher pedagogy and student learning have to change to fully integrate technology into the curriculum. Students may not have…

  11. Students' Media Preferences in Online Learning

    Science.gov (United States)

    Kobayashi, Michiko

    2017-01-01

    This study examined students' preferred media in online learning and its relationship with learner characteristics and online technology self-efficacy. One hundred six college students in a mid-size U.S. university responded to a survey. The frequency analysis showed that students did not necessarily favor rich media over lean media in online…

  12. Using PCR to Target Misconceptions about Gene Expression

    Directory of Open Access Journals (Sweden)

    Leslie K. Wright

    2013-02-01

    Full Text Available We present a PCR-based laboratory exercise that can be used with first- or second-year biology students to help overcome common misconceptions about gene expression. Biology students typically do not have a clear understanding of the difference between genes (DNA and gene expression (mRNA/protein and often believe that genes exist in an organism or cell only when they are expressed. This laboratory exercise allows students to carry out a PCR-based experiment designed to challenge their misunderstanding of the difference between genes and gene expression. Students first transform E. coli with an inducible GFP gene containing plasmid and observe induced and un-induced colonies. The following exercise creates cognitive dissonance when actual PCR results contradict their initial (incorrect predictions of the presence of the GFP gene in transformed cells. Field testing of this laboratory exercise resulted in learning gains on both knowledge and application questions on concepts related to genes and gene expression.

  13. Forum: The Lecture and Student Learning. What Is the Place of Lecture in Student Learning Today?

    Science.gov (United States)

    Stearns, Susan

    2017-01-01

    The author of this brief forum article argues that it is time to encourage faculty members to rethink student learning: encourage the scholarship of teaching and expose faculty to key research articles about student learning. Then, building on this knowledge, the academy needs to offer assistance to faculty in designing student-centered…

  14. What Students Really Learn: Contrasting Medical and Nursing Students' Experiences of the Clinical Learning Environment

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-01-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a…

  15. Exploring students learning approaches in MOOCs

    OpenAIRE

    Faucon, Louis Pierre

    2017-01-01

    This study aims at understanding different students approaches for solving assignments in MOOCs. It makes use of a large dataset of logs from students interaction with the MOOC platform Coursera on a course about functional programming with Scala. In total more than 10.000 students participated in the assignments. Learning approaches are divided in two categories: starting with video lectures (V) and start- ing with the assignment (A); and students are divided in three groups: those applying ...

  16. Student Learning Projects in Electric Vehicle Engineering

    DEFF Research Database (Denmark)

    Ritchie, Ewen; Leban, Krisztina Monika

    2012-01-01

    This paper presents the didactic problem based learning method in general use at Aalborg University as applied to Electric Mobility. Advantage is taken of this method to link student learning to current research projects. This offers advantages to the students and the researchers. The paper...... introduces the subject, presents the research of the Department of Energy Technology and describes the relevant syllabus. It continues to present a range of titles of previous research linked student project projects, and to fill in some of the detail, an example of such a student project. The paper...

  17. Teachers’ Learning Design Practice for Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

    2018-01-01

    This paper contributes with elements of an emerging learning design methodology. The paper takes as its starting point the theory of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary...... schools (first to 10th grade). The research focussed on information and communication technology (ICT) within the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the projects that provide the grounding...... for the theory have focussed specifically on learning designs that constitute students as learning designers of digital productions (both multimodal and coded productions). This includes learning designs that contribute to students’ empowerment, involvement and autonomy within the teacher-designed frameworks...

  18. Students as Learning Designers in Innovation Education

    DEFF Research Database (Denmark)

    Magnussen, Rikke; Sørensen, Birgitte Holm

    2014-01-01

    This paper, which concerns criteria for developing technology-enhanced innovation education, discusses how teacher and student relationships change in these learning spaces. The case study in this paper involves a school in Denmark where teachers and students, aged 6-14, were involved in developing...... and testing new forms of technology-enhanced innovation education as part of the establishment of an EduTechLab at the school. Established in new facilities at the school, the lab contained learning technologies such as Nao robots, sensor kits, and 3D visualisation and printing facilities. The goal of the Edu......TechLab project was to establish a creative learning environment for students and teachers that would support innovative practice with new forms of learning technology. Part of this goal was to involve students in innovative design processes in order for them to experiment with their own design solutions to case...

  19. Learning Environment as Correlates of Chemistry Students ...

    African Journals Online (AJOL)

    gold

    2012-07-26

    Jul 26, 2012 ... The study aimed at assessing how 13 learning environment variables taken ... chemistry education programmes for optimum achievement of students in ... The contribution of chemistry and chemists to social, industrial and.

  20. Teachers' Teaching Experience and Students' Learning Outcomes ...

    African Journals Online (AJOL)

    cce

    Items 1 - 6 ... Keywords: teaching experience, students' learning outcomes, teacher incentives ... revealed that experienced teachers' perception of their teaching objectives were ... African Journal of Educational Studies in Mathematics and Sciences Vol. .... Years. English language. Mathematics Physics. Chemistry. Biology. %.

  1. Understanding of photosynthesis among students of biology and non-biology programmes of study

    OpenAIRE

    Lekan, Erika

    2016-01-01

    Photosynthesis is one of the most important processes on Earth, thus knowing at least its basic principles is essential. In Slovenia, the students become acquainted with these principles in the fifth form of elementary school. Due to the complexity of the photosynthesis process, the students hold misconceptions about it since the very beginning of the learning process. Due to several factors and reasons, these misconceptions persist throughout the secondary school and university studies. ...

  2. Improving Students' Intrinsic Motivation in Piano Learning: Expert Teacher Voices

    Science.gov (United States)

    Cheng, Zijia; Southcott, Jane

    2016-01-01

    Many students learn to play the piano but some lack the motivation to continue learning. Many students learn for extrinsic reasons. This research will explore understandings about student motivation held by expert piano teachers who have developed strategies to improve their students' intrinsic motivation to begin and continue learning. This small…

  3. Understanding the relationship between student attitudes and student learning

    Science.gov (United States)

    Cahill, Michael J.; McDaniel, Mark A.; Frey, Regina F.; Hynes, K. Mairin; Repice, Michelle; Zhao, Jiuqing; Trousil, Rebecca

    2018-02-01

    Student attitudes, defined as the extent to which one holds expertlike beliefs about and approaches to physics, are a major research topic in physics education research. An implicit but rarely tested assumption underlying much of this research is that student attitudes play a significant part in student learning and performance. The current study directly tested this attitude-learning link by measuring the association between incoming attitudes (Colorado Learning Attitudes about Science Survey) and student learning during the semester after statistically controlling for the effects of prior knowledge [early-semester Force Concept Inventory (FCI) or Brief Electricity and Magnetism Assessment (BEMA)]. This study spanned four different courses and included two complementary measures of student knowledge: late-semester concept inventory scores (FCI or BEMA) and exam averages. In three of the four courses, after controlling for prior knowledge, attitudes significantly predicted both late-semester concept inventory scores and exam averages, but in all cases these attitudes explained only a small amount of variance in concept-inventory and exam scores. Results indicate that after accounting for students' incoming knowledge, attitudes may uniquely but modestly relate to how much students learn and how well they perform in the course.

  4. Assessment for Learning as Support for Student Self-Regulation

    Science.gov (United States)

    Heritage, Margaret

    2018-01-01

    Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…

  5. Learning to Map and Mapping to Learn Our Students' Worlds

    Science.gov (United States)

    Rubel, Laurie H.; Chu, Haiwen; Shookhoff, Lauren

    2011-01-01

    The National Council of Teachers of Mathematics (NCTM), through its Connections Standard, highlights the importance of "the opportunity for students to experience mathematics in a context." Seeing how mathematics can be used to describe real-world phenomena can motivate students to learn more mathematics. Connecting mathematics to the real world…

  6. Using reflective learning journals to improve students learning and awareness

    DEFF Research Database (Denmark)

    Jensen, Lars Peter

    2008-01-01

    students are working in teams together and given special help to develop team and project work skills. When Danish and foreign students are grouped in mixed teams on the 2nd semester, still the Danish students are experts in project work and they are not familiar with taking in less skilled newcomers...... examples from the learning journals, proving that the students reach the learning goals of the course being able to discuss a more professional approach to their team work and they plan how to help foreigners entering their team.......This paper addresses the problem of mixing Danish engineering students having 3 years of experience with project work in teams (PBL setting at Aalborg University), with foreign students starting on Master Engineering educations with close to zero PBL experience. The first semester the foreign...

  7. Springing into Inquiry: Using Student Ideas to Investigate Seasons

    Science.gov (United States)

    Wilcox, Jesse; Kruse, Jerrid

    2012-01-01

    Although inquiry is more engaging and results in more meaningful learning (Minner, Levy, and Century 2010) than traditional science classroom instruction, actually involving students in the process is difficult. Furthermore, many students have misconceptions about Earth's seasons, which are supported by students' prior knowledge of heat sources.…

  8. Exploring Situated Ambiguity in Students' Entrepreneurial Learning

    Science.gov (United States)

    Kubberød, Elin; Pettersen, Inger Beate

    2017-01-01

    Purpose: Building on entrepreneurial learning research, the purpose of this paper is to argue that the students participating in foreign entrepreneurial education programmes can have realistic entrepreneurial learning experiences. This research addresses two specific questions: how situated ambiguity induced by a foreign culture may contribute to…

  9. Enhancing Students' Language Skills through Blended Learning

    Science.gov (United States)

    Banditvilai, Choosri

    2016-01-01

    This paper presents a case study of using blended learning to enhance students' language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self-study with valuable face-to-face interaction…

  10. Increasing Student Engagement Using Asynchronous Learning

    Science.gov (United States)

    Northey, Gavin; Bucic, Tania; Chylinski, Mathew; Govind, Rahul

    2015-01-01

    Student engagement is an ongoing concern for educators because of its positive association with deep learning and educational outcomes. This article tests the use of a social networking site (Facebook) as a tool to facilitate asynchronous learning opportunities that complement face-to-face interactions and thereby enable a stronger learning…

  11. Counselling strategies for students learning and career ...

    African Journals Online (AJOL)

    The aim of this paper was to identify counselling strategies applicable in classroom where teaching and learning take place. The concepts guidance and counselling were defined to show meaning and relevance towards promoting learning and career development of students in secondary school. This paper also ...

  12. Learning space preferences of higher education students

    NARCIS (Netherlands)

    Beckers, Ronald; van der Voordt, Theo; Dewulf, Geert P.M.R.

    2016-01-01

    This paper aims to address higher education students’ learning space preferences. The study is based on a survey that involved 697 business management students of a Dutch University of Applied Sciences. The research focuses on preferred learning spaces for individual study activities, which require

  13. Teaching machine learning to design students

    NARCIS (Netherlands)

    Vlist, van der B.J.J.; van de Westelaken, H.F.M.; Bartneck, C.; Hu, J.; Ahn, R.M.C.; Barakova, E.I.; Delbressine, F.L.M.; Feijs, L.M.G.; Pan, Z.; Zhang, X.; El Rhalibi, A.

    2008-01-01

    Machine learning is a key technology to design and create intelligent systems, products, and related services. Like many other design departments, we are faced with the challenge to teach machine learning to design students, who often do not have an inherent affinity towards technology. We

  14. Involvement of Students in E-Learning

    Science.gov (United States)

    Al Ya, Marwa; Aziz, Sheikha A.; Mohyuddin, Muhammad Raheel; Al Balushi, Nabila

    2017-01-01

    The involvement of E-learning activities for students in the classroom play an important role in the teaching and learning process. In this paper, the authors describe how we collected information from 3-different Colleges/Universities in Oman forming an online study with regard to the use of internet, e-library, online book access, and…

  15. Teacher-Student Interaction and Learning.

    Science.gov (United States)

    Hall, Joan Kelly; Walsh, Meghan

    2002-01-01

    Reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, draws from three types of classrooms: first language, second language, and foreign language. Attention is given to studies that investigate the specific means used in teacher-student…

  16. High Ability Students' Voice on Learning Motivation

    Science.gov (United States)

    Garn, Alex C.; Jolly, Jennifer L.

    2014-01-01

    This study used a self-determination theory lens to investigate high ability learners' motivational experiences. Participants were 15 high ability youth involved in a summer learning camp for gifted students. Two major themes emerged from qualitative data analysis: (a) "The Fun Factor of Learning" and (b) "The Rewards and Pressures…

  17. Civic Engagement and Organizational Learning Strategies for Student Success

    Science.gov (United States)

    Moore, Tami L.; Mendez, Jesse P.

    2014-01-01

    Students succeed in college by engaging with faculty, peers, and the community. Institutional leaders can utilize organizational learning strategies to learn what works to support civic learning outcomes and student success.

  18. Neuromyths in education: Prevalence and predictors of misconceptions among teachers

    NARCIS (Netherlands)

    Dekker, S.J.; Lee, N.C.; Howard-Jones, P.; Jolles, J.

    2012-01-01

    The OECD's Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education.Though these so-called "neuromyths" are loosely based on scientific facts, they may have adverse effects on educational practice.The present study

  19. District Governance and Student Learning in Indonesia

    OpenAIRE

    Pradhan, Menno; de Ree, Joppe

    2014-01-01

    We document the likely importance of district governance and teacher management policies in relation to student learning in Indonesian primary schools. As the responsibility to deliver primary education has been decentralized to district governments, we expect district specific variations in teacher management policies. Consequently, we also expect variations in learning trajectories across districts. We document substantial heterogeneity in learning gains across districts. Furthermore, we sh...

  20. Using Machine Learning to Predict Student Performance

    OpenAIRE

    Pojon, Murat

    2017-01-01

    This thesis examines the application of machine learning algorithms to predict whether a student will be successful or not. The specific focus of the thesis is the comparison of machine learning methods and feature engineering techniques in terms of how much they improve the prediction performance. Three different machine learning methods were used in this thesis. They are linear regression, decision trees, and naïve Bayes classification. Feature engineering, the process of modification ...

  1. Music during Lectures: Will Students Learn Better?

    Science.gov (United States)

    Dosseville, Fabrice; Laborde, Sylvain; Scelles, Nicolas

    2012-01-01

    We investigated the influence of music during learning on the academic performance of undergraduate students, and more particularly the influence of affects induced by music. Altogether 249 students were involved in the study, divided into a control group and an experimental group. Both groups attended the same videotaped lecture, with the…

  2. Malaysian Students' Motivation towards Physics Learning

    Science.gov (United States)

    Saleh, Salmiza

    2014-01-01

    The purpose of this survey study was to examine the level of Malaysian students' motivation with regards to the learning of Physics at the secondary school level, and its influencing factors. The study was carried out on 337 Form Four students who took Physics as a subject, from six schools in a northern state of Malaysia--three from urban areas,…

  3. Relationship between student preparedness, learning experiences ...

    African Journals Online (AJOL)

    Background. One of the more discernible needs that challenges universities is addressing the level of preparedness of students entering the higher education environment. Students expect to participate in active learning, while at the same time adopting a certain level of agency to successfully pass through higher ...

  4. Undergraduate Research as Engaged Student Learning

    Science.gov (United States)

    Wolf, Lorraine W.

    2018-01-01

    This chapter discusses the impact of undergraduate research as a form of engaged student learning. It summarizes the gains reported in post-fellowship assessment essays acquired from students participating in the Auburn University Undergraduate Research Fellowship Program. The chapter also discusses the program's efforts to increase opportunities…

  5. Personalized Learning for Every Student Every Day

    Science.gov (United States)

    Childress, Stacey; Benson, Scott

    2014-01-01

    The best hope for accelerating much needed improvement in student achievement is by using a range of pedagogical and technological innovations that deliver personalized learning to each student. The authors examine three school initiatives across the country that are using technology and new teaching methods successfully to drive student…

  6. Students' Ideas on Cooperative Learning Method

    Science.gov (United States)

    Yoruk, Abdulkadir

    2016-01-01

    Aim of this study is to investigate students' ideas on cooperative learning method. For that purpose students who are studying at elementary science education program are distributed into two groups through an experimental design. Factors threaten the internal validity are either eliminated or reduced to minimum value. Data analysis is done…

  7. High School Students' Views on Blended Learning

    Science.gov (United States)

    Yapici, Ibrahim Umit; Akbayin, Hasan

    2012-01-01

    In this study, it is aimed to determine the high school students' views on blended learning. The study was carried out in biology course for the lesson unit of "Classification of Living Things and Biodiversity" with 47 9[superscript th] grade students attending Nevzat Ayaz Anatolian High School in the second term of the academic year of…

  8. Does Clicker Technology Improve Student Learning?

    Science.gov (United States)

    Fike, David; Fike, Renea; Lucio, Krystal

    2012-01-01

    This prospective, intervention-based study was conducted to assess the impact of in-class review methods on student learning outcomes in a course preparing pre-service teachers for the Texas Pedagogy and Professional Responsibilities teacher certification exam. Students were tested on midterm and end-of-term exams comprised of questions similar to…

  9. Pizza and Pasta Help Students Learn Metabolism

    Science.gov (United States)

    Passos, Renato M.; Se, Alexandre B.; Wolff, Vanessa L.; Nobrega, Yanna K. M.; Hermes-Lima, Marcelo

    2006-01-01

    In this article, we report on an experiment designed to improve the learning of metabolic biochemistry by nutrition and medical undergraduate students. Twelve students participated in a monitored lunch and had their blood extracted for analysis: (1) before lunch; (2) 30 min after lunch; and (3) 3 h after lunch. The subjects were divided in two…

  10. How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

    Science.gov (United States)

    Choi, Beomkyu

    2016-01-01

    The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…

  11. Students Preferred Characteristics of Learning Environments in Vocational Secondary Education

    OpenAIRE

    Placklé, Ingeborg

    2014-01-01

    If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning Environments in Vocational Education - to measure studentsâ preferences on characteristics of powerful learning environments in voca-tional education. ...

  12. Adolescence: myths and misconceptions.

    Science.gov (United States)

    Dhall, A

    1995-01-01

    Adolescence is the period of physical and psychological growth between childhood and adulthood. The author is a practicing obstetrician and gynecologist in New Delhi. Over the course of her medical career, she has identified many myths and misconceptions about adolescents and adolescence. With regard to male adolescents, masturbation-related myths may be the most frequently harbored. Male adolescents have a hormone-driven need to have sexual intercourse, frequently. Masturbation is a healthy, no-cost way to relieve sexual tension. There is neither need to pay a prostitute nor fear of contracting a sexually transmitted disease. A young man can masturbate virtually whenever he wants. Despite the guilt and misinformation implanted by adults that masturbation causes weakness, boys masturbate rather frequently. Also contrary to popular myth, the nocturnal emissions which may result in growing boys as a result of sexual excitement during a dream are completely normal and no reason for concern. Further, boys should not worry about penis size, for, when erect, they all work just fine. People grow at different rates. Menstruation starts when 17% of a woman's body weight is fat. The onset of menstruation may therefore start earlier in well-fed girls compared to in girls who are more lean. The frequency and duration of menses are not constant. Menstrual irregularity therefore does not necessarily mean that a young woman is pregnant or that professional medical treatment is required. Breasts, like penises, serve their intended function irrespective of size. The hymen is a membrane at the opening of the vagina. It may have a hole in the center or the side for the escape of menstrual blood. There are myths that an intact hymen is indicative of virginity, the hymen should be intact until marriage, and the first sexual experience should be painful for a woman. The hymen is elastic and even some prostitutes have been found to have intact hymens. The hymen also may tear due to a

  13. Analysis of statistical misconception in terms of statistical reasoning

    Science.gov (United States)

    Maryati, I.; Priatna, N.

    2018-05-01

    Reasoning skill is needed for everyone to face globalization era, because every person have to be able to manage and use information from all over the world which can be obtained easily. Statistical reasoning skill is the ability to collect, group, process, interpret, and draw conclusion of information. Developing this skill can be done through various levels of education. However, the skill is low because many people assume that statistics is just the ability to count and using formulas and so do students. Students still have negative attitude toward course which is related to research. The purpose of this research is analyzing students’ misconception in descriptive statistic course toward the statistical reasoning skill. The observation was done by analyzing the misconception test result and statistical reasoning skill test; observing the students’ misconception effect toward statistical reasoning skill. The sample of this research was 32 students of math education department who had taken descriptive statistic course. The mean value of misconception test was 49,7 and standard deviation was 10,6 whereas the mean value of statistical reasoning skill test was 51,8 and standard deviation was 8,5. If the minimal value is 65 to state the standard achievement of a course competence, students’ mean value is lower than the standard competence. The result of students’ misconception study emphasized on which sub discussion that should be considered. Based on the assessment result, it was found that students’ misconception happen on this: 1) writing mathematical sentence and symbol well, 2) understanding basic definitions, 3) determining concept that will be used in solving problem. In statistical reasoning skill, the assessment was done to measure reasoning from: 1) data, 2) representation, 3) statistic format, 4) probability, 5) sample, and 6) association.

  14. Impact of Learning Model Based on Cognitive Conflict toward Student’s Conceptual Understanding

    Science.gov (United States)

    Mufit, F.; Festiyed, F.; Fauzan, A.; Lufri, L.

    2018-04-01

    The problems that often occur in the learning of physics is a matter of misconception and low understanding of the concept. Misconceptions do not only happen to students, but also happen to college students and teachers. The existing learning model has not had much impact on improving conceptual understanding and remedial efforts of student misconception. This study aims to see the impact of cognitive-based learning model in improving conceptual understanding and remediating student misconceptions. The research method used is Design / Develop Research. The product developed is a cognitive conflict-based learning model along with its components. This article reports on product design results, validity tests, and practicality test. The study resulted in the design of cognitive conflict-based learning model with 4 learning syntaxes, namely (1) preconception activation, (2) presentation of cognitive conflict, (3) discovery of concepts & equations, (4) Reflection. The results of validity tests by some experts on aspects of content, didactic, appearance or language, indicate very valid criteria. Product trial results also show a very practical product to use. Based on pretest and posttest results, cognitive conflict-based learning models have a good impact on improving conceptual understanding and remediating misconceptions, especially in high-ability students.

  15. Amplifying Student Learning through Volunteering

    Science.gov (United States)

    McFadden, Amanda; Smeaton, Kathleen

    2017-01-01

    Student volunteer experiences are ubiquitous within higher education contexts. Despite this, there is further scope for understanding the qualitatively different ways students experience volunteering. To achieve this an explicit focus on understanding volunteer experiences from the students' perspective and the relationship these experiences have…

  16. Fostering Interdisciplinary Collaboration to Improve Student Learning

    Directory of Open Access Journals (Sweden)

    Ronald A. Styron Jr.

    2014-08-01

    Full Text Available The purpose of this study was to compare the impact on student learning of those enrolled in courses where instructors participated in collegial coaching and peer mentoring. A nonequivalent group design methodology was employed along with an analysis of variance to analyze data. Findings indicated higher mastery levels of student learning outcomes, higher levels of perceived critical thinking and collaboration by students, statistical significance in critical thinking constructs, higher levels of persistence, and more A's and B's and fewer D's and F's in courses where faculty members were mentored as compared to courses where faculty members were not.

  17. 高中生海洋科學素養及迷思概念評量分析 Marine Science Literacy and Misconceptions among Senior High School Students

    Directory of Open Access Journals (Sweden)

    羅綸新 Lwun-Syin Lwo

    2013-09-01

    Full Text Available 本研究旨在:一、應用概念圖命題模式及開放性問答評量高中生海洋科學概念與素養之現況。二、以問卷試題診斷高中生海洋科學迷思概念之情形。研究以基隆市5 所公立高級中學學生為對象,共計發出361 份問卷,有效樣本346 份,回收率為96%。研究結果顯示:一、高中生在海洋科學概念詞彙運用前三名為暖化、地震及地球。二、高中生在海洋科學概念詞彙運用產生迷思的三大詞彙為生質能源、黑潮及親潮。三、高中生海洋概念以知識面向的概念最高。四、高中生在海洋科學迷思概念試題評量中,平均答對率只有53%。五、黑潮得名緣由為高中生在海洋科學迷思概念評量中答對率最低的題目,僅有16%。六、「瞭解冰期與間冰期海平面的升降,對全球生物與自然環境可能造成影響」為高中生最常帶有迷思概念的能力指標。研究的結果可供我國海洋教育相關人員及高中教師參考,以提升海洋教育實施之成效與國民海洋科學素養。 The purposes of this study were to examine the literacy of senior high school students regarding marine-science concepts by using the concept-map method (open-ended tasks and an open-ended question, and to assess their misconceptions about marine science. A survey was conducted among students from five senior high schools in northern Taiwan. A total of 361 questionnaires were distributed and a validity count of 346 was returned. The results of this study were as follows: (1 The terms “warming,” “earthquake,” and “earth” were most commonly used by students to express marine-science concepts. (2 The terms “bioenergy,” “Kuroshio Currents,” and “Oyashio Currents” caused the most confusion among students. (3 The marine concepts described by the students were more in cognitive domain, than in attitude and affective domains. (4 The students

  18. Using Analogies to Prevent Misconceptions about Chemical Equilibrium

    Science.gov (United States)

    Sahin Pekmez, Esin

    2010-01-01

    The main purpose of this study was to find the effectiveness of using analogies to prevent misconceptions about chemical equilibrium. Nineteen analogies, which were based on dynamic aspects of chemical equilibrium and application of Le Chatelier's principle, were developed. The participations of this study consisted of 11th grade students (n: 151)…

  19. hybrid orbitals notation: some misconceptions in an undergraduate

    African Journals Online (AJOL)

    Temechegn

    chemistry course class at Federal University of Rio Grande do Norte, Brazil. The study was ... high school courses and how to overcame such misconceptions. Methane ... [African Journal of Chemical Education—AJCE 7(1), January 2017] ... [2], in both research and teaching. In high .... feature of the freshman student profile.

  20. Identifying Students’ Misconceptions on Basic Algorithmic Concepts Through Flowchart Analysis

    NARCIS (Netherlands)

    Rahimi, E.; Barendsen, E.; Henze, I.; Dagienė, V.; Hellas, A.

    2017-01-01

    In this paper, a flowchart-based approach to identifying secondary school students’ misconceptions (in a broad sense) on basic algorithm concepts is introduced. This approach uses student-generated flowcharts as the units of analysis and examines them against plan composition and construct-based

  1. What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment.

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-08-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.

  2. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments

    Science.gov (United States)

    Gray, Julie A.; DiLoreto, Melanie

    2016-01-01

    Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship…

  3. Engaging Students' Learning Through a Blended Environment

    Directory of Open Access Journals (Sweden)

    Andrew Stuart

    2013-05-01

    Full Text Available Within the furniture manufacturing industry a high proportion of occupational accidents are as a result of non-compliance to machining regulations and incorrect work practices. Safety training plays an important role in reducing accidents and promoting a safety culture within this sector. This article details an action research study undertaken during the first year of a new Degree in Timber Product Technology, which set out to evaluate the impact a blended learning environment and reusable learning objects (RLOs could have on promoting safe work practices and a safety culture amongst students. A constructivist approach was taken and the module design was underpinned by Kolb’s model of experiential learning, placing more responsibility on the learners for their own learning and encouraging them to reflect upon their experiences. The findings of this study suggest that students with prior industry machining experience required a change in their attitude to machining which was achieved within the practical labs, while students with no machining experiences were intimidated by the learning environment in the practical labs but whose learning experience was enhanced through the use of RLOs and other eLearning resources. In order to reduce occupational accidents in the furniture manufacturing industry the promotion of continuing professional development (CPD training courses is required in order to change workers’ behaviour to machine safety and encourage lifelong learning so as to promote a safety culture within the furniture manufacturing industry.

  4. How Student Game Designers Design Learning into Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2017-01-01

    This investigation examined how to support students in creating learning designs for specific learning goals in analogue and digital games as a means of learning. The study also explored the learning trajectories that emerged in the digital games created by the student learning-game designers....... The DBR study was developed through three iterations over two years, involving teachers and students in co-design processes. Together with the teachers, an overall learning design supported the learning process for students by inviting them to be their own learning designers as they designed digital...... learning games for specific learning goals in cross-disciplinary subject matters. The findings were that the students succeeded in developing and implementing specific learning goals in their games. The students also developed learning trajectories through the games by designing various learning...

  5. Tablet PC Support of Students' Learning Styles

    Directory of Open Access Journals (Sweden)

    Shreya Kothaneth

    2012-12-01

    Full Text Available In the context of rapid technology development, it comes as no surprise that technology continues to impact the educational domain, challenging traditional teaching and learning styles. This study focuses on how students with different learning styles use instructional technology, and in particular, the tablet PC, to enhance their learning experience. The VARK model was chosen as our theoretical framework as we analyzed responses of an online survey, both from a quantitative and qualitative standpoint. Results indicate that if used correctly, the tablet PC can be used across different learning styles to enrich the educational experience.

  6. e-Learning readiness amongst nursing students at the Durban ...

    African Journals Online (AJOL)

    e-Learning readiness amongst nursing students at the Durban University of ... make the shift from traditional learning to the technological culture of e-Learning at a ... equipment and technological readiness for the change in learning method.

  7. Comparing problem-based learning and lecture as methods to teach whole-systems design to engineering students

    Science.gov (United States)

    Dukes, Michael Dickey

    The objective of this research is to compare problem-based learning and lecture as methods to teach whole-systems design to engineering students. A case study, Appendix A, exemplifying successful whole-systems design was developed and written by the author in partnership with the Rocky Mountain Institute. Concepts to be tested were then determined, and a questionnaire was developed to test students' preconceptions. A control group of students was taught using traditional lecture methods, and a sample group of students was taught using problem-based learning methods. After several weeks, the students were given the same questionnaire as prior to the instruction, and the data was analyzed to determine if the teaching methods were effective in correcting misconceptions. A statistically significant change in the students' preconceptions was observed in both groups on the topic of cost related to the design process. There was no statistically significant change in the students' preconceptions concerning the design process, technical ability within five years, and the possibility of drastic efficiency gains with current technologies. However, the results were inconclusive in determining that problem-based learning is more effective than lecture as a method for teaching the concept of whole-systems design, or vice versa.

  8. The contexts for student learning: international students in Denmark

    DEFF Research Database (Denmark)

    Hammershøy, Anna; Simonsen, Berit Elsebeth; Miller, Tanja

    The paper focuses on Service, Hospitality and Tourism management education programme at the University College of Northern Denmark. The English-taught international stream is developed in a local context, following a Danish curriculum and employing Danish instructors. The students originate...... primarily from Eastern and Central Europe and are not socialised in the North European educational culture. It takes these students more attempts to pass examinations compared to the Danish students, and their GPA is lower compared to the Danish students. The paper addresses the immediate learning context...

  9. Automotive Mechanics. Student Learning Guides.

    Science.gov (United States)

    Ridge Vocational-Technical Center, Winter Haven, FL.

    These 33 learning guides are self-instructional packets for 33 tasks identified as essential for performance on an entry-level job in automotive mechanics. Each guide is based on a terminal performance objective (task) and 1-9 enabling objectives. For each enabliing objective, some or all of these materials may be presented: learning steps…

  10. EFFECTS OF INQUIRY TRAINING LEARNING MODEL BASED MULTIMEDIA AND MOTIVATION OF PHYSICS STUDENT LEARNING OUTCOMES

    OpenAIRE

    Hayati .; Retno Dwi Suyanti

    2013-01-01

    The objective in this research: (1) Determine a better learning model to improve learning outcomes physics students among learning model Inquiry Training based multimedia and Inquiry Training learning model. (2) Determine the level of motivation to learn in affects physics student learning outcomes. (3) Knowing the interactions between the model of learning and motivation in influencing student learning outcomes. This research is a quasi experimental. The population in this research was all s...

  11. Common Earth Science Misconceptions in Science Teaching

    Science.gov (United States)

    King, Chris

    2012-01-01

    A survey of the Earth science content of science textbooks found a wide range of misconceptions. These are discussed in this article with reference to the published literature on Earth science misconceptions. Most misconceptions occurred in the "sedimentary rocks and processes" and "Earth's structure and plate tectonics"…

  12. Student Achievement in Basic College Mathematics: Its Relationship to Learning Style and Learning Method

    Science.gov (United States)

    Gunthorpe, Sydney

    2006-01-01

    From the assumption that matching a student's learning style with the learning method best suited for the student, it follows that developing courses that correlate learning method with learning style would be more successful for students. Albuquerque Technical Vocational Institute (TVI) in New Mexico has attempted to provide students with more…

  13. Analyses of Student Learning in Global Change

    Science.gov (United States)

    Takle, E. S.; Moser, H.; Sorensen, E. K.

    2004-12-01

    The Global Change course at Iowa State University is a senior undergraduate and graduate level course that has been delivered over the internet with online dialog and learning activities since 1995. Students may enroll in the course as a distance education course, but in doing so they engage in dialog with students in the conventional on-campus face-to-face course. Online delivery and student participation offer opportunities for promoting use of critical thinking skills and collaborative learning not available in face-to-face environments. Students are required to research, post, and defend with authoritative information their positions on a variety of global change issues and specifically identify how they have demonstrated use of critical thinking skills in their online postings. Threaded dialog is used for structuring interactions toward promoting collaborative learning. We analyze collaborative learning by use of a rubric based on the theory of language games. By random selection of 1,350 online dialog comments posted over the last 10 years we evaluated student response to requirements for demonstrating critical thinking skills and collaboration in learning. We found that, by itself, the requirement of demonstrating critical thinking skills in online dialog was insufficient in promoting collaborative learned as measured by the standards of language game theory. But we also found that if an online comment clearly defines a situation and makes a clear expectation of a response, the likelihood is high that a game will be created. And if a game is established, there is a high probability that it will be closed, thereby giving evidence that collaborative learning had occurred. We conclude that a key component in collaborative online learning lies in establishing a lead-off comment that provides sufficient background information to clearly define an engaging situation. It also must include a clear expectation that a response is expected that will provide dialog

  14. Systemic Assessment as a new tool for assessing students learning ...

    African Journals Online (AJOL)

    Systemic Assessment [SA] has been shown to be highly effective new tool in raising the level of students academic achievements, improve their ability to learn by enhancing the process of teaching and learning, and converts students from surface to deep learning. It also allow teacher to monitor students learning ...

  15. Learning Styles and Student Performance in Introductory Economics

    Science.gov (United States)

    Brunton, Bruce

    2015-01-01

    Data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance. The Kolb Learning Style Inventory was used to assess individual student learning styles. The results indicate that student learning style has no significant effect on performance, undermining the claims of those who…

  16. Students' Preferred Characteristics of Learning Environments in Vocational Secondary Education

    Science.gov (United States)

    Placklé, Ingeborg; Könings, Karen D.; Jacquet, Wolfgang; Struyven, Katrien; Libotton, Arno; van Merriënboer, Jeroen J. G.; Engels, Nadine

    2014-01-01

    If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument--the Inventory Powerful Learning…

  17. Learning Styles and the Online Classroom: Implications for Business Students

    Science.gov (United States)

    Nastanski, Michael; Slick, Thomas

    2008-01-01

    This paper discusses the importance of student learning styles within a Distance Learning (DL) classroom. The study examines the learning style preferences of online business students as measured by the Kolb Learning Style Inventory and determines if a significant difference in course grades and course completion rates exist between students when…

  18. Student Approaches to Learning and Studying. Research Monograph.

    Science.gov (United States)

    Biggs, John B.

    A common thread in contemporary research in student learning refers to the ways in which students go about learning. A theory of learning is presented that accentuates the interaction between the person and the situation. Research evidence implies a form of meta-cognition called meta-learning, the awareness of students of their own learning…

  19. [Learning strategies of autonomous medical students].

    Science.gov (United States)

    Márquez U, Carolina; Fasce H, Eduardo; Ortega B, Javiera; Bustamante D, Carolina; Pérez V, Cristhian; Ibáñez G, Pilar; Ortiz M, Liliana; Espinoza P, Camila; Bastías V, Nancy

    2015-12-01

    Understanding how autonomous students are capable of regulating their own learning process is essential to develop self-directed teaching methods. To understand how self-directed medical students approach learning in medical schools at University of Concepción, Chile. A qualitative and descriptive study, performed according to Grounded Theory guidelines, following Strauss & Corbin was performed. Twenty medical students were selected by the maximum variation sampling method. The data collection technique was carried out by a semi-structured thematic interview. Students were interviewed by researchers after an informed consent procedure. Data were analyzed by the open coding method using Atlas-ti 7.5.2 software. Self-directed learners were characterized by being good planners and managing their time correctly. Students performed a diligent selection of contents to study based on reliable literature sources, theoretical relevance and type of evaluation. They also emphasized the discussion of clinical cases, where theoretical contents can be applied. This modality allows them to gain a global view of theoretical contents, to verbalize knowledge and to obtain a learning feedback. The learning process of autonomous students is intentional and planned.

  20. Misconceptions in Reporting Oxygen Saturation

    NARCIS (Netherlands)

    Toffaletti, John; Zijlstra, Willem G.

    2007-01-01

    BACKGROUND: We describe some misconceptions that have become common practice in reporting blood gas and cooximetry results. In 1980, oxygen saturation was incorrectly redefined in a report of a new instrument for analysis of hemoglobin (Hb) derivatives. Oxygen saturation (sO(2)) was redefined as the

  1. Motivating medical students to learn teamwork skills.

    Science.gov (United States)

    Aarnio, Matti; Nieminen, Juha; Pyörälä, Eeva; Lindblom-Ylänne, Sari

    2010-01-01

    This study examined teaching teamwork skills to first-year medical students. Teamwork skills focused on verbal communication in PBL-tutorial sessions and in healthcare teams. The aim was to find out how to teach teamwork skills to first-year medical students and how to motivate them to learn these skills. Three consecutive classes of first-year medical students (N = 342) participated in teamwork skills module in the years 2006, 2007 and 2008. After the first year, the introduction to the topic was revised in order to be more motivating to medical students. After each module data were collected with a feedback questionnaire containing numerical and open questions. By analyzing the students' numerical answers and the content of students' open answers regarding the module, we examined how the revised introduction affected students' perceptions of the usefulness of the module. Medical students' feedback in the years 1 (n = 81), 2 (n = 99) and 3 (n = 95) showed that the students found the module in the second and third years significantly more useful than in the first year. These results support earlier findings that clearly stated clinical relevance motivates medical students. When introducing multidisciplinary subjects to medical students, it is important to think through the clinical relevance of the topic and how it is introduced to medical students.

  2. The Effectiveness of Problem-Based Learning on Teaching the First Law of Thermodynamics

    Science.gov (United States)

    Tatar, Erdal; Oktay, Munir

    2011-01-01

    Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study…

  3. Examining Teaching Based on Errors in Mathematics Amongst Pupils with Learning Disabilities

    Science.gov (United States)

    Magen-Nagar, Noga

    2016-01-01

    Teaching mathematics while learning from students' mistakes, errors and misconceptions, is most important for meaningful learning. This study was based on intervention programs prepared by preservice teachers. It aimed to examine their knowledge of assessment of errors in mathematics amongst pupils with learning disabilities, and their use as a…

  4. Relations between Intuitive Biological Thinking and Biological Misconceptions in Biology Majors and Nonmajors

    Science.gov (United States)

    Coley, John D.; Tanner, Kimberly

    2015-01-01

    Research and theory development in cognitive psychology and science education research remain largely isolated. Biology education researchers have documented persistent scientifically inaccurate ideas, often termed "misconceptions," among biology students across biological domains. In parallel, cognitive and developmental psychologists…

  5. Selection of Learning Media Mathematics for Junior School Students

    Science.gov (United States)

    Widodo, Sri Adi; Wahyudin

    2018-01-01

    One of the factors that determine the success of mathematics learning is the learning media used. Learning media can help students to create mathematical abstract mathematics that is abstract. In addition to media, meaningful learning is a learning that is adapted to the students' cognitive development. According to Piaget, junior high school…

  6. Preference Learning Style in Engineering Mathematics: Students' Perception of E-Learning

    Science.gov (United States)

    Tawil, Norngainy Mohd; Ismail, Nur Arzilah; Asshaari, Izamarlina; Othman, Haliza; Zaharim, Azami; Bahaludin, Hafizah

    2013-01-01

    Nowadays, traditional learning styles are assisted with e-learning components to ensure the effectiveness of the teaching and learning process, especially for the students. This approach is known as blended learning. Objective of this paper is to investigate and clarify the students' preferences in learning style, either traditional or e-learning.…

  7. Problem Based Learning - Linking Students and Industry

    DEFF Research Database (Denmark)

    Fink, Flemming K.

    2006-01-01

    WG2_G4 Problem based learning – linking students and industry: a case study from Aalborg, Denmark Flemming K. Flink ELITE Aalborg University In Aalborg University, Denmark, all study programmes are organised around inter-disciplinary project work in groups. Up to 50% of the study work is problem-...... is essentially problem solving. The presentation looks into on campus POPBL and the Facilitated Work Based Learning (FBL) for continuing education. It also presents case examples of POPBL work....

  8. Teachers’ Learning Design Practice for Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

    2018-01-01

    that simultaneously scaffold students’ subject-related inquiry, agency, reflection and learning. Research studies have documented that this approach constitutes arenas that support students’ deep learning and mastery of both transdisciplinary and subject matter, along with their acquisition of digital literacy and 21......This paper contributes with elements of an emerging learning design methodology. The paper takes as its starting point the theory of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary...... schools (first to 10th grade). The research focussed on information and communication technology (ICT) within the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the projects that provide the grounding...

  9. Assessing recall, conceptualization, and transfer capabilities of novice biochemistry students' across learning style preferences as revealed by self-explanations

    Science.gov (United States)

    Hilsenbeck-Fajardo, Jacqueline L.

    2009-08-01

    The research described herein is a multi-dimensional attempt to measure student's abilities to recall, conceptualize, and transfer fundamental and dynamic protein structure concepts as revealed by their own diagrammatic (pictorial) representations and written self-explanations. A total of 120 participants enrolled in a 'Fundamentals of Biochemistry' course contributed to this mixed-methodological study. The population of interest consisted primarily of pre-nursing and sport and exercise science majors. This course is typically associated with a high (researcher with an ideal context in which to apply novel transfer assessment strategies. In the past, students within this population have reported very little chemistry background. In the following study, student-generated diagrammatic representations and written explanations were coded thematically using a highly objective rubric that was designed specifically for this study. Responses provided by the students were characterized on the macroscopic, microscopic, molecular-level, and integrated scales. Recall knowledge gain (i.e., knowledge that was gained through multiple-choice questioning techniques) was quantitatively correlated to learning style preferences (i.e., high-object, low-object, and non-object). Quantitative measures revealed that participants tended toward an object (i.e., snapshot) -based visualization preference, a potentially limiting factor in their desire to consider dynamic properties of fundamental biochemical contexts such as heat-induced protein denaturation. When knowledge transfer was carefully assessed within the predefined context, numerous misconceptions pertaining to the fundamental and dynamic nature of protein structure were revealed. Misconceptions tended to increase as the transfer model shifted away from the context presented in the original learning material. Ultimately, a fundamentally new, novel, and unique measure of knowledge transfer was developed as a main result of this study

  10. Miscellany of Students' Satisfaction in an Asynchronous Learning Environment

    Science.gov (United States)

    Larbi-Siaw, Otu; Owusu-Agyeman, Yaw

    2017-01-01

    This study investigates the determinants of students' satisfaction in an asynchronous learning environment using seven key considerations: the e-learning environment, student-content interaction, student and student interaction, student-teacher interaction, group cohesion and timely participation, knowledge of Internet usage, and satisfaction. The…

  11. Learning experience in endodontics: Brazilian students' perceptions.

    Science.gov (United States)

    Seijo, Marilia O S; Ferreira, Efigênia F; Ribeiro Sobrinho, Antônio P; Paiva, Saul M; Martins, Renata C

    2013-05-01

    Including students' perceptions in the educational process is considered a key component in monitoring the quality of academic programs. This study aimed to evaluate the concept of one's learning experience in endodontic teaching from the perspective of a group of Brazilian students. A total of 126 self-administered, structured questionnaires were distributed to undergraduate dental students enrolled in endodontics courses during the second semester of the 2009 academic year. The questionnaires were administered during final examinations and focused on students' opinions concerning learning during endodontic treatments, time spent during endodontic treatments, difficulties found during endodontic treatments, quality of endodontic treatments performed, characteristics of the technique employed, and suggestions to improve endodontic teaching. Ninety-one percent of the questionnaires were returned for evaluation. The obtained answers were discussed and analyzed, thereby generating quantitative and qualitative data showing students' perceptions of their experiences in endodontics courses. The main points that can affect the teaching of endodontics, according to the undergraduate students, included patients' absences and delays, selection of patients, preclinical and clinical training, difficulties found, type of technique employed, and teachers' orientation during endodontic treatment. The students' perceptions provided valuable information about the development of the course and the teacher-student relationship, together with the added intention of enhancing the teaching of endodontics as well as other courses.

  12. The effect of 5E-SWH learning model on students' view of nature of science

    Science.gov (United States)

    Sinthuwa, Waralee; Sangpradit, Theerapong

    2018-01-01

    View of Nature of Science (NOS) is one of key factors to support students' scientific literacy. So, it includes in scientific learning goals internationally. As in the literature, the many potential benefits associated with appropriate view of NOS. For instance, it influences students' learning achievement in science and lets students see how science connected to their real world. The aim of this study was to develop the 5E-SWH learning model to enhance 12th grade students' view of NOS. Eighty-eight students participated in this study. They were separated into two groups. Forty-four students had learnt biology by using 5E-SWH learning unit, but another group had learnt by using traditional 5E. View of NOS questionnaire that was adapted from the Views of NOS Questionnaire (VNOS-C) was applied with the both groups as pretest and posttest. The questionnaire consisted of ten open-ended items. The semi-structured interview protocol was also used with thirty students and feedback on the lesson record was provided in order to triangulate students' view of NOS. The analyzed results were approved by peer review. In addition, the during the implementation, data from voice recorder was transcribed and used discourse analysis to show students' NOS views. There were three aspects that relate to genetics technology content. These aspects included the subjective, empirical, and social and culture. Students' responses were categorized into 3 groups including informed, adequate and inadequate view. The results showed that the majority of participants held inadequate views of the subjective and empirical aspect at the beginning of the study. In addition, almost student as well as held adequate view of the social and culture aspect and they had misconception in some target NOS aspects. After that, they had learnt genetics technology content by using 5E-SWH learning model for 15 periods (50 min/ period). Both student groups' view of NOS was compared with each other. The study showed

  13. How do openers contribute to student learning?

    Directory of Open Access Journals (Sweden)

    Amber Zertuche

    2012-11-01

    Full Text Available Openers, or brief activities that initiate a class, routinely take up classroom time each day yet little is known about how to design these activities so they contribute to student learning. This study uses technology-enhanced learning environments to explore new opportunities to transform Openers from potentially busy work to knowledge generating activities. This study compares the impact of teacher-designed Openers, Opener designs based on recent research emphasizing knowledge integration, and no Opener for an 8th grade technology-enhanced inquiry science investigation. Results suggest that students who participate in a researcher-designed Opener are more likely to revisit and refine their work, and to make significant learning gains, than students who do not participate in an Opener. Students make the greatest gains when they revisit key evidence in the technology-enhanced curriculum unit prior to revision. Engaging students in processes that promote knowledge integration during the Opener motivate students to revise their ideas. The results suggest design principles for Openers in technology-enhanced instruction.

  14. The Learning Styles of Students Related to Individualized Typewriting Instruction

    Science.gov (United States)

    Schmidt, B. June

    1983-01-01

    Discusses a study which indicated that relationships exist between students' learning styles and their attitudes toward individualized, competency-based typewriting instruction, particularly for beginning students. (JOW)

  15. A blended learning program on undergraduate nursing students' learning of electrocardiography.

    Science.gov (United States)

    Jang, Keum-Seong; Kim, Yun-Min; Park, Soon-Joo

    2006-01-01

    This study sought to evaluate the feasibility of applying the blended learning program that combines the advantages of face-to-face(FTF) learning and e-learning. The blended learning program was developed by the authors and implemented for 4 weeks. 56 senior nursing students were recruited at a university in Korea. Significant improvement was noted in learning achievement. No significant differences were noted between FTF and web-based learning in learning motivation. Learning satisfaction and students' experience in taking this course revealed some positive effects of blended learning. The use of blended learning program for undergraduate nursing students will provide an effective learning model.

  16. Junior High School Students' Ideas about the Shape and Size of the Atom

    Science.gov (United States)

    Cokelez, Aytekin

    2012-01-01

    The concept of the atom is one of the building blocks of science education. Although the concept is a foundation for students' subsequent learning experiences, it is difficult for students to comprehend because of common misconceptions and its abstractness. The purpose of this study is to examine junior high school students' (ages 12-13) ideas…

  17. Learning styles: The learning methods of air traffic control students

    Science.gov (United States)

    Jackson, Dontae L.

    In the world of aviation, air traffic controllers are an integral part in the overall level of safety that is provided. With a number of controllers reaching retirement age, the Air Traffic Collegiate Training Initiative (AT-CTI) was created to provide a stronger candidate pool. However, AT-CTI Instructors have found that a number of AT-CTI students are unable to memorize types of aircraft effectively. This study focused on the basic learning styles (auditory, visual, and kinesthetic) of students and created a teaching method to try to increase memorization in AT-CTI students. The participants were asked to take a questionnaire to determine their learning style. Upon knowing their learning styles, participants attended two classroom sessions. The participants were given a presentation in the first class, and divided into a control and experimental group for the second class. The control group was given the same presentation from the first classroom session while the experimental group had a group discussion and utilized Middle Tennessee State University's Air Traffic Control simulator to learn the aircraft types. Participants took a quiz and filled out a survey, which tested the new teaching method. An appropriate statistical analysis was applied to determine if there was a significant difference between the control and experimental groups. The results showed that even though the participants felt that the method increased their learning, there was no significant difference between the two groups.

  18. Communicating Learning Outcomes and Student Performance through the Student Transcript

    Science.gov (United States)

    Kenyon, George; Barnes, Cynthia

    2010-01-01

    The university accreditation process now puts more emphasis on self assessment. This change requires universities to identify program objectives, performance indicators, and areas for improvement. Many accrediting institutions are requiring that institutions communicate clearly to constituents: 1) what learning outcomes were achieved by students,…

  19. Students' Engagement with Learning Technologies

    Science.gov (United States)

    Larkin, Derek; Huett, Kim C.

    2013-01-01

    This paper seeks to add to the discussion surrounding young adults' relationship and engagement with learning technologies, exploring whether they naturally engage with these technologies when the use of them is either compulsory or optional. We discuss our findings in relation to whether young people are truly engaging with technologies or…

  20. Identification of Conceptual Understanding in Biotechnology Learning

    Science.gov (United States)

    Suryanti, E.; Fitriani, A.; Redjeki, S.; Riandi, R.

    2018-04-01

    Research on the identification of conceptual understanding in the learning of Biotechnology, especially on the concept of Genetic Engineering has been done. The lesson is carried out by means of discussion and presentation mediated-powerpoint media that contains learning materials with relevant images and videos. This research is a qualitative research with one-shot case study or one-group posttest-only design. Analysis of 44 students' answers show that only 22% of students understand the concept, 18% of students lack understanding of concepts, 57% of students have misconceptions, and 3% of students are error. It can be concluded that most students has misconceptions in learning the concept of Genetic Engineering.

  1. Can undergraduate students learn effectuation?

    DEFF Research Database (Denmark)

    Robinson, Sarah; Günzel-Jensen, Franziska

    effectuation it must be considered as a critical element from the initial meeting with the students. Teaching undergraduate students presents a range of challenges and teachers of entrepreneurship need to carefully consider how they approach teaching of effectuation in the classroom. Value....../Originality: This paper makes a two important contributions: First, we add to the literature on entrepreneurship education by informing the gap in our understanding of the mis-match between what we want to achieve and what we actually achieve in our classrooms when teaching effectuation. Second, we contribute...

  2. The Effect of Cooperative Learning on the Learning Approaches of Students with Different Learning Styles

    Science.gov (United States)

    Çolak, Esma

    2015-01-01

    Problem Statement: For this study, a cooperative learning process was designed in which students with different learning styles could help each other in heterogeneous groups to perform teamwork-based activities. One aspect deemed important in this context was whether the instructional environment designed to reach students with different learning…

  3. Students learning across differences in a multi-disciplinary virtual ...

    African Journals Online (AJOL)

    Despite desegregation, and educational policies calling for increased inclusivity in higher education, students in South Africa generally continue to have homogenous social and learning experiences. This article reports on a collaborative student learning community across three disciplines at two universities.

  4. Teaching chemistry to students with learning difficulties: exemplary ...

    African Journals Online (AJOL)

    Teaching chemistry to students with learning difficulties: exemplary adaptive instructional practices of experienced teachers. ... Arguably, today's science classrooms are witnessing a situation in which students experience a special learning ...

  5. University of Limpopo student nurses' clinical learning experiences ...

    African Journals Online (AJOL)

    University of Limpopo student nurses' clinical learning experiences in a public hospital at ... was applied to explore and describe the experiences of student nurses' clinical learning ... The ethical principles relevant to the study were observed.

  6. Can teachers motivate students to learn?

    NARCIS (Netherlands)

    Thoonen, E.E.J.; Sleegers, P.J.C.; Peetsma, T.T.D.; Oort, F.J.

    2011-01-01

    Research on motivation has mainly concentrated on the role of goal orientation and self‐evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers’ teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were

  7. Learning experiences of physiotherapy students during primary ...

    African Journals Online (AJOL)

    Background. Primary healthcare (PHC) is necessary to address the health needs of communities. It creates the opportunity for the attainment of curricular outcomes through community-based education. Appropriate learning opportunities are needed to enable students to develop the necessary skills to attain these outcomes ...

  8. Workplace Stress and the Student Learning Experience

    Science.gov (United States)

    Stevenson, Anne; Harper, Sarah

    2006-01-01

    Purpose: To investigate the possible effects of workplace stress in academics on the student learning experience. Design/methodology/approach: Questionnaires were designed and distributed to all academic staff at a Scottish Higher Education Institute. This measured perceived levels of stress amongst academic staff and the possible impact of this…

  9. Some Factors Effected Student's Calculus Learning Outcome

    Science.gov (United States)

    Rajagukguk, Wamington

    2016-01-01

    The purpose of this study is to determine the factors effected calculus learning outcome of the student. This study was conducted with 176 respondents, which were selected randomly. The data were obtained by questionnaire, and then analyzed by using multiple regressions, and correlation, at level of a = 0.05. The findings showed there is the…

  10. Relationship between learning resources and student's academic ...

    African Journals Online (AJOL)

    The study investigated relationship between learning resources and student's academic achievement in science subjects in Taraba State Secondary Schools. A total of 35 science teachers and 18 science head of departments from 6 schools from three geopolitical zones of Taraba State were involved in the study.

  11. Capstone Portfolios and Geography Student Learning Outcomes

    Science.gov (United States)

    Mossa, Joann

    2014-01-01

    Due to increasing demands regarding student learning outcomes and accreditation, a capstone portfolio was added to assess critical thinking and communication skills of geography majors at a large public university in the USA. The portfolio guidelines were designed to be adaptable to a flexible curriculum where about half of the requirements within…

  12. Students' Pressure, Time Management and Effective Learning

    Science.gov (United States)

    Sun, Hechuan; Yang, Xiaolin

    2009-01-01

    Purpose: This paper aims to survey the status quo of the student pressure and the relationship between their daily time management and their learning outcomes in three different types of higher secondary schools at Shenyang, the capital city of Liaoning Province in mainland China. Design/methodology/approach: An investigation was carried out in 14…

  13. Testing Methodology in the Student Learning Process

    Science.gov (United States)

    Gorbunova, Tatiana N.

    2017-01-01

    The subject of the research is to build methodologies to evaluate the student knowledge by testing. The author points to the importance of feedback about the mastering level in the learning process. Testing is considered as a tool. The object of the study is to create the test system models for defence practice problems. Special attention is paid…

  14. Educating Students with Learning Disabilities in Taiwan

    Science.gov (United States)

    Hsiao, Yun-Ju

    2011-01-01

    In East Asia, Taiwan is one of only a few countries that has a clear definition of learning disabilities (LD) as well as operational criteria for the identification of LD. In Taiwan, special education services for students with LD are mandated in the Special Education Act of 1984. According to the official statistics from the Taiwanese Special…

  15. School Improvement Model to Foster Student Learning

    Science.gov (United States)

    Rulloda, Rudolfo Barcena

    2011-01-01

    Many classroom teachers are still using the traditional teaching methods. The traditional teaching methods are one-way learning process, where teachers would introduce subject contents such as language arts, English, mathematics, science, and reading separately. However, the school improvement model takes into account that all students have…

  16. Enhancing Student Learning through Scaffolded Client Projects

    Science.gov (United States)

    Tomlinson, Elizabeth

    2017-01-01

    This article reports on the current status of client projects (CPs) in business communication courses, provides a scaffolded model for implementing CP, and assesses student learning in CPs. Using a longitudinal mixed method research design, survey data and qualitative materials from six semesters are presented. The instructor survey indicated need…

  17. Scaffolding student engagement via online peer learning

    International Nuclear Information System (INIS)

    Casey, M M; Bates, S P; Galloway, K W; Galloway, R K; Hardy, J A; Kay, A E; Kirsop, P; McQueen, H A

    2014-01-01

    We describe one aspect of a UK inter-institutional project wherein an online tool was used to support student generation of multiple choice questions. Across three universities and in five modules in physics, chemistry and biology, we introduced the PeerWise online system as a summative assessment tool in our classes, the desire being to increase student engagement, academic attainment and level of cognitive challenge. Engagement with the system was high with many students exceeding the minimum requirements set out in the assessment criteria. We explore the nature of student engagement and describe a working model to enable high-impact student-learning and academic gain with minimal instructor intervention. (paper)

  18. Accounting Student's Learning Approaches And Impact On Academic Performance

    OpenAIRE

    Ismail, Suhaiza

    2009-01-01

    The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student's academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST) was used...

  19. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Directory of Open Access Journals (Sweden)

    Ronald Brecke, PhD

    2007-08-01

    Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

  20. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Directory of Open Access Journals (Sweden)

    Ronald Brecke

    2007-01-01

    Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

  1. Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students

    Science.gov (United States)

    Herpratiwi; Darsono; Sasmiati; Pujiyatli

    2018-01-01

    Purpose: The research objective was to compare students' learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four…

  2. Implementing Collaborative Learning in Prelicensure Nursing Curricula: Student Perceptions and Learning Outcomes.

    Science.gov (United States)

    Schoening, Anne M; Selde, M Susan; Goodman, Joely T; Tow, Joyce C; Selig, Cindy L; Wichman, Chris; Cosimano, Amy; Galt, Kimberly A

    2015-01-01

    This study evaluated learning outcomes and student perceptions of collaborative learning in an undergraduate nursing program. Participants in this 3-phase action research study included students enrolled in a traditional and an accelerated nursing program. The number of students who passed the unit examination was not significantly different between the 3 phases. Students had positive and negative perceptions about the use of collaborative learning.

  3. Using Webquest in Learning Grammar: Students' Perceptions in Higher Education

    Science.gov (United States)

    Irzawati, Ira

    2013-01-01

    Webquest is an internet based learning tool that can be used by students in learning English. This study investigates students' perceptions about the use of Webquest to support learning grammar in Higher Education. Seventy-two of second semester students were involved as participants in this study. Questionnaire and interview were used to collect…

  4. Preparing Students for Flipped or Team-Based Learning Methods

    Science.gov (United States)

    Balan, Peter; Clark, Michele; Restall, Gregory

    2015-01-01

    Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…

  5. Original Science-Based Music and Student Learning

    Science.gov (United States)

    Smolinski, Keith

    2010-01-01

    American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework…

  6. Attendance Policies, Instructor Communication, Student Attendance, and Learning

    Science.gov (United States)

    Snyder, Jason; Frank, Lisa A. C.

    2016-01-01

    The authors utilized a quasiexperimental design across five sections of a managerial communication course (N = 150) to test the role of course policies and student perceptions of the instructor in influencing student absenteeism and three indicators of student learning: grades, affective learning, and cognitive learning. The experimental group…

  7. Students' Perceptions on Intrapreneurship Education--Prerequisites for Learning Organisations

    Science.gov (United States)

    Kansikas, Juha; Murphy, Linda

    2010-01-01

    The aim of this qualitative study is to understand the prerequisites for learning organisations (LO) as perceived by university students. Intrapreneurship education offers possibilities to increase student's adaptation of learning organisation's climate and behaviour. By analysing students' perceptions, more information about learning organisation…

  8. Using Scaffolding to Improve Student Learning in Legal Environment Courses

    Science.gov (United States)

    May, Diane

    2014-01-01

    Students taking the initial legal environment course in a business school generally have little background in the law. Most of these students are learning new terms and are exposed to the workings of the legal system and statutes and cases for the first time. Some students have characterized learning the law as like "learning a new…

  9. Strategies to Improve Learning of All Students in a Class

    Science.gov (United States)

    Suraishkumar, G. K.

    2018-01-01

    The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of…

  10. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Science.gov (United States)

    Brecke, Ronald; Jensen, Jacy

    2007-01-01

    This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We…

  11. Fostering Sustained Learning among Undergraduate Students: Emerging Research and Opportunities

    Science.gov (United States)

    Chemosit, Caroline; Rugutt, John; Rugutt, Joseph K.

    2017-01-01

    Keeping students engaged and receptive to learning can, at times, be a challenge. However, by the implementation of new methods and pedagogies, instructors can strengthen the drive to learn among their students. "Fostering Sustained Learning Among Undergraduate Students: Emerging Research and Opportunities" is an essential publication…

  12. Width, Length, and Height Conceptions of Students with Learning Disabilities

    Science.gov (United States)

    Güven, N. Dilsad; Argün, Ziya

    2018-01-01

    Teaching responsive to the needs of students with learning disabilities (LD) can be provided through understanding students' conceptions and their ways of learning. The current research, as a case study based on qualitative design, aimed to investigate the conceptions of students with learning disabilities with regard to the different…

  13. Effect Of Inquiry Learning Model And Motivation On Physics Outcomes Learning Students

    OpenAIRE

    Pardede, Dahlia Megawati; Manurung, Sondang Rina

    2016-01-01

    The purposes of the research are: (a) to determine differences in learning outcomes of students with Inquiry Training models and conventional models, (b) to determine differences in physics learning outcomes of students who have high motivation and low motivation, (c) to determine the interaction between learning models with the level of motivation in improving student Physics learning outcomes. The results were found: (a) there are differences in physical students learning outcomes are taugh...

  14. Factors Promoting Vocational Students' Learning at Work: Study on Student Experiences

    Science.gov (United States)

    Virtanen, Anne; Tynjälä, Päivi; Eteläpelto, Anneli

    2014-01-01

    In order to promote effective pedagogical practices for students' work-based learning, we need to understand better how students' learning at work can be supported. This paper examines the factors explaining students' workplace learning (WPL) outcomes, addressing three aspects: (1) student-related individual factors, (2) social and…

  15. Measuring Teaching Effectiveness: Correspondence between Students' Evaluations of Teaching and Different Measures of Student Learning

    Science.gov (United States)

    Stehle, Sebastian; Spinath, Birgit; Kadmon, Martina

    2012-01-01

    Relating students' evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student learning. A multisection validity approach was employed to…

  16. Learning assessment for students with mental and behavioral disorders

    DEFF Research Database (Denmark)

    Dræby, Anders

    The session aims at presenting a learning-based model for how to conduct a comprehensive psychological evaluation of the learning resources and challenges amongst students with mental and behavioral disorders. In the learning assessment model the learning resources and challenges of the students...

  17. Is Online Learning Suitable for All English Language Students?

    Science.gov (United States)

    Kuama, Settha; Intharaksa, Usa

    2016-01-01

    This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a…

  18. Accommodating Students' Sensory Learning Modalities in Online Formats

    Science.gov (United States)

    Allison, Barbara N.; Rehm, Marsha L.

    2016-01-01

    Online classes have become a popular and viable method of educating students in both K-12 settings and higher education, including in family and consumer sciences (FCS) programs. Online learning dramatically affects the way students learn. This article addresses how online learning can accommodate the sensory learning modalities (sight, hearing,…

  19. Learning Styles: A Comparison between Indian and German Business Students

    Science.gov (United States)

    Bhatnagar, Tushar; Sinha, Vinita

    2018-01-01

    Every individual is characterized by a learning style which an individual develops over a course of time. The learning style may be shaped by different cultural environment. This study aims to find and compare the learning style of Indian and German business students by examining the learning styles of 81 students from India and Germany. The study…

  20. Assessing Student Behaviors and Motivation for Actively Learning Biology

    Science.gov (United States)

    Moore, Michael Edward

    2017-01-01

    Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is…

  1. EFFECT OF INQUIRY LEARNING MODEL AND MOTIVATION ON PHYSICS OUTCOMES LEARNING STUDENTS

    Directory of Open Access Journals (Sweden)

    Dahlia Megawati Pardede

    2016-06-01

    Full Text Available The purposes of the research are: (a to determine differences in learning outcomes of students with Inquiry Training models and conventional models, (b to determine differences in physics learning outcomes of students who have high motivation and low motivation, (c to determine the interaction between learning models with the level of motivation in improving student Physics learning outcomes. The results were found: (a there are differences in physical students learning outcomes are taught by Inquiry Training models and conventional models. (b learning outcomes of students who are taught by Inquiry Learning Model Training better than student learning outcomes are taught with conventional model. (c there is a difference in student's learning outcomes that have high motivation and low motivation. (d Student learning outcomes that have a high motivation better than student learning outcomes than have a low motivation. (e there is interaction between learning and motivation to student learning outcomes. Learning outcomes of students who are taught by the model is influenced also by the motivation, while learning outcomes of students who are taught with conventional models are not affected by motivation.

  2. E-Learning Experiences of Hong Kong Students

    OpenAIRE

    J. Lam; R. Chan

    2013-01-01

    The adoption of e-learning in Hong Kong has been increasing rapidly in the past decade. To understand the e-learning experiences of the students, the School of Professional and Continuing Education of The University of Hong Kong conducted a survey. The survey aimed to collect students- experiences in using learning management system, their perceived e-learning advantages, barriers in e-learning and preferences in new e-learning development. A questionnaire with 84 questio...

  3. Misconceptions Surrounding Climate Change: A Review of the Literature

    Science.gov (United States)

    Templeton, C. M.; McNeal, K. S.; Libarkin, J.

    2011-12-01

    Misconceptions about climate change abound in every corner of society. The result manifests itself ranging from apprehension to total disregard for climate change conditions. According to several sources, however, a large percentage of the U. S. population do, indeed indicate some concern over global warming and climate change in general. These climate change misconceptions are numerous and include, to name a few; confusion between weather and climate, how greenhouse gases are affecting the earth, the effects of ozone depletion, earth's natural cycles, volcanic activity, nuclear waste and a host of other anthropogenic influences. This paper is a review of the current research literature relating to climate change misconceptions. These errant views will be addressed, cataloged, enumerated, and ranked to get a grasp on where the general population, politicians, scientists, and educators as well as students stand on informed climate change information. The categories where misconceptions arise have been identified in this literature review study and include the following: Natural cycles of the earth, ecological which include deforestation, urban development and any human intervention on the environment, educational - including teacher strategies, student understanding and textbook updates, emotional, ozone layer and its interactions, polar ice, political regulations, mandates and laws, pollution from human sources as well as from nature, religious beliefs and dogma and social beliefs. We suggest appropriate solutions for addressing these misconceptions, especially in the classroom setting, and broadly include available funding sources for work in climate change education. Some solutions include need for compilation of appropriate education resources and materials for public use, need for the development of educational materials that appropriately address the variety of publics, and need for programs that are conducting climate change education research and EPO work to

  4. The effect of directive tutor guidance on students' conceptual understanding of statistics in problem-based learning.

    Science.gov (United States)

    Budé, Luc; van de Wiel, Margaretha W J; Imbos, Tjaart; Berger, Martijn P F

    2011-06-01

    Education is aimed at students reaching conceptual understanding of the subject matter, because this leads to better performance and application of knowledge. Conceptual understanding depends on coherent and error-free knowledge structures. The construction of such knowledge structures can only be accomplished through active learning and when new knowledge can be integrated into prior knowledge. The intervention in this study was directed at both the activation of students as well as the integration of knowledge. Undergraduate university students from an introductory statistics course, in an authentic problem-based learning (PBL) environment, were randomly assigned to conditions and measurement time points. In the PBL tutorial meetings, half of the tutors guided the discussions of the students in a traditional way. The other half guided the discussions more actively by asking directive and activating questions. To gauge conceptual understanding, the students answered open-ended questions asking them to explain and relate important statistical concepts. Results of the quantitative analysis show that providing directive tutor guidance improved understanding. Qualitative data of students' misconceptions seem to support this finding. Long-term retention of the subject matter seemed to be inadequate. ©2010 The British Psychological Society.

  5. Closing Gaps in Open Distance Learning for Theology Students ...

    African Journals Online (AJOL)

    UNISA's policy documents state clearly that the Open Distance Learning (ODL) concept aims to bridge the time, geographical, economic, social, educational and communication distance between student and institution, student and academics, student and courseware as well as student and peers. Blended learning and ...

  6. The Experience of Deep Learning by Accounting Students

    Science.gov (United States)

    Turner, Martin; Baskerville, Rachel

    2013-01-01

    This study examines how to support accounting students to experience deep learning. A sample of 81 students in a third-year undergraduate accounting course was studied employing a phenomenographic research approach, using ten assessed learning tasks for each student (as well as a focus group and student surveys) to measure their experience of how…

  7. Review of Mathematics Interventions for Secondary Students with Learning Disabilities

    Science.gov (United States)

    Marita, Samantha; Hord, Casey

    2017-01-01

    Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12…

  8. Understanding Student Learning in Context: Relationships between University Students' Social Identity, Approaches to Learning, and Academic Performance

    Science.gov (United States)

    Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele

    2011-01-01

    This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research into student learning with ideas from research on social identity. In two studies (N = 110, and N…

  9. A Study on Identifying the Misconceptions of Pre-Service and In-Service Teachers about Basic Astronomy Concepts

    Science.gov (United States)

    Kanli, Uygar

    2014-01-01

    Nowadays, the importance given to astronomy teaching in science and physics education has been gradually increasing. At the same time, teachers play an important role in remediating the misconceptions about astronomy concepts held by students. The present study aims to determine the misconceptions of pre-service physics teachers (n = 117),…

  10. Investigating Climate Science Misconceptions Using a Teacher Professional Development Workshop Registration Survey

    Science.gov (United States)

    Lynds, S. E.; Gold, A. U.; McNeal, K.; Libarkin, J. C.; Buhr Sullivan, S. M.; Ledley, T. S.; Haddad, N.; Ellins, K. K.

    2013-12-01

    The EarthLabs Climate project, an NSF-Discovery Research K12 program, has developed a suite of three online classroom-ready modules: Climate and the Cryosphere; Climate and the Carbon Cycle; and Climate and the Biosphere. The EarthLabs Climate project included week-long professional development workshops during June of 2012 and 2013 in Texas and Mississippi. Evaluation of the 2012 and 2013 workshops included participant self-reported learning levels in many areas of climate science. Teachers' answers indicated they had increased their understanding of the topics addressed in the workshops. However, the project team was interested in refining the evaluation process to determine exactly those areas of climate science in which participants increased content knowledge and ameliorated misconceptions. Therefore, to enhance the investigation into what teachers got out of the workshop, a pre-test/post-test design was implemented for 2013. In particular, the evaluation team was interested in discovering the degree to which participants held misconceptions and whether those beliefs were modified by attendance at the workshops. For the 2013 workshops, a registration survey was implemented that included the Climate Concept Inventory (a climate content knowledge quiz developed by the education research team for the project). The multiple-choice questions are also part of the pre/post student quiz used in classrooms in which the EarthLabs Climate curriculum was implemented. Many of the questions in this instrument assess common misconceptions by using them as distractors in the multiple choice options. The registration survey also asked respondents to indicate their confidence in their answer to each question, because, in addition to knowledge limitations, lack of confidence also can be a barrier to effective teaching. Data from the registration survey informed workshop managers of the topic content knowledge of participants, allowing fine-tuning of the professional development

  11. Lessons Learned in Student Venture Creation

    Science.gov (United States)

    Caner, Edward

    The Physics Entrepreneurship Master's Program (PEP) at Case Western Reserve University is now in its 15th year of operation. PEP is a 27 credit-hour Master of Science in Physics, Entrepreneurship Track. The curriculum can be tailored to the needs of each student. Coursework consists of graduate-level classes in science, business, intellectual property law, and innovation. A master's thesis is required that is based on a real-world project in innovation or entrepreneurship within an existing company or startup (possibly the student's). PEP faculty help students connect with mentors, advisors, partners, funding sources and job opportunities. In this talk I will chronicle several pitfalls that we have encountered with our ''real world'' student projects and start-up businesses, several of which met their complete demise despite showing great promise for success. I will discuss how we have learned to avoid most of these pitfalls by taking surprisingly simple actions.

  12. Lifelong Learning at the Technion: Graduate Students' Perceptions of and Experiences in Distance Learning

    Science.gov (United States)

    Hussein-Farraj, Rania; Barak, Miri; Dori, Yehudit Judy

    2012-01-01

    This study examined the development of two Distance Learning (DL) courses and their effect on students' perceptions and learning experiences. Our study included about 260 science and engineering graduate students. Among them, 105 students were divided into two research groups: on-campus students (N=70) and DL students (N=35). These two groups…

  13. Early clinical experience: do students learn what we expect?

    Science.gov (United States)

    Helmich, Esther; Bolhuis, Sanneke; Laan, Roland; Koopmans, Raymond

    2011-07-01

    Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes. Learning in medical practice includes a socialisation process in which some learning outcomes may be valued, but others neglected or discouraged. This study describes students' learning goals (prior to a Year 1 nursing attachment) and learning outcomes (after the attachment) in relation to institutional educational goals, and evaluates associations between learning outcomes, student characteristics and place of attachment. A questionnaire containing open-ended questions about learning goals and learning outcomes was administered to all Year 1 medical students (n = 347) before and directly after a 4-week nursing attachment in either a hospital or a nursing home. Two confirmatory focus group interviews were conducted and data were analysed using qualitative and quantitative content analyses. Students' learning goals corresponded with educational goals with a main emphasis on communication and empathy. Other learning goals included gaining insight into the organisation of health care and learning to deal with emotions. Self-reported learning outcomes were the same, but students additionally mentioned reflection on professional behaviour and their own future development. Women and younger students mentioned communication and empathy more often than men and older students. Individual learning goals, with the exception of communicating and empathising with patients, did not predict learning outcomes. Students' learning goals closely match educational goals, which are adequately met in early nursing attachments in both hospitals and nursing homes. Learning to deal with emotions was under-represented as a learning goal and learning outcome, which may indicate that emotional aspects

  14. The Effects of Reciprocal Imitation on Teacher-Student Relationships and Student Learning Outcomes

    Science.gov (United States)

    Zhou, Jiangyuan

    2012-01-01

    Neuroscientific and developmental psychological research in imitation has yielded important insights into building teacher-student relationships and enhancing students' learning. This study investigated the effects of reciprocal imitation on teacher-student relationships and students' learning outcomes in one-on-one teacher-student interactions.…

  15. Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers

    OpenAIRE

    Dekker, Sanne; Lee, Nikki C.; Howard-Jones, Paul; Jolles, Jelle

    2012-01-01

    The OECD's Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education.Though these so-called "neuromyths" are loosely based on scientific facts, they may have adverse effects on educational practice.The present study investigated the prevalence and predictors of neuromyths among teachers in selected regions in the United Kingdom and the Netherlands. A large observational survey design was used to assess general kno...

  16. Student Responses Toward Student Worksheets Based on Discovery Learning for Students with Intrapersonal and Interpersonal Intelligence

    Science.gov (United States)

    Yerizon, Y.; Putra, A. A.; Subhan, M.

    2018-04-01

    Students have a low mathematical ability because they are used to learning to hear the teacher's explanation. For that students are given activities to sharpen his ability in math. One way to do that is to create discovery learning based work sheet. The development of this worksheet took into account specific student learning styles including in schools that have classified students based on multiple intelligences. The dominant learning styles in the classroom were intrapersonal and interpersonal. The purpose of this study was to discover students’ responses to the mathematics work sheets of the junior high school with a discovery learning approach suitable for students with Intrapersonal and Interpersonal Intelligence. This tool was developed using a development model adapted from the Plomp model. The development process of this tools consists of 3 phases: front-end analysis/preliminary research, development/prototype phase and assessment phase. From the results of the research, it is found that students have good response to the resulting work sheet. The worksheet was understood well by students and its helps student in understanding the concept learned.

  17. A Turkish study of medical student learning styles.

    Science.gov (United States)

    Kalaca, S; Gulpinar, M

    2011-12-01

    A good understanding of the learning styles of students is necessary for optimizing the quality of the learning process. There are few studies in Turkey on the subject of the learning characteristics of medical students. The aim of this study was to define the learning patterns of Turkish medical students based on the Turkish version of Vermunts Inventory of Learning Styles (ILS). The Turkish version of the ILS was developed and administered to 532 medical students. Learning patterns were investigated using factor analysis. Internal consistencies of scales ranged from 0.43 to 0.80. The Turkish version of the ILS identified four learning styles among medical students. In comparing the pre-clinical and clinical phases of medical students related to mental models of learning, statistically significant differences (p learning characteristics: lack of regulation; certificate; self-test and ambivalent orientation; intake of knowledge; and use of knowledge. The Turkish version of the ILS can be used to identify learning styles of medical students. Our findings indicate an intermediate position for our students on a teacher-regulated to student-regulated learning continuum. A variety of teaching methods and learning activities should be provided in medical schools in order to address the range of learning styles.

  18. Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum.

    Science.gov (United States)

    Leatemia, Lukas D; Susilo, Astrid P; van Berkel, Henk

    2016-12-03

    To identify the student's readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. The quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students' life styles, students' perceptions of the topics, and mood, were factors influencing their self-directed learning. A hybrid problem based curriculum may not fully affect the students' self-directed learning. The curriculum system, teacher's experiences, student's background and cultural factors might contribute to the difficulties for the student's in conducting self-directed learning.

  19. Variables influencing medical student learning in the operating room.

    Science.gov (United States)

    Schwind, Cathy J; Boehler, Margaret L; Rogers, David A; Williams, Reed G; Dunnington, Gary; Folse, Roland; Markwell, Stephen J

    2004-02-01

    The operating room (OR) is an important venue where surgeons do much of medical student teaching and yet there has been little work evaluating variables that influence learning in this unique environment. We designed this study to identify variables that affected medical student learning in the OR. We developed a questionnaire based on surgery faculty observations of learning in the OR. The medical students completed the questionnaire on 114 learning episodes in the OR. Pearson correlation coefficient was used to establish the strength of association between various variables and the student's overall perception of learning. The students evaluated 27 variables that might impact their learning in the OR. Strong correlations were identified between the attending physician's attitude, interactions and teaching ability in the OR and the environment being conducive to learning. Surgical faculty behavior is a powerful determinant of student perceptions of what provides for a favorable learning environment in the OR.

  20. Strategies to improve learning of all students in a class

    Science.gov (United States)

    Suraishkumar, G. K.

    2018-05-01

    The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of unfulfilled potential, and the students with significantly low learning abilities feel lost. To address the challenge in an undergraduate core/required course on 'transport phenomena in biological systems', a combination of learning strategies such as active learning including co-operative group learning, challenge exercises, and others were employed in a pro-advising context. The short-term and long-term impacts were evaluated through student course performances and input, respectively. The results show that it is possible to effectively address the challenge posed by the distribution of student learning abilities in a class.

  1. Learning style preferences among pre-clinical medical students

    Directory of Open Access Journals (Sweden)

    Aye Aye Mon

    2014-02-01

    Full Text Available Generally, different students employ different learning styles dur-ing their studies and medical students are exposed to diverse methods of teaching. Therefore, understanding students’ learning style preference is an important consideration for a high quality and effective teaching and learning process.The aim of the study was to study the variation of learning styles among pre-clinical medical students of SEGi University, Malaysia. A cross-sectional study was performed by using VARK (Visual, Audio, Reading and Kinaesthetic questionnaire version 7.2 to assess the learning style preference of 98 (n=98 pre-clinical medical students in SEGi University. The questionnaire consists of 16 items which identify four different learning styles: visual, aural, reading/writing and kin-esthetic. Descriptive statistics were used to identify the learning styles of students. 61 students preferred multimodal as their learning style, out of which 43 (70% of them were female stu-dents and 18 (30% were male students. 37 students preferred unimodal as their learning style out of which 22 (59% of them were female students and 15 (41% were male students. In addi-tion, female students had more diverse preferences than male students by having 10 out of the other 11 possible combinations in multimodal learning style of preference, whereas the male stu-dents only had 5 out of the 11 combinations. In this study, there was no significant gender difference in the percentages of males and female students who preferred unimodal and multimodal styles of information presentation (P= 0.263; α=0.05. To con-clude, the majority of students of both genders had chosen quad-modal as their learning style preference. The results of this study can provide useful information for improving the quality of the teaching and learning experiences of students.

  2. EFFECTS OF THE INQUIRY TRAINING AND MOTIVATION LEARNING AGAINST LEARNING OUTCOMES IN HIGH SCHOOL PHYSICS STUDENTS

    Directory of Open Access Journals (Sweden)

    Vika Andini

    2014-12-01

    Full Text Available This study aims to: determine the significance of differences in physics learning outcomes of students with learning models Inquiry Training and conventional models, knowing the significance of differences in physics learning outcomes of students who have learning motivation high and low, low motivation, the interaction model of learning and motivation to learn physics in improving student learning outcomes. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models and Inquiry Training as a second grade class learning model Conventional control applied. The instrument used in this study is the result of learning physics instruments in the form of 20 multiple-choice questions and motivation questionnaire  by 25 statements has been declared valid and reliable. From the results of this study concluded that the learning outcomes of students who are taught by Training Inquiry learning model is better than conventional models of learning outcomes. Learning outcomes of students who have high motivation to learn is better than the learning outcomes of students who have a low learning motivation. Inquiry learning model training and motivation interact in affecting student learning outcomes.

  3. Student-generated instructional videos facilitate learning through positive emotions

    OpenAIRE

    Pirhonen, Juhani; Rasi, Päivi

    2017-01-01

    The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred, motivating, active, engaging and productive role in their learning process. As such we designed a ‘video course’ where the students needed to produce an ...

  4. Challenging pre-galilean misconceptions through alternative visualizations

    OpenAIRE

    Blanquet, Estelle; Picholle, Eric

    2011-01-01

    International audience; While duly Copernican, a significant part of primary school teachers-in-training fail to see the point of the (Galilean) principle of relativity. Two inquiry based teaching sequences involving the notion of reference frame were designed to challenge the students' robust pre-Galilean misconceptions, without mathematical requirements. The first sequence makes use of an artist view ("Framed Earth", by Manchu, 1989) and literary representations of the Earth as seen from a ...

  5. Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

    Directory of Open Access Journals (Sweden)

    Amy Siegesmund

    2016-05-01

    Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

  6. Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment

    Science.gov (United States)

    Fakomogbon, Michael Ayodele; Bolaji, Hameed Olalekan

    2017-01-01

    Collaborative learning is an approach employed by instructors to facilitate learning and improve learner's performance. Mobile learning can accommodate a variety of learning approaches. This study, therefore, investigated the effects of collaborative learning styles on performance of students in a mobile learning environment. The specific purposes…

  7. Rubrics and the enhancement of student learning

    Directory of Open Access Journals (Sweden)

    Malini Y Reddy

    2007-06-01

    Full Text Available Empirical research on the effectiveness of rubrics has primarily concentrated on its contribution towards improvement in academic performance, as reflected in attainment of higher grades. Its role in assessing the other dimensions of SL such as attitudes, behaviors and perceptions that affect students’ inclination and ability to learn has been largely unexplored. There is also a paucity of literature on how the tool can be used for informing course delivery and course design. The objectives of the study are derived from these gaps in literature. The proposed study seeks to explore the usefulness of rubrics from the perspective of students, drawing motivation from two recent studies – the study by Andrade & Du (2005, which examined the usage of rubrics by students to support their own learning and academic performance and the study by Petkov & Petkova(2006, which explored the possibility of developing curriculum wide rubrics at post-graduate level. This study intends to investigate the contribution of rubrics referenced feedback towards enhancement of motivation, development of self- regulation characteristics and improvement in academic performance. It seeks to achieve this by assessing student-learning outcomes in a multiple courses of general Masters in Business Administration (MBA program in two or more business schools in Hyderabad including, ICFAI Business School, Hyderabad.

  8. Improving student learning in calculus through applications

    Science.gov (United States)

    Young, C. Y.; Georgiopoulos, M.; Hagen, S. C.; Geiger, C. L.; Dagley-Falls, M. A.; Islas, A. L.; Ramsey, P. J.; Lancey, P. M.; Straney, R. A.; Forde, D. S.; Bradbury, E. E.

    2011-07-01

    Nationally only 40% of the incoming freshmen Science, Technology, Engineering and Mathematics (STEM) majors are successful in earning a STEM degree. The University of Central Florida (UCF) EXCEL programme is a National Science Foundation funded STEM Talent Expansion Programme whose goal is to increase the number of UCF STEM graduates. One of the key requirements for STEM majors is a strong foundation in Calculus. To improve student learning in calculus, the EXCEL programme developed two special courses at the freshman level called Applications of Calculus I (Apps I) and Applications of Calculus II (Apps II). Apps I and II are one-credit classes that are co-requisites for Calculus I and II. These classes are teams taught by science and engineering professors whose goal is to demonstrate to students where the calculus topics they are learning appear in upper level science and engineering classes as well as how faculty use calculus in their STEM research programmes. This article outlines the process used in producing the educational materials for the Apps I and II courses, and it also discusses the assessment results pertaining to this specific EXCEL activity. Pre- and post-tests conducted with experimental and control groups indicate significant improvement in student learning in Calculus II as a direct result of the application courses.

  9. EFFECTS OF INQUIRY TRAINING LEARNING MODEL BASED MULTIMEDIA AND MOTIVATION OF PHYSICS STUDENT LEARNING OUTCOMES

    Directory of Open Access Journals (Sweden)

    Hayati .

    2013-06-01

    Full Text Available The objective in this research: (1 Determine a better learning model to improve learning outcomes physics students among learning model Inquiry Training based multimedia and Inquiry Training learning model. (2 Determine the level of motivation to learn in affects physics student learning outcomes. (3 Knowing the interactions between the model of learning and motivation in influencing student learning outcomes. This research is a quasi experimental. The population in this research was all students in class XI SMA Negeri 1 T.P Sunggal Semester I 2012/2013. The sample of this research was consisted of two classes with a sample of 70 peoples who are determined by purposive sampling, the IPA XI-2 as a class experiment using a model-based multimedia learning Training Inquiry as many as 35 peoples and XI IPA-3 as a control class using learning model Inquiry Training 35 peoples. Hypotheses were analyzed using the GLM at significant level of 0.05 using SPSS 17.0 for Windows. Based on data analysis and hypothesis testing conducted found that: (1 Training Inquiry-based multimedia learning model in improving student learning outcomes rather than learning model physics Inquiry Training. (2 The results of studying physics students who have high motivation to learn better than students who have a low learning motivation. (3 From this research there was an interaction between learning model inquiry-based multimedia training and motivation to study on learning outcomes of students.

  10. Relations between Intuitive Biological Thinking and Biological Misconceptions in Biology Majors and Nonmajors

    Science.gov (United States)

    Coley, John D.; Tanner, Kimberly

    2015-01-01

    Research and theory development in cognitive psychology and science education research remain largely isolated. Biology education researchers have documented persistent scientifically inaccurate ideas, often termed misconceptions, among biology students across biological domains. In parallel, cognitive and developmental psychologists have described intuitive conceptual systems—teleological, essentialist, and anthropocentric thinking—that humans use to reason about biology. We hypothesize that seemingly unrelated biological misconceptions may have common origins in these intuitive ways of knowing, termed cognitive construals. We presented 137 undergraduate biology majors and nonmajors with six biological misconceptions. They indicated their agreement with each statement, and explained their rationale for their response. Results indicate frequent agreement with misconceptions, and frequent use of construal-based reasoning among both biology majors and nonmajors in their written explanations. Moreover, results also show associations between specific construals and the misconceptions hypothesized to arise from those construals. Strikingly, such associations were stronger among biology majors than nonmajors. These results demonstrate important linkages between intuitive ways of thinking and misconceptions in discipline-based reasoning, and raise questions about the origins, persistence, and generality of relations between intuitive reasoning and biological misconceptions. PMID:25713093

  11. Public policies: right to learn and formative assessment

    Directory of Open Access Journals (Sweden)

    Antonio Chizzotti

    2016-09-01

    Full Text Available This paper deals with the right to learn in school type education and considers the assessment as assurance of teaching and learning quality. It deals with the current evaluation processes and discriminatory misconceptions of merely summative assessments, which tend to qualify students. This text evaluates the punitive bias of meritocratic grading of learning and argues that only formative assessment can ensure the right to learn

  12. Blogs: Enhancing the Learning Experience for Technology Students

    OpenAIRE

    Birney, Rosanne

    2006-01-01

    Weblogs can be used to enhance the learning experience for technology students, by providing them with several features that are often absent in Learning Management Systems (LMSs). This research aims to demonstrate that weblogs can improve the learning experience by allowing students to reflect on their learning, and by allowing them to easily collaborate with their tutors and with one another. The incorporation of weblogs into the existing learning environment can provide several enhancemen...

  13. Blended synchronous learning environment: Student perspectives

    Directory of Open Access Journals (Sweden)

    Conklina Sheri

    2017-06-01

    Full Text Available Distance education environments can take many forms, from asynchronous to blended synchronous environments. Blended synchronous learning environment (BSLE can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection. Many educators are unfamiliar teaching in BSLE because of lack of experience or exposure to this delivery method. Thus, it is important to understand the optimal organisational structures and the effective management of BSLE courses to facilitate student learning and interaction. Seeking to understand this teaching method, an exploratory mixed-method study was conducted to examine graduate students’ perceptions of the BSLE. Quantitative and qualitative data was collected from a questionnaire and analysed. The findings revealed that students were satisfied with the BSLE, interactions, and the instructor. However, findings showed that the instructor divided attention between face-to-face and online synchronous students, which can cause cognitive overload and compromise the quality of instruction. Additionally, this study suggests that technical difficulties can affect students’ satisfaction with BSLE courses. Implications for further research and limitations are discussed.

  14. Doctoral Student Learning Patterns: Learning about Active Knowledge Creation or Passive Production

    Science.gov (United States)

    Vekkaila, Jenna; Pyhältö, Kirsi

    2016-01-01

    Doctoral studies are about learning to create new knowledge and to become a researcher. Yet surprisingly little is known about the individual learning patterns of doctoral students. The study aims to explore learning patterns among natural science doctoral students. The participants included 19 doctoral students from a top-level natural science…

  15. Students Learn How Nonprofits Utilize Volunteers through Inquiry-Based Learning

    Science.gov (United States)

    Bolton, Elizabeth B.; Brennan, M. A.; Terry, Bryan D.

    2009-01-01

    This article highlights how undergraduate students implemented inquiry-based learning strategies to learn how nonprofit organizations utilize volunteers. In inquiry-based learning, students begin with a problem or question with some degree of focus or structure provided by the professor. The student inquiry showcased in this article was based on a…

  16. [Relationship between self-directed learning with learning styles and strategies in medical students].

    Science.gov (United States)

    Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

    2014-11-01

    Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.

  17. Students' views of cooperative learning and group testing.

    Science.gov (United States)

    Hicks, Jay

    2007-01-01

    Today's radiologic technology students must learn to collaborate and communicate to function as part of the health care team. Innovative educational techniques such as cooperative learning (working collectively in small groups) and group testing (collaborating on tests) can foster these skills. Assess students' familiarity with and opinions about cooperative learning and group testing before and after participation in a semester-long course incorporating these methods. Twenty-eight students enrolled in a baccalaureate-level radiologic technology program in Louisiana were surveyed at the beginning and end of the semester. Results showed that students were more knowledgeable about and more accepting of cooperative learning and group testing after participating in the course. However, some students continued to prefer independent learning. Students are open to new learning methods such as cooperative learning and group testing. These techniques can help them develop the skills they will need to function collaboratively in the workplace.

  18. Does Service-Learning Increase Student Learning?: A Meta-Analysis

    Science.gov (United States)

    Warren, Jami L.

    2012-01-01

    Research studies reflect mixed results on whether or not service-learning increases student learning outcomes. The current study seeks to reconcile these findings by extending a meta-analysis conducted by Novak, Markey, and Allen (2007) in which these authors examined service-learning and student learning outcomes. In the current study, 11…

  19. Students' Conception of Learning Environment and Their Approach to Learning and Its Implication on Quality Education

    Science.gov (United States)

    Belaineh, Matheas Shemelis

    2017-01-01

    Quality of education in higher institutions can be affected by different factors. It partly rests on the learning environment created by teachers and the learning approach students are employing during their learning. The main purpose of this study is to examine the learning environment at Mizan Tepi University from students' perspective and their…

  20. Do Science Teachers Distinguish between Their Own Learning and the Learning of Their Students?

    Science.gov (United States)

    Brauer, Heike; Wilde, Matthias

    2018-01-01

    Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students' knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students' learning. This seems to be due to the inability to…

  1. Nursing students' perceptions of learning in practice environments: a review.

    Science.gov (United States)

    Henderson, Amanda; Cooke, Marie; Creedy, Debra K; Walker, Rachel

    2012-04-01

    Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends about learning environment. Students rated sense of task accomplishment high. Affiliation also rated highly though was influenced by models of care. Feedback measuring whether students' individual needs and views were accommodated consistently rated lower. Across different countries students report similar perceptions about learning environments. Clinical learning environments are most effective in promoting safe practice and are inclusive of student learners, but not readily open to innovation and challenges to routine practices. Crown Copyright © 2011. Published by Elsevier Ltd. All rights reserved.

  2. Learning motivation and student achievement : description analysis and relationships both

    Directory of Open Access Journals (Sweden)

    Ari Riswanto

    2017-03-01

    Full Text Available Education is very important for humans, through the education throughout the world will increasingly flourish. However, if faced with the activities within the learning process, not a few men (students who have less motivation in learning activities. This resulted in fewer maximal learning processes and in turn will affect student achievement. This study focuses to discuss matters relating to the motivation to learn and student achievement, with the aim of strengthening the importance of motivation in the learning process so that a clear relationship with student achievement. The method used is descriptive analysis and simple correlation to the 97 students taking the course introduction to Microeconomics and Indonesian. The conclusion from this research is the students have a good record if it has a well and motivated as well, and this study concludes their tie's difference between learning motivation and achievement of students on two different courses.

  3. Five misconceptions in cancer diagnosis

    Science.gov (United States)

    Hamilton, William

    2009-01-01

    Much investment has been put into facilities for early cancer diagnosis. It is difficult to know how successful this investment has been. New facilities for rapid investigation in the UK have not reduced mortality, and may cause delays in diagnosis of patients with low-risk, or atypical, symptoms. In part, the failure of new facilities to translate into mortality benefits can be explained by five misconceptions. These are described, along with suggested research and organisational remedies. The first misconception is that cancer is diagnosed in hospitals. Consequently, secondary care data have been used to drive primary care decisions. Second, GPs are thought to be poor at cancer diagnosis, yet the type of education on offer to improve this may not be what is needed. Third, symptomatic cancer diagnosis has been downgraded in importance with the introduction of screening, yet screening identifies only a small minority of cancers. Fourth, pressure is put on GPs to make referrals for those with an individual high risk of cancer — disenfranchising those with ‘low-risk but not no-risk’ symptoms. Finally, considerable nihilism exists about the value of early diagnosis, despite considerable observational evidence that earlier diagnosis of symptomatic cancer is beneficial. PMID:19520027

  4. Improving self-regulated learning junior high school students through computer-based learning

    Science.gov (United States)

    Nurjanah; Dahlan, J. A.

    2018-05-01

    This study is back grounded by the importance of self-regulated learning as an affective aspect that determines the success of students in learning mathematics. The purpose of this research is to see how the improvement of junior high school students' self-regulated learning through computer based learning is reviewed in whole and school level. This research used a quasi-experimental research method. This is because individual sample subjects are not randomly selected. The research design used is Pretest-and-Posttest Control Group Design. Subjects in this study were students of grade VIII junior high school in Bandung taken from high school (A) and middle school (B). The results of this study showed that the increase of the students' self-regulated learning who obtain learning with computer-based learning is higher than students who obtain conventional learning. School-level factors have a significant effect on increasing of the students' self-regulated learning.

  5. Assessing the impact of blended learning on student performance

    OpenAIRE

    Do Won Kwak; Flavio Menezes; Carl Sherwood

    2013-01-01

    This paper assesses quantitatively the impact on student performance of a blended learning experiment within a large undergraduate first year course in statistics for business and economics students. We employ a differences- in-difference econometric approach, which controls for differences in student characteristics and course delivery method, to evaluate the impact of blended learning on student performance. Although students in the course manifest a preference for live lectures over online...

  6. Do International Students Appreciate Active Learning in Lectures?

    Directory of Open Access Journals (Sweden)

    Mauricio Marrone

    2018-03-01

    Full Text Available Active learning has been linked with increased student motivation, engagement and understanding of course material. It promotes deep learning, helping to develop critical thinking and writing skills in students. Less well understood, however, are the responses of international students to active learning. Using social constructivist theory, the purpose of this study is to examine domestic and international student perceptions of active learning introduced into large undergraduate Accounting Information Systems lectures. Several active learning strategies were implemented over one semester and examined through the use of semi-structured interviews as well as pre- and post- implementation surveys. Our results suggest broad improvements for international students in student engagement and understanding of unit material when implementing active learning strategies. Other key implications include international student preference for active learning compared with passive learning styles, and that international students may receive greater benefits from active learning strategies than domestic students due to social factors. Based on these findings this paper proposes that educators should seek to implement active learning to better assist and integrate students of diverse backgrounds.

  7. Student-Generated Instructional Videos Facilitate Learning through Positive Emotions

    Science.gov (United States)

    Pirhonen, Juhani; Rasi, Päivi

    2017-01-01

    The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred,…

  8. Looking at Learning Approaches from the Angle of Student Profiles

    Science.gov (United States)

    Kyndt, Eva; Dochy, Filip; Struyven, Katrien; Cascallar, Eduardo

    2012-01-01

    This study starts with investigating the relation of perceived workload, motivation for learning and working memory capacity (WMC) with students' approaches to learning. Secondly, this study investigates if differences exist between different student profiles concerning their approach to the learning and the influence of workloads thereon. Results…

  9. Blended Learning and Student Engagement in an Urban High School

    Science.gov (United States)

    Johnson, Courtney

    2017-01-01

    A metropolitan school district wanted to understand blended learning as it existed in one of their high schools. Blended learning had been school-wide for four years, and district administrators wanted to know how students, teachers, and school administrators perceived blended learning and its impact on student engagement. This was a…

  10. Explaining University Students' Effective Use of E-Learning Platforms

    Science.gov (United States)

    Moreno, Valter; Cavazotte, Flavia; Alves, Isabela

    2017-01-01

    Students' success in e-learning programs depends on how they adopt and embed technology into their learning activities. Drawing on the Technology Acceptance Model, we propose a framework to explain students' intention to use e-learning platforms effectively, that is, their intention to fully exploit system's functionalities in leaning processes,…

  11. Students' Evaluation of Their English Language Learning Experience

    Science.gov (United States)

    Maizatulliza, M.; Kiely, R.

    2017-01-01

    In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…

  12. Transparency in Teaching: Faculty Share Data and Improve Students' Learning

    Science.gov (United States)

    Winkelmes, Mary-Ann

    2013-01-01

    The Illinois Initiative on Transparency in Learning and Teaching is a grassroots assessment project designed to promote students' conscious understanding of how they learn and to enable faculty to gather, share, and promptly benefit from data about students' learning by coordinating their efforts across disciplines, institutions, and countries.…

  13. Teacher Identification of Student Learned Helplessness in Mathematics

    Science.gov (United States)

    Yates, Shirley

    2009-01-01

    Teachers frequently encounter students with learned helplessness who are discouraged, turned off, or have given up trying to learn mathematics. Although learned helplessness has a long history in psychology, there has been no reliable means by which mathematics teachers can identify students exhibiting these debilitating yet changeable…

  14. Student-Teacher Interaction in Online Learning Environments

    Science.gov (United States)

    Wright, Robert D., Ed.

    2015-01-01

    As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

  15. Self-Access Language Learning for Malaysian University Students

    Science.gov (United States)

    Tse, Andrew Yau Hau

    2012-01-01

    Just a few Malaysian universities offer self-access language learning activities to students. The objective of this study is to investigate if self-access learning can promote self-directed or autonomous learning in a public Malaysian technical university. Data collection is by means of interviewing the Director, lecturers, and students in a…

  16. Student Engagement and Blended Learning: Making the Assessment Connection

    Science.gov (United States)

    Vaughan, Norman

    2014-01-01

    There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty…

  17. Research on Model of Student Engagement in Online Learning

    Science.gov (United States)

    Peng, Wang

    2017-01-01

    In this study, online learning refers students under the guidance of teachers through the online learning platform for organized learning. Based on the analysis of related research results, considering the existing problems, the main contents of this paper include the following aspects: (1) Analyze and study the current student engagement model.…

  18. Validating a Technology Enhanced Student-Centered Learning Model

    Science.gov (United States)

    Kang, Myunghee; Hahn, Jungsun; Chung, Warren

    2015-01-01

    The Technology Enhanced Student Centered Learning (TESCL) Model in this study presents the core factors that ensure the quality of learning in a technology-supported environment. Although the model was conceptually constructed using a student-centered learning framework and drawing upon previous studies, it should be validated through real-world…

  19. Blending Student Technology Experiences in Formal and Informal Learning

    Science.gov (United States)

    Lai, K.-W.; Khaddage, F.; Knezek, Gerald

    2013-01-01

    In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to…

  20. The Role of Peripherality in Students' Entrepreneurial Learning

    Science.gov (United States)

    Kubberød, Elin; Pettersen, Inger Beate

    2018-01-01

    Purpose: The purpose of this paper is to expand on the entrepreneurial learning literature and situated learning theory to explore how students with different educational backgrounds learn to recognise opportunities at the periphery of an entrepreneurial practice. The authors theoretically outline factors that may influence students'…

  1. Malaysian Gifted Students' Use of English Language Learning Strategies

    Science.gov (United States)

    Yunus, Melor Md; Sulaiman, Nur Ainil; Embi, Mohammed Amin

    2013-01-01

    Many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Gifted students have unique characteristics and have different ways of thinking and learning. These characteristics affect how they…

  2. Learning Styles of Radiography Students during Clinical Practice

    Science.gov (United States)

    Ward, L. Patrice

    2009-01-01

    The purpose of this study was to identify and describe the common learning styles of radiography students during clinical practice. Quantitative, descriptive research methodology identified the learning styles of radiography students. A single self-report questionnaire, developed to assess learning styles in clinical practice, was administered…

  3. Student Perceptions of Facebook as a Learning Aid

    Science.gov (United States)

    Daniel, Michael Aubrey

    2018-01-01

    Hybrid learning has been shown to enhance students' experiences in the classroom and can promote deeper learning when the tools used meet the students' particular learning needs. Many digital natives are familiar with Facebook and are able to navigate it with little difficulty. When used in an education setting in the place of traditional…

  4. Mapping Students Use of Technologies in Problem Based Learning Environments

    DEFF Research Database (Denmark)

    Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

    2011-01-01

    This paper aims to understand how students use technology to enhance their learning in problem-based learning environments. The research methodology is based on both qualitative and quantitative studies. The results are based on students’ interviews, a survey and students’ reflections in course......-related blog posts; they show that students have positive perceptions toward using technologies in problem-based learning environments....

  5. How clerkship students learn from real patients in practice settings

    NARCIS (Netherlands)

    Steven, Kathryn; Wenger, Etienne; Boshuizen, Els; Scherpbier, Albert; Dornan, Tim

    2018-01-01

    Purpose To explore how undergraduate medical students learn from real patients in practice settings, the factors that affect their learning, and how clerkship learning might be enhanced. Method In 2009, 22 medical students in the three clerkship years of an undergraduate medical program in the

  6. Inter-Judge Agreement in Classifying Students as Learning Disabled.

    Science.gov (United States)

    Epps, Susan; And Others

    Eighteen judges with backgrounds in assessment, decision making, and learning disabilities were asked to use an array of information to differentiate learning disabled (LD) and non-learning disabled students. Each judge was provided with forms containing information on 42 test or subtest scores of 50 school-identified LD students and 49 non-LD…

  7. The Effect of Flipped Learning (Revised Learning) on Iranian Students' Learning Outcomes

    Science.gov (United States)

    Yousefzadeh, Malahat; Salimi, Asghar

    2015-01-01

    The purpose of this study was to investigate whether the flipped (revised) learning had effect on student learning outcome. Lage et al (2000) describes the flipped classroom as " Inverting the classroom means that events that have traditionally take place inside the classroom now take place outside the class and vice versa" (p.32). The…

  8. Embracing Service-Learning Opportunities: Student Perceptions of Service-Learning as an Aid to Effectively Learn Course Material

    Science.gov (United States)

    Currie-Mueller, Jenna L.; Littlefield, Robert S.

    2018-01-01

    Educators are aware of the benefits of service learning such as retention or application of course concepts. Students enrolled in courses with a service learning assignment may not be aware of the benefits or may not view the assignment as beneficiary. This study examined student perceptions of service learning to determine if students'…

  9. Teacher and Student Intrinsic Motivation in Project-Based Learning

    Science.gov (United States)

    Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

    2009-01-01

    In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

  10. Students' Opinions on Facebook Supported Blended Learning Environment

    Science.gov (United States)

    Erdem, Mukaddes; Kibar, Pinar Nuhoglu

    2014-01-01

    The first purpose of this study was to determine students' opinions on blended learning and its implementation. The other purpose was to explore the students' opinions on Facebook integration into blended learning environment. The participants of this study were 40 undergraduate students in their fourth semester of the program.…

  11. Students with Learning Disabilities in the Music Classroom

    Science.gov (United States)

    Darrow, Alice-Ann

    2012-01-01

    There are a number of disabilities that music educators may never encounter among their students in the music classroom; however, all music educators will have students with learning disabilities. Students with learning disabilities may have a variety of "presenting problems" that limit their academic and social success in the music classroom. The…

  12. The Effect of Cooperative Learning on Middle School Math Students

    Science.gov (United States)

    Remillard, Heather A.

    2015-01-01

    The purpose of this study was to explore cooperative learning and the impact on middle school students overall academic achievement. The study included 47 students from a small private school, ranging from grades sixth through eighth. The researcher examined student perception of cooperative learning, implementation process and the overall impact…

  13. Middle School Students' Motivation for Learning Technology in South Korea

    Science.gov (United States)

    Kwon, Hyuksoo

    2016-01-01

    This study aims to develop a feasible instrument for determining middle school students' motivation to learn technology in South Korea. The authors translated Glynn's motivational instrument and modified it to measure Korean middle school students' motivation to learn technology. The instrument was applied to 441 students of grade 8 and 9 from six…

  14. Learning English: Experiences and Needs of Saudi Engineering Students

    Science.gov (United States)

    Unruh, Susan; Obeidat, Fayiz

    2015-01-01

    In this qualitative study, Saudi engineering students talk openly of their experiences learning English in the Kingdom of Saudi Arabia (KSA) and as university students in the United States (US). These students reported that they learned only the basics of vocabulary and grammar in KSA. Consequently, they came to the US with few English skills. In…

  15. The Value of Service-Learning: The Student Perspective

    Science.gov (United States)

    Caspersz, Donella; Olaru, Doina

    2017-01-01

    The aim of this paper is to discuss the value of service-learning to students. There currently exists a gap in this understanding. We apply mixed-methods research using a sample of higher education students to develop this discussion. We found that students valued service-learning for the opportunity that it provides to increase their personal…

  16. The Goat Portage: Students' Stories and Learning from Canoe Trips.

    Science.gov (United States)

    Horwood, Bert

    This study explores how high school students learn from their experiences in an extracurricular adventure program and illustrates how students' narrative inquiries relate to experiential learning. Twelve canoe trips were studied by participant observation methods. Data were collected from recorded interviews with students and staff, field notes,…

  17. School Libraries and Student Learning: A Guide for School Leaders

    Science.gov (United States)

    Morris, Rebecca J.

    2015-01-01

    Innovative, well-designed school library programs can be critical resources for helping students meet high standards of college and career readiness. In "School Libraries and Student Learning", Rebecca J. Morris shows how school leaders can make the most of their school libraries to support ambitious student learning. She offers…

  18. Assessing Student Learning in Academic Advising Using Social Cognitive Theory

    Science.gov (United States)

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2013-01-01

    We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and…

  19. Preparing Students for Future Learning with Teachable Agents

    Science.gov (United States)

    Chin, Doris B.; Dohmen, Ilsa M.; Cheng, Britte H.; Oppezzo, Marily A.; Chase, Catherine C.; Schwartz, Daniel L.

    2010-01-01

    One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social metaphor of teaching a computer agent to help students learn. Students teach their agent by…

  20. Culturally Responsive Reading Instruction for Students with Learning Disabilities

    Science.gov (United States)

    Kourea, Lefki; Gibson, Lenwood; Werunga, Robai

    2018-01-01

    As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students' learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and…

  1. Blended learning: how can we optimise undergraduate student engagement?

    Science.gov (United States)

    Morton, Caroline E; Saleh, Sohag N; Smith, Susan F; Hemani, Ashish; Ameen, Akram; Bennie, Taylor D; Toro-Troconis, Maria

    2016-08-04

    Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning.

  2. The Influence of Cognitive Learning Style and Learning Independence on the Students' Learning Outcomes

    Science.gov (United States)

    Prayekti

    2018-01-01

    Students of Open University are strongly required to be able to study independently. They rely heavily on the cognitive learning styles that they have in attempt to get maximum scores in every final exam. The participants of this research were students in the Physics Education program taking Thermodynamic subject course. The research analysis…

  3. Learning and Motivational Processes When Students Design Curriculum-Based Digital Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2015-01-01

    , or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...... another. The study found that the students benefitted from this way of learning as a valid variation to more conventional teaching approaches, and teachers found that the students learned at least the same amount or more compared to traditional teaching processes. The students were able to think outside...

  4. Correlation Between Blended Learning Model With The Perspective Of Learning Effectiveness For Nursing Student

    Directory of Open Access Journals (Sweden)

    Susila Sumartiningsih

    2015-06-01

    Full Text Available ABSTRACT The learning model is one of the enabling factors that influence the achievement of students. That students have a good learning outcomes the lecturer must choose appropriate learning models. But in fact not all lecturers choose the most appropriate learning model with the demands of learning outcomes and student characteristics.The study design was descriptive quantitative correlation. Total population of 785 the number of samples are 202 were taken by purposive sampling. Techniques of data collection is done by cross-sectional and then processed through the Spearman test. The results showed no significant relationship between classroom lecture method in the context of blended learning models to study the effectiveness perspective the p value of 0.001. There is a significant relationship between e-learning methods in the context of blended learning models with perspective of activities study of nursing students the p value of 0.028. There is a significant relationship between learning model of blended learning with the perspective of nursing students learning effectiveness p value 0.167. Researchers recommend to future researchers conduct more research on the comparison between the effectiveness of the learning model based on student learning centers with the e-learning models and its impact on student achievement of learning competencies as well as to the implications for other dimensions of learning outcomes and others.

  5. Middle School Teacher Misconceptions and Anxieties Concerning Space Science Disciplinary Core Ideas in NGSS

    Science.gov (United States)

    Larsen, Kristine

    2017-01-01

    The Disciplinary Core Ideas (DCI) of the Next Generation Science Standards (NGSS) are grouped into the broad disciplinary areas of Physical Sciences, Life Sciences, Earth and Space Sciences, and Engineering, Technology and Application of Science, and feature learning progressions based on endpoint targets for each grade band. Since the Middle School DCIs build on the expected learning achievements to be reached by the end of Fifth Grade, and High School DCI similarly build on the expected learning achievements expected for the end of Eighth Grade, the Middle School grade band is of particular importance as the bridge between the Elementary and High School curriculum. In states where there is not a special Middle School Certification many of these science classes are taught by teachers prepared to teach at the Elementary level (and who may have limited content background). As a result, some pre-service and in-service teachers have expressed reduced self-confidence in both their own science content knowledge and their ability to apply it in the NGSS-based classroom, while decades of research has demonstrated the pervasiveness of science misconceptions among teachers. Thus the adoption of NGSS has the potential to drive talented teachers out of the profession who feel that they are ill-prepared for this sweeping transition. The key is providing rigorous education in both content and pedagogy for pre-service teachers and quality targeted professional development for in-service teachers. This report focuses on the Middle School Space Sciences grade band DCIs and presents research on specific difficulties, misconceptions and uncertainties with the material demonstrated by pre-service education students over the past four years in a required university science content course, as well as two year-long granted workshop series for current Middle School teachers. This information is relevant to the development of both new content courses aligned with NGSS for pre

  6. Student-generated e-learning for clinical education.

    Science.gov (United States)

    Isaacs, Alex N; Nisly, Sarah; Walton, Alison

    2017-04-01

    Within clinical education, e-learning facilitates a standardised learning experience to augment the clinical experience while enabling learner and teacher flexibility. With the shift of students from consumers to creators, student-generated content is expanding within higher education; however, there is sparse literature evaluating the impact of student-developed e-learning within clinical education. The aim of this study was to implement and evaluate a student-developed e-learning clinical module series within ambulatory care clinical pharmacy experiences. Three clinical e-learning modules were developed by students for use prior to clinical experiences. E-learning modules were created by fourth-year professional pharmacy students and reviewed by pharmacy faculty members. A pre-/post-assessment was performed to evaluate knowledge comprehension before and after participating in the e-learning modules. Additionally, a survey on student perceptions of this educational tool was performed at the end of the clinical experience. There is sparse literature evaluating the impact of student-developed e-learning within clinical education RESULTS: Of the 31 students eligible for study inclusion, 94 per cent participated in both the pre- and post-assessments. The combined post-assessment score was significantly improved after participating in the student-developed e-learning modules (p = 0.008). The student perception survey demonstrated positive perceptions of e-learning within clinical education. Student-generated e-learning was able to enhance knowledge and was positively perceived by learners. As e-learning continues to expand within health sciences education, students can be incorporated into the development and execution of this educational tool. © 2016 John Wiley & Sons Ltd.

  7. Responding to Students' Learning Preferences in Chemistry

    Science.gov (United States)

    Lewthwaite, Brian; Wiebe, Rick

    2014-04-01

    This paper reports on a teacher's and his students' responsiveness to a new tetrahedral-oriented (Mahaffy in J Chem Educ 83(1):49-55, 2006) curriculum requiring more discursive classroom practices in the teaching of chemistry. In this instrumental case study, we identify the intentions of this learner-centered curriculum and a teacher's development in response to this curriculum. We also explore the tensions this teacher experiences as students subsequently respond to his adjusted teaching. We use a Chemistry Teacher Inventory (Lewthwaite and Wiebe in Res Sci Educ 40(11):667-689, 2011; Lewthwaite and Wiebe in Can J Math Sci Technol Educ 12(1):36-61, 2012; Lewthwaite in Chem Educ Res Pract. doi:10.1039/C3RP00122A, 2014) to assist the teacher in monitoring how he teaches and how he would like to improve his teaching. We also use a student form of the instrument, the Chemistry Classroom Inventory and Classroom Observation Protocol (Lewthwaite and Wiebe 2011) to verify the teacher's teaching and perception of student preferences for his teaching especially in terms of the discursive processes the curriculum encourages. By so doing, the teacher is able to use both sets of data as a foundation for critical reflection and work towards resolution of the incongruence in data arising from students' preferred learning orientations and his teaching aspirations. Implications of this study in regards to the authority of students' voice in triggering teachers' pedagogical change and the adjustments in `teachering' and `studenting' required by such curricula are considered.

  8. A Study on Overcoming Misconceptions of 6th Graders About Equations

    Directory of Open Access Journals (Sweden)

    Gözde AKYÜZ

    2014-01-01

    Full Text Available The aim of this study is to determine and overcome misconceptions of 6th graders about first degree equations with one unknown. The study has a mixed research design and was conducted with 25 sixth graders in a public school during the spring semester of the 2011-2012 academic year. Data were collected through a test of 20 open-ended items developed by the researcher. The misconceptions were detected through descriptive analysis of the test. Then, students were being taught based on activity-based instructional methods for eight hours. The test was also given at the end of the instruction as a post-test to examine the effectiveness of the activity-based instruction with overcoming their misconceptions. Data were analyzed by paired samples t test through SPSS 16.0. Findings indicated that activity-based instruction was effective in overcoming students’ misconceptions.

  9. Changing teaching techniques and adapting new technologies to improve student learning in an introductory meteorology and climate course

    Directory of Open Access Journals (Sweden)

    E. M. Cutrim

    2006-01-01

    Full Text Available Responding to the call for reform in science education, changes were made in an introductory meteorology and climate course offered at a large public university. These changes were a part of a larger project aimed at deepening and extending a program of science content courses that model effective teaching strategies for prospective middle school science teachers. Therefore, revisions were made to address misconceptions about meteorological phenomena, foster deeper understanding of key concepts, encourage engagement with the text, and promote inquiry-based learning. Techniques introduced include: use of a flash cards, student reflection questionnaires, writing assignments, and interactive discussions on weather and forecast data using computer technology such as Integrated Data Viewer (IDV. The revision process is described in a case study format. Preliminary results (self-reflection by the instructor, surveys of student opinion, and measurements of student achievement, suggest student learning has been positively influenced. This study is supported by three grants: NSF grant No. 0202923, the Unidata Equipment Award, and the Lucia Harrison Endowment Fund.

  10. Using Service-Learning to Educate Students about Stakeholder Involvement

    Directory of Open Access Journals (Sweden)

    Beth Walter Honadle

    2012-04-01

    Full Text Available Using Lee’s definition of service-learning as “an instructional method in which students learn course content by actively participating in thoughtfully organized service experiences related to that content”, this article offers a case of action-oriented service- learning. It shows one way to combine traditional teaching methods with an action-oriented approach to service-learning that benefits both the community and imparts critical know-how into the education of planning students. Through service-learning students acquire valuable skills and also increase their competence as practitioners and increase their confidence in their field in a way that nurtures their abilities and provides minimal risk to the clientele because the students are working under the guidance of faculty. As previous research from diverse fields have shown, service-learning benefits the students and the groups they encounter through their projects. KEYWORDSservice-learning, civic engagement, community development

  11. A Studi on High Plant Systems Course with Active Learning in Higher Education Through Outdoor Learning to Increase Student Learning Activities

    OpenAIRE

    Nur Rokhimah Hanik, Anwari Adi Nugroho

    2015-01-01

    Biology learning especially high plant system courses needs to be applied to active learning centered on the student (Active Learning In Higher Education) to enhance the students' learning activities so that the quality of learning for the better. Outdoor Learning is one of the active learning invites students to learn outside of the classroom by exploring the surrounding environment. This research aims to improve the students' learning activities in the course of high plant systems through t...

  12. Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

    Science.gov (United States)

    Napier, Nannette P.; Dekhane, Sonal; Smith, Stella

    2011-01-01

    This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the…

  13. Sport students' perception of their learning experience: Amazing ...

    African Journals Online (AJOL)

    Learning environments and activities that focus on learners being active participants can enrich the students' learning experience and in this regard, outdoor adventure education programmes are utilised effectively to enhance the quality and scope of learning. This study investigated the perceived learning experience ...

  14. An Investigation of Undergraduate Students' Beliefs about Autonomous Language Learning

    Science.gov (United States)

    Orawiwatnakul, Wiwat; Wichadee, Saovapa

    2017-01-01

    The concept of learner autonomy is now playing an important role in the language learning field. An emphasis is put on the new form of learning which enables learners to direct their own learning. This study aimed to examine how undergraduate students believed about autonomous language learning in a university setting and to find out whether some…

  15. An Ethnic Cultural Study on Asian Students' Learning Statuses

    Science.gov (United States)

    Liu, Bo

    2010-01-01

    This paper describes the learning statuses of Asian students, and connects their individual learning status with their cultures, attitudes, histories, family relations, etc. It also focuses on a wide range of aspects as academic performances, learning attitudes, cultures, race relations, schoolings, learning strategies, obstacles, etc., thus…

  16. Nigerian Dental Students' Assessment of their Clinical Learning ...

    African Journals Online (AJOL)

    Clinical learning in medical and dental education provides students with ... clinical learning opportunities and environment, level of patient care experience and ... the stress of fulfilling procedural requirements were identified as weaknesses of ...

  17. Effects of Situated Mobile Learning Approach on Learning Motivation and Performance of EFL Students

    Science.gov (United States)

    Huang, Chester S. J.; Yang, Stephen J. H.; Chiang, Tosti H. C.; Su, Addison Y. S.

    2016-01-01

    This study developed a 5-step vocabulary learning (FSVL) strategy and a mobile learning tool in a situational English vocabulary learning environment and assessed their effects on the learning motivation and performance of English as a foreign language (EFL) students in a situational English vocabulary learning environment. Overall, 80 EFL…

  18. Using Technology-Nested Instructional Strategies to Enhance Student Learning

    OpenAIRE

    Angela Lumpkin, PhD; Rebecca M. Achen, PhD; Regan K. Dodd, PhD

    2015-01-01

    Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested...

  19. Learning design thinking online : studying students' learning experience in shared virtual reality

    OpenAIRE

    Lau, Kung Wong

    2010-01-01

    Learning Design Thinking Online: Studying Students' Learning Experience in Shared Virtual Reality My study attempts to deepen understanding about the learning experiences of design students in undertaking design-thinking exercises in a shared virtual reality. This study has identified the areas of an appropriate pedagogy for E-Learning and the use of a shared virtual environment for students in tertiary design education. Specific questions arising ji"Om this research are: (1...

  20. Implementation of ECIRR model based on virtual simulation media to reduce students’ misconception on kinetic theory of gases

    Science.gov (United States)

    Prastiwi, A. C.; Kholiq, A.; Setyarsih, W.

    2018-03-01

    The purposed of this study are to analyse reduction of students’ misconceptions after getting ECIRR with virtual simulation. The design of research is the pre-experimental design with One Group Pretest-Posttest Design. Subjects of this research were 36 students of class XI MIA-5 SMAN 1 Driyorejo Gresik 2015/2016 school year. Students misconceptions was determined by Three-tier Diagnostic Test. The result shows that the average percentage of misconceptions reduced on topics of ideal gas law, equation of ideal gases and kinetic theory of gases respectively are 38%, 34% and 38%.