Microvascular Remodeling and Wound Healing: A Role for Pericytes

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Dulmovits, Brian M.; Herman, Ira M.

2012-01-01

Physiologic wound healing is highly dependent on the coordinated functions of vascular and non-vascular cells. Resolution of tissue injury involves coagulation, inflammation, formation of granulation tissue, remodeling and scarring. Angiogenesis, the growth of microvessels the size of capillaries, is crucial for these processes, delivering blood-borne cells, nutrients and oxygen to actively remodeling areas. Central to angiogenic induction and regulation is microvascular remodeling, which is dependent upon capillary endothelial cell and pericyte interactions. Despite our growing knowledge of pericyte-endothelial cell crosstalk, it is unclear how the interplay among pericytes, inflammatory cells, glia and connective tissue elements shape microvascular injury response. Here, we consider the relationships that pericytes form with the cellular effectors of healing in normal and diabetic environments, including repair following injury and vascular complications of diabetes, such as diabetic macular edema and proliferative diabetic retinopathy. In addition, pericytes and stem cells possessing “pericyte-like” characteristics are gaining considerable attention in experimental and clinical efforts aimed at promoting healing or eradicating ocular vascular proliferative disorders. As the origin, identification and characterization of microvascular pericyte progenitor populations remains somewhat ambiguous, the molecular markers, structural and functional characteristics of pericytes will be briefly reviewed. PMID:22750474

Aspects of pericytes and their potential therapeutic use.

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Różycka, Justyna; Brzóska, Edyta; Skirecki, Tomasz

2017-03-13

Pericytes, which are multi-potential stem cells, co-create the walls of the microvessels: capillaries, terminal arterioles and postcapillary venules. These cells are localized under the basement membrane, tightly encircling the endothelium. The most frequently mentioned molecular markers of pericytes include NG2 (neural-glial antigen 2), β-type platelet-derived growth factor receptor (PDGFRβ), smooth muscle α-actin (α-SMA), regulator of G protein signalling 5 (RGS5), the adhesion protein CD146 and nestin. Different functions in physiological processes are assigned to pericytes such as maintaining the integrity and senescence of endothelial cells, transregulation of vascular tone or the potential to differentiate into other cells. Probably they are also involved in pathological processes such as tissues fibrosis. In this review, we focus on the participation of pericytes in the process of blood vessel formation, the regeneration of skeletal muscle tissue and fibrosis. Strong evidence for pericytes' participation in endothelial homeostasis, as well as in pathological conditions such as fibrosis, reveals a broad potential for the therapeutic use of these cells. Targeted pharmacological modulation of pericytes, leading to blocking signalling pathways responsible for the differentiation of pericytes into myofibroblasts, seems to be a promising strategy for the treatment of fibrosis in the early stages.

Undergraduates’ Misconceptions Concerning Plagiarism

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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.

Misconception of pre-service chemistry teachers about the concept of resonances in organic chemistry course

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Widarti, Hayuni Retno; Retnosari, Rini; Marfu'ah, Siti

2017-08-01

A descriptive quantitative research has been done to identify the level of understanding and misconceptions of the pre-service chemistry teachers related to the concept of resonance in the organic chemistry course. The subjects of the research were 51 students of State University of Malang, majoring Chemistry Education, currently in their fourth semester, 2015-2016 academic year who have taken the course of Organic Chemistry I. The instruments used in this research is a combination of 8 numbers of multiple choice tests with open answer questions and certainty of response index (CRI). The research findings revealed that there are still misconceptions found in the organic chemistry course, especially about the concept of resonance. There were several misconceptions of the pre-service chemistry teachers, such as resonance structures are in equilibrium with each other; resonance structures are two or more Lewis structures with different in arrangement of both atom and electron; resonance structures are only structures containing charged atoms; formal charge and resonance structures are not related; and the stability of resonance structures are only determined by location of charges in atoms found in such structures. There is also a lack of understanding of curved arrows notation to show electron pair movement.

Development of the kinetic molecular theory of gases concept inventory: Preliminary results on university students’ misconceptions

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Nataša Erceg

2016-11-01

Full Text Available In this study, we investigated students’ understanding of concepts related to the microscopic model of gas. We thoroughly reviewed the relevant literature and conducted think alouds with students by asking them to answer open-ended questions about the kinetic molecular theory of gases. Thereafter, we transformed the open-ended questions into multiple-choice questions, whereby distractors were based on the results of the think alouds. Thus, we obtained a set of 22 questions, which constitutes our current version of the kinetic molecular theory of gases concept inventory. The inventory has been administered to 250 students from different universities in Croatia, and its content validity has been investigated trough physics teacher surveys. The results of our study not only corroborate the existence of some already known student misconceptions, but also reveal new insights about a great spectrum of students’ misconceptions that had not been reported in earlier research (e.g., misconceptions about intermolecular potential energy and molecular velocity distribution. Moreover, we identified similar distribution of students’ responses across the surveyed student groups, despite the fact that they had been enrolled in different curricular environments.

Apelin Protects Primary Rat Retinal Pericytes from Chemical Hypoxia-Induced Apoptosis

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Li Chen

2015-01-01

Full Text Available Pericytes are a population of cells that participate in normal vessel architecture and regulate permeability. Apelin, as the endogenous ligand of G protein-coupled receptor APJ, participates in a number of physiological and pathological processes. To date, the effect of apelin on pericyte is not clear. Our study aimed to investigate the potential protection mechanisms of apelin, with regard to primary rat retinal pericytes under hypoxia. Immunofluorescence staining revealed that pericytes colocalized with APJ in the fibrovascular membranes dissected from proliferative diabetic retinopathy patients. In the in vitro studies, we first demonstrated that the expression of apelin/APJ was upregulated in pericytes under hypoxia, and apelin increased pericytes proliferation and migration. Moreover, knockdown of apelin in pericyte was achieved via lentivirus-mediated RNA interference. After the inhibition of apelin, pericytes proliferation was inhibited significantly in hypoxia culture condition. Furthermore, exogenous recombinant apelin effectively prevented hypoxia-induced apoptosis through downregulating active-caspase 3 expression and increasing the ratio of B cell lymphoma-2 (Bcl-2/Bcl-2 associated X protein (Bax in pericytes. These results suggest that apelin suppressed hypoxia-induced pericytes injury, which indicated that apelin could be a potential therapeutic target for retinal angiogenic diseases.

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

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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%).

Students’ misconceptions on solubility equilibrium

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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.

Aspects of pericytes and their potential therapeutic use

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Justyna Różycka

2017-03-01

Full Text Available Pericytes, which are multi-potential stem cells, co-create the walls of the microvessels: capillaries, terminal arterioles and postcapillary venules. These cells are localized under the basement membrane, tightly encircling the endothelium. The most frequently mentioned molecular markers of pericytes include NG2 (neural-glial antigen 2, β-type platelet-derived growth factor receptor (PDGFRβ, smooth muscle α-actin (α-SMA, regulator of G protein signalling 5 (RGS5, the adhesion protein CD146 and nestin. Different functions in physiological processes are assigned to pericytes such as maintaining the integrity and senescence of endothelial cells, transregulation of vascular tone or the potential to differentiate into other cells. Probably they are also involved in pathological processes such as tissues fibrosis. In this review, we focus on the participation of pericytes in the process of blood vessel formation, the regeneration of skeletal muscle tissue and fibrosis. Strong evidence for pericytes’ participation in endothelial homeostasis, as well as in pathological conditions such as fibrosis, reveals a broad potential for the therapeutic use of these cells. Targeted pharmacological modulation of pericytes, leading to blocking signalling pathways responsible for the differentiation of pericytes into myofibroblasts, seems to be a promising strategy for the treatment of fibrosis in the early stages.

Student’s mental model, misconceptions, troublesome knowledge, and threshold concept on thermochemistry with DToM-POE

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Wiji, W.; Mulyani, S.

2018-05-01

The purpose of this study is to obtain a profile of students' mental models, misconceptions, troublesome knowledge, and threshold concept on thermochemistry. The subjects in this study were 35 students. The method used in this research was descriptive method with instruments Diagnostic Test of Mental Model - Prediction, Observation, and Explanation (DToM-POE). The results showed that the students' ability to predict, observe, and explain ΔH of neutralization reaction of NaOH with HCl was still lacking. Most students tended to memorize chemical concepts related to symbolic level and they did not understand the meaning of the symbols used. Furthermore, most students were unable to connect the results of observations at the macroscopic level with the symbolic level to determine ΔH of neutralization reaction of NaOH with HCl. Then, most students tended to give an explanation by a net ionic equation or a chemical reaction equation at the symbolic level when explaining ΔH of neutralization reaction at the submicroscopic level. In addition, there are seven misconceptions, three troublesome knowledges, and three threshold concepts held by students on thermochemistry.

[Recent advances on pericytes in microvascular dysfunction and traditional Chinese medicine prevention].

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Liu, Lei; Liu, Jian-Xun; Guo, Hao; Ren, Jian-Xun

2017-08-01

Pericytesis a kind of widespread vascular mural cells embedded within the vascular basement membrane of blood microvessels, constituting the barrier of capillaries and tissue spaces together with endothelial cells. Pericytes communicate with microvascular endothelial cells through cell connections or paracrine signals, playing an important role in important physiological processes such as blood flow, vascular permeability and vascular formation. Pericytes dysfunction may participate in some microvascular dysfunction, and also mediate pathological repair process, therefore pericytes attracted more and more attention. Traditional Chinese medicine suggests that microvascular dysfunction belongs to the collaterals disease; Qi stagnation and blood stasis in collaterals result in function imbalance of internal organs. Traditional Chinese medicine (TCM) has shown effects on pericytes in microvascular dysfunction, for example qi reinforcing blood-circulation activating medicines can reduce the damage of retinal pericytes in diabetic retinopathy. However, there are some limitations of research fields, inaccuracy of research techniques and methods, and lack of mechanism elaboration depth in the study of microvascular lesion pericytes. This paper reviewed the biological characteristics of pericytes and pericytes in microvascular dysfunction, as well as the intervention study of TCM on pericytes. The article aims to provide reference for the research of pericytes in microvascular dysfunction and the TCM study on pericytes. Copyright© by the Chinese Pharmaceutical Association.

Pericytes derived from adipose-derived stem cells protect against retinal vasculopathy.

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Thomas A Mendel

Full Text Available Retinal vasculopathies, including diabetic retinopathy (DR, threaten the vision of over 100 million people. Retinal pericytes are critical for microvascular control, supporting retinal endothelial cells via direct contact and paracrine mechanisms. With pericyte death or loss, endothelial dysfunction ensues, resulting in hypoxic insult, pathologic angiogenesis, and ultimately blindness. Adipose-derived stem cells (ASCs differentiate into pericytes, suggesting they may be useful as a protective and regenerative cellular therapy for retinal vascular disease. In this study, we examine the ability of ASCs to differentiate into pericytes that can stabilize retinal vessels in multiple pre-clinical models of retinal vasculopathy.We found that ASCs express pericyte-specific markers in vitro. When injected intravitreally into the murine eye subjected to oxygen-induced retinopathy (OIR, ASCs were capable of migrating to and integrating with the retinal vasculature. Integrated ASCs maintained marker expression and pericyte-like morphology in vivo for at least 2 months. ASCs injected after OIR vessel destabilization and ablation enhanced vessel regrowth (16% reduction in avascular area. ASCs injected intravitreally before OIR vessel destabilization prevented retinal capillary dropout (53% reduction. Treatment of ASCs with transforming growth factor beta (TGF-β1 enhanced hASC pericyte function, in a manner similar to native retinal pericytes, with increased marker expression of smooth muscle actin, cellular contractility, endothelial stabilization, and microvascular protection in OIR. Finally, injected ASCs prevented capillary loss in the diabetic retinopathic Akimba mouse (79% reduction 2 months after injection.ASC-derived pericytes can integrate with retinal vasculature, adopting both pericyte morphology and marker expression, and provide functional vascular protection in multiple murine models of retinal vasculopathy. The pericyte phenotype demonstrated

The Students’ misconceptions profile on chapter gas kinetic theory

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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.

Engineering of a Biomimetic Pericyte-Covered 3D Microvascular Network.

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Jaerim Kim

Full Text Available Pericytes enveloping the endothelium play an important role in the physiology and pathology of microvessels, especially in vessel maturation and stabilization. However, our understanding of fundamental pericyte biology is limited by the lack of a robust in vitro model system that allows researchers to evaluate the interactions among multiple cell types in perfusable blood vessels. The present work describes a microfluidic platform that can be used to investigate interactions between pericytes and endothelial cells (ECs during the sprouting, growth, and maturation steps of neovessel formation. A mixture of ECs and pericytes was attached to the side of a pre-patterned three dimensional fibrin matrix and allowed to sprout across the matrix. The effects of intact coverage and EC maturation by the pericytes on the perfused EC network were confirmed using a confocal microscope. Compared with EC monoculture conditions, EC-pericyte co-cultured vessels showed a significant reduction in diameter, increased numbers of junctions and branches and decreased permeability. In response to biochemical factors, ECs and pericytes in the platform showed the similar features with previous reports from in vivo experiments, thus reflect various pathophysiological conditions of in vivo microvessels. Taken together, these results support the physiological relevancy of our three-dimensional microfluidic culture system but also that the system can be used to screen drug effect on EC-pericyte biology.

Equine Mesenchymal Stromal Cells Retain a Pericyte-Like Phenotype.

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Esteves, Cristina L; Sheldrake, Tara A; Dawson, Lucy; Menghini, Timothy; Rink, Burgunde Elisabeth; Amilon, Karin; Khan, Nusrat; Péault, Bruno; Donadeu, Francesc Xavier

2017-07-01

Mesenchymal stem/stromal cells (MSCs) have been used in human and equine regenerative medicine, and interest in exploiting their potential has increased dramatically over the years. Despite significant effort to characterize equine MSCs, the actual origin of these cells and how much of their native phenotype is maintained in culture have not been determined. In this study, we investigated the relationship between MSCs, derived from adipose tissue (AT) and bone marrow (BM), and pericytes in the horse. Both pericyte (CD146, NG2, and αSMA) and MSC (CD29, CD90, and CD73) markers were detected in equine AT and colocalized around blood vessels. Importantly, as assessed by flow cytometry, both pericyte (CD146, NG2, and αSMA) and MSC (CD29, CD44, CD90, and CD105) markers were present in a majority (≥90%) of cells in cultures of AT-MSCs and BM-MSCs; however, levels of pericyte markers were variable within each of those populations. Moreover, the expression of pericyte markers was maintained for at least eight passages in both AT-MSCs and BM-MSCs. Hematopoietic (CD45) and endothelial (CD144) markers were also detected at low levels in MSCs by quantitative polymerase chain reaction (qPCR). Finally, in coculture experiments, AT-MSCs closely associated with networks produced by endothelial cells, resembling the natural perivascular location of pericytes in vivo. Our results indicate that equine MSCs originate from perivascular cells and moreover maintain a pericyte-like phenotype in culture. Therefore, we suggest that, in addition to classical MSC markers, pericyte markers such as CD146 could be used when assessing and characterizing equine MSCs.

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

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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.

"She came out of mum's tummy the wrong way". (Mis)conceptions among siblings of children with rare disorders.

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Vatne, Torun M; Helmen, Ingerid Østborg; Bahr, David; Kanavin, Øivind; Nyhus, Livø

2015-04-01

Misconceptions or uncertainty about the rare disorder of a sibling may cause adjustment problems among children. New knowledge about their misconceptions may enable genetic counselors to provide targeted information and increase siblings' knowledge. This study aims to describe misconceptions and uncertainties of siblings of children with rare disorders. Content analysis was applied to videotapes of 11 support group sessions with 56 children aged 6 to 17. First, children's statements about the disorder (turns) were categorized into the categories "identity," "cause," "cure," "timeline," and "consequences" and then coded as medically "correct," "misunderstood," or "uncertain." Next, turns categorized as "misunderstood" or "uncertain" were analyzed to explore prominent trends. Associations between sibling age, type of disorder, and frequency of misconceptions or uncertainties were analyzed statistically. Approximately 16 % of the children's turns were found to involve misconceptions or uncertainty about the disorder, most commonly about the identity or cause of the disorder. Misconceptions seemed to originate from information available in everyday family life, generalization of lay beliefs, or through difficulties understanding abstract medical concepts. Children expressed uncertainty about the reasons for everyday experiences (e.g. the abnormal behavior they observed). A lack of available information was described as causing uncertainty. Misconceptions and uncertainties were unrelated to child age or type of disorder. The information needs of siblings should always be addressed during genetic counseling, and advice and support offered to parents when needed. Information provided to siblings should be based on an exploration of their daily experiences and thoughts about the rare disorder.

Involvement of PUMA in pericyte migration induced by methamphetamine.

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Zhang, Yanhong; Zhang, Yuan; Bai, Ying; Chao, Jie; Hu, Gang; Chen, Xufeng; Yao, Honghong

2017-07-01

Mounting evidence indicates that methamphetamine causes blood-brain barrier damage, with emphasis on endothelial cells. The role of pericytes in methamphetamine-induced BBB damage remains unknown. Our study demonstrated that methamphetamine increased the migration of pericytes from the endothelial basement membrane. However, the detailed mechanisms underlying this process remain poorly understood. Thus, we examined the molecular mechanisms involved in methamphetamine-induced pericyte migration. The results showed that exposure of C3H/10T1/2 cells and HBVPs to methamphetamine increased PUMA expression via activation of the sigma-1 receptor, MAPK and Akt/PI3K pathways. Moreover, methamphetamine treatment resulted in the increased migration of C3H/10T1/2 cells and HBVPs. Knockdown of PUMA in pericytes transduced with PUMA siRNA attenuated the methamphetamine-induced increase in cell migration through attenuation of integrin and tyrosine kinase mechanisms, implicating a role of PUMA in the migration of C3H/10T1/2 cells and HBVPs. This study has demonstrated that methamphetamine-mediated pericytes migration involves PUMA up-regulation. Thus, targeted studies of PUMA could provide insights to facilitate the development of a potential therapeutic approach for alleviation of methamphetamine-induced pericyte migration. Copyright © 2017. Published by Elsevier Inc.

Inhibition of Lysyl Oxidases Impairs Migration and Angiogenic Properties of Tumor-Associated Pericytes

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Aline Lopes Ribeiro

2017-01-01

Full Text Available Pericytes are important cellular components of the tumor microenviroment with established roles in angiogenesis and metastasis. These two cancer hallmarks are modulated by enzymes of the LOX family, but thus far, information about LOX relevance in tumor-associated pericytes is lacking. Here, we performed a comparative characterization of normal and tumoral pericytes and report for the first time the modulatory effects of LOX enzymes on activated pericyte properties. Tumoral pericytes isolated from childhood ependymoma and neuroblastoma specimens displayed angiogenic properties in vitro and expressed typical markers, including CD146, NG2, and PDGFRβ. Expression of all LOX family members could be detected in both normal and tumor-associated pericytes. In most pericyte samples, LOXL3 was the family member displaying the highest transcript levels. Inhibition of LOX/LOXL activity with the inhibitor β-aminopropionitrile (βAPN significantly reduced migration of pericytes, while proliferation rates were kept unaltered. Formation of tube-like structures in vitro by pericytes was also significantly impaired upon inhibition of LOX/LOXL activity with βAPN, which induced more prominent effects in tumor-associated pericytes. These findings reveal a novel involvement of the LOX family of enzymes in migration and angiogenic properties of pericytes, with implications in tumor development and in therapeutic targeting tumor microenvironment constituents.

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)

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

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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.

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

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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%.

Pericytes and endothelial precursor cells: cellular interactions and contributions to malignancy.

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Bagley, Rebecca G; Weber, William; Rouleau, Cecile; Teicher, Beverly A

2005-11-01

Tumor vasculature is irregular, abnormal, and essential for tumor growth. Pericytes and endothelial precursor cells (EPC) contribute to the formation of blood vessels under angiogenic conditions. As primary cells in culture, pericytes and EPC share many properties such as tube/network formation and response to kinase inhibitors selective for angiogenic pathways. Expression of cell surface proteins including platelet-derived growth factor receptor, vascular cell adhesion molecule, intercellular adhesion molecule, CD105, desmin, and neural growth proteoglycan 2 was similar between pericytes and EPC, whereas expression of P1H12 and lymphocyte function-associated antigen-1 clearly differentiates the cell types. Further distinction was observed in the molecular profiles for expression of angiogenic genes. Pericytes or EPC enhanced the invasion of MDA-MB-231 breast cancer cells in a coculture assay system. The s.c. coinjection of live pericytes or EPC along with MDA-MB-231 cells resulted in an increased rate of tumor growth compared with coinjection of irradiated pericytes or EPC. Microvessel density analysis indicated there was no difference in MDA-MB-231 tumors with or without EPC or pericytes. However, immunohistochemical staining of vasculature suggested that EPC and pericytes may stabilize or normalize vasculature rather than initiate vasculogenesis. In addition, tumors arising from the coinjection of EPC and cancer cells were more likely to develop lymphatic vessels. These results support the notion that pericytes and EPC contribute to malignancy and that these cell types can be useful as cell-based models for tumor vascular development and selection of agents that may provide therapeutic benefit.

Plastic roles of pericytes in the blood-retinal barrier.

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Park, Do Young; Lee, Junyeop; Kim, Jaeryung; Kim, Kangsan; Hong, Seonpyo; Han, Sangyeul; Kubota, Yoshiaki; Augustin, Hellmut G; Ding, Lei; Kim, Jin Woo; Kim, Hail; He, Yulong; Adams, Ralf H; Koh, Gou Young

2017-05-16

The blood-retinal barrier (BRB) consists of tightly interconnected capillary endothelial cells covered with pericytes and glia, but the role of the pericytes in BRB regulation is not fully understood. Here, we show that platelet-derived growth factor (PDGF)-B/PDGF receptor beta (PDGFRβ) signalling is critical in formation and maturation of BRB through active recruitment of pericytes onto growing retinal vessels. Impaired pericyte recruitment to the vessels shows multiple vascular hallmarks of diabetic retinopathy (DR) due to BRB disruption. However, PDGF-B/PDGFRβ signalling is expendable for maintaining BRB integrity in adult mice. Although selective pericyte loss in stable adult retinal vessels surprisingly does not cause BRB disintegration, it sensitizes retinal vascular endothelial cells (ECs) to VEGF-A, leading to upregulation of angiopoietin-2 (Ang2) in ECs through FOXO1 activation and triggering a positive feedback that resembles the pathogenesis of DR. Accordingly, either blocking Ang2 or activating Tie2 greatly attenuates BRB breakdown, suggesting potential therapeutic approaches to reduce retinal damages upon DR progression.

Vascular pericyte density and angiogenesis associated with adenocarcinoma of the prostate.

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Killingsworth, Murray C; Wu, Xiaojuan

2011-01-01

Angiogenesis facilitates metabolism, proliferation and metastasis of adenocarcinoma cells in the prostate, as without the development of new vasculature tumor growth cannot be sustained. However, angiogenesis is variable with the well-known phenomenon of vascular 'hotspots' seen associated with viable tumor cell mass. With the recent recognition of pericytes as molecular regulators of angiogenesis, we have examined the interaction of these cells in actively growing new vessels. Pericyte interactions with developing new vessels were examined using transmission electron microscopy. Pericyte distribution was mapped from α-SMA+ immunostained histological sections and quantified using image analysis. Data was obtained from peripheral and more central regions of 27 cases with Gleason scores of 4-9. Pericyte numbers were increased around developing new vessel sprouts at sites of luminal maturation. Numbers were reduced around the actively growing tips of migrating endothelial cells and functional new vessels. Tumor regions internal to a 500-μm peripheral band showed higher microvessel pericyte density than the peripheral region. Pericytes were found to be key cellular components of developing new vessels in adenocarcinoma of the prostate. Their numbers increased at sites of luminal maturation with these cells displaying an activated phenotype different to quiescent pericytes. Increased pericyte density was found internal to the peripheral region, suggesting more mature vessels lie more centrally. Copyright © 2011 S. Karger AG, Basel.

Seizure progression and inflammatory mediators promote pericytosis and pericyte-microglia clustering at the cerebrovasculature.

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Klement, Wendy; Garbelli, Rita; Zub, Emma; Rossini, Laura; Tassi, Laura; Girard, Benoit; Blaquiere, Marine; Bertaso, Federica; Perroy, Julie; de Bock, Frederic; Marchi, Nicola

2018-05-01

Cerebrovascular dysfunction and inflammation occur in epilepsy. Here we asked whether pericytes, a pivotal cellular component of brain capillaries, undergo pathological modifications during experimental epileptogenesis and in human epilepsy. We evaluated whether pro-inflammatory cytokines, present in the brain during seizures, contribute to pericyte morphological modifications. In vivo, unilateral intra-hippocampal kainic acid (KA) injections were performed in NG2DsRed/C57BL6 mice to induce status epilepticus (SE), epileptogenesis, and spontaneous recurrent seizures (SRS). NG2DsRed mice were used to visualize pericytes during seizure progression. The effect triggered by recombinant IL-1β, TNFα, or IL-6 on pericytes was evaluated in NG2DsRed hippocampal slices and in human-derived cell culture. Human brain specimens obtained from temporal lobe epilepsy (TLE) with or without sclerosis (HS) and focal cortical dysplasia (FCD-IIb) were evaluated for pericyte-microglial cerebrovascular assembly. A disarray of NG2DsRed + pericyte soma and ramifications was found 72 h post-SE and 1 week post-SE (epileptogenesis) in the hippocampus. Pericyte modifications topographically overlapped with IBA1 + microglia clustering around the capillaries with cases of pericytes lodged within the microglial cells. Microglial clustering around the NG2DsRed pericytes lingered at SRS. Pericyte proliferation (Ki67 + ) occurred 72 h post-SE and during epileptogenesis and returned towards control levels at SRS. Human epileptic brain tissues showed pericyte-microglia assemblies with IBA1/HLA microglial cells outlining the capillary wall in TLE-HS and FCD-IIb specimens. Inflammatory mediators contributed to pericyte modifications, in particular IL-1β elicited pericyte morphological changes and pericyte-microglia clustering in NG2DsRed hippocampal slices. Modifications also occurred when pro-inflammatory cytokines were added to an in vitro culture of pericytes. These results indicate the

Dynamic Remodeling of Pericytes In Vivo Maintains Capillary Coverage in the Adult Mouse Brain

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Andrée-Anne Berthiaume

2018-01-01

Full Text Available Summary: Direct contact and communication between pericytes and endothelial cells is critical for maintenance of cerebrovascular stability and blood-brain barrier function. Capillary pericytes have thin processes that reach hundreds of micrometers along the capillary bed. The processes of adjacent pericytes come in close proximity but do not overlap, yielding a cellular chain with discrete territories occupied by individual pericytes. Little is known about whether this pericyte chain is structurally dynamic in the adult brain. Using in vivo two-photon imaging in adult mouse cortex, we show that while pericyte somata were immobile, the tips of their processes underwent extensions and/or retractions over days. The selective ablation of single pericytes provoked exuberant extension of processes from neighboring pericytes to contact uncovered regions of the endothelium. Uncovered capillary regions had normal barrier function but were dilated until pericyte contact was regained. Pericyte structural plasticity may be critical for cerebrovascular health and warrants detailed investigation. : Pericyte-endothelial contact is important for many aspects of cerebrovascular health. Berthiaume et al. use longitudinal two-photon imaging to show that the processes of brain capillary pericytes are structurally plastic in vivo. Their processes can grow hundreds of micrometers to ensure contact with exposed endothelium following ablation of a single pericyte. Keywords: capillary, pericyte, endothelium, blood-brain barrier, blood flow, plasticity, two-photon imaging, Alzheimer’s disease, dementia, stroke

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

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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…

More Misconceptions to Avoid When Teaching about Plants

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Hershey, David R.

2005-01-01

As follow-up to a previous article "Avoid Misconceptions When Teaching about Plants," the author identifies fifty additional misconceptions. Undergeneralizations are added to the list of oversimplifications, obsolete concepts, terms, misidentifications, and flawed research. A glossary at the end of the article compares words used in botany with…

Transcriptomic comparisons between cultured human adipose tissue-derived pericytes and mesenchymal stromal cells

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Lindolfo da Silva Meirelles

2016-03-01

Full Text Available Mesenchymal stromal cells (MSCs, sometimes called mesenchymal stem cells, are cultured cells able to give rise to mature mesenchymal cells such as adipocytes, osteoblasts, and chondrocytes, and to secrete a wide range of trophic and immunomodulatory molecules. Evidence indicates that pericytes, cells that surround and maintain physical connections with endothelial cells in blood vessels, can give rise to MSCs (da Silva Meirelles et al., 2008 [1]; Caplan and Correa, 2011 [2]. We have compared the transcriptomes of highly purified, human adipose tissue pericytes subjected to culture-expansion in pericyte medium or MSC medium, with that of human adipose tissue MSCs isolated with traditional methods to test the hypothesis that their transcriptomes are similar (da Silva Meirelles et al., 2015 [3]. Here, we provide further information and analyses of microarray data from three pericyte populations cultured in pericyte medium, three pericyte populations cultured in MSC medium, and three adipose tissue MSC populations deposited in the Gene Expression Omnibus under accession number GSE67747. Keywords: Mesenchymal stromal cells, Mesenchymal stem cells, Pericytes, Microarrays

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…

The physiological functions of central nervous system pericytes and a potential role in pain

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Beazley-Long, Nicholas; Durrant, Alexandra M; Swift, Matthew N; Donaldson, Lucy F

2018-01-01

Central nervous system (CNS) pericytes regulate critical functions of the neurovascular unit in health and disease. CNS pericytes are an attractive pharmacological target for their position within the neurovasculature and for their role in neuroinflammation. Whether the function of CNS pericytes also affects pain states and nociceptive mechanisms is currently not understood. Could it be that pericytes hold the key to pain associated with CNS blood vessel dysfunction? This article reviews recent findings on the important physiological functions of CNS pericytes and highlights how these neurovascular functions could be linked to pain states. PMID:29623199

Pericyte coverage of abnormal blood vessels in myelofibrotic bone marrows

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Zetterberg, Eva; Vannucchi, Alessandro M; Migliaccio, Anna Rita

2007-01-01

BACKGROUND AND OBJECTIVES: Myelofibrotic bone marrow displays abnormal angiogenesis but the pathogenic mechanisms of this are poorly understood. Since pericyte abnormalities are described on solid tumor vessels we studied whether vessel morphology and pericyte coverage in bone marrow samples from...

Liraglutide attenuates the migration of retinal pericytes induced by advanced glycation end products.

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Lin, Wen-Jian; Ma, Xue-Fei; Hao, Ming; Zhou, Huan-Ran; Yu, Xin-Yang; Shao, Ning; Gao, Xin-Yuan; Kuang, Hong-Yu

2018-07-01

Retinal pericyte migration represents a novel mechanism of pericyte loss in diabetic retinopathy (DR), which plays a crucial role in the early impairment of the blood-retinal barrier (BRB). Glucagon-like peptide-1 (GLP-1) has been shown to protect the diabetic retina in the early stage of DR; however, the relationship between GLP-1 and retinal pericytes has not been discussed. In this study, advanced glycation end products (AGEs) significantly increased the migration of primary bovine retinal pericytes without influencing cell viability. AGEs also significantly enhanced phosphatidylinositol 3-kinase (PI3K)/Akt activation, and changed the expressions of migration-related proteins, including phosphorylated focal adhesion kinase (p-FAK), matrix metalloproteinase (MMP)-2 and vinculin. PI3K inhibition significantly attenuated the AGEs-induced migration of retinal pericytes and reversed the overexpression of MMP-2. Glucagon-like peptide-1 receptor (Glp1r) was expressed in retinal pericytes, and liraglutide, a GLP-1 analog, significantly attenuated the migration of pericytes by Glp1r and reversed the changes in p-Akt/Akt, p-FAK/FAK, vinculin and MMP-2 levels induced by AGEs, indicating that the protective effect of liraglutide was associated with the PI3K/Akt pathway. These results provided new insights into the mechanism underlying retinal pericyte migration. The early use of liraglutide exerts a potential bebefical effect on regulating pericyte migration, which might contribute to mechanisms that maintain the integrity of vascular barrier and delay the development of DR. Copyright © 2018 Elsevier Inc. All rights reserved.

Pericyte protection by edaravone after tissue plasminogen activator treatment in rat cerebral ischemia

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Deguchi, Kentaro; Liu, Ning; Liu, Wentao; Omote, Yoshio; Kono, Syoichiro; Yunoki, Taijun; Deguchi, Shoko; Yamashita, Toru; Ikeda, Yoshio; Abe, Koji

2014-01-01

Pericytes play a pivotal role in contraction, mediating inflammation and regulation of blood flow in the brain. In this study, changes of pericytes in the neurovascular unit (NVU) were examined in relation to the effects of exogenous tissue plasminogen activator (tPA) and a free radical scavenger, edaravone. Immunohistochemistry and Western blot analyses showed that the overlap between platelet-derived growth factor receptor β-positive pericytes and N-acetylglucosamine oligomers (NAGO)-positive endothelial cells increased significantly at 4 days after 90 min of transient middle cerebral artery occlusion (tMCAO). The number of pericytes and the overlap with NAGO decreased with tPA but recovered with edaravone 4 days after tMCAO with proliferation. Thus, tPA treatment damaged pericytes, resulting in the detachment from astrocytes and a decrease in glial cell line-derived neurotrophic factor secretion. However, treatment with edaravone greatly improved tPA-induced damage to pericytes. The present study demonstrates that exogenous tPA strongly damages pericytes and destroys the integrity of the NVU, but edaravone treatment can greatly ameliorate such damage after acute cerebral ischemia in rats. © 2014 The Authors. Journal of Neuroscience Research Published by Wiley Periodicals, Inc. PMID:24938625

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In the area of chemical research, a significant number of studies involving ... be introduced as similar concepts in early high school (3). Second, the ..... misconceptions about physics concepts in Yasin, K. (2004), a M.Sc. dissertation thesis.

Trkb signaling in pericytes is required for cardiac microvessel stabilization.

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Agustin Anastasia

Full Text Available Pericyte and vascular smooth muscle cell (SMC recruitment to the developing vasculature is an important step in blood vessel maturation. Brain-derived neurotrophic factor (BDNF, expressed by endothelial cells, activates the receptor tyrosine kinase TrkB to stabilize the cardiac microvasculature in the perinatal period. However, the effects of the BDNF/TrkB signaling on pericytes/SMCs and the mechanisms downstream of TrkB that promote vessel maturation are unknown. To confirm the involvement of TrkB in vessel maturation, we evaluated TrkB deficient (trkb (-/- embryos and observed severe cardiac vascular abnormalities leading to lethality in late gestation to early prenatal life. Ultrastructural analysis demonstrates that trkb(-/- embryos exhibit defects in endothelial cell integrity and perivascular edema. As TrkB is selectively expressed by pericytes and SMCs in the developing cardiac vasculature, we generated mice deficient in TrkB in these cells. Mice with TrkB deficiency in perivascular cells exhibit reduced pericyte/SMC coverage of the cardiac microvasculature, abnormal endothelial cell ultrastructure, and increased vascular permeability. To dissect biological actions and the signaling pathways downstream of TrkB in pericytes/SMCs, human umbilical SMCs were treated with BDNF. This induced membranous protrusions and cell migration, events dependent on myosin light chain phosphorylation. Moreover, inhibition of Rho GTPase and the Rho-associated protein kinase (ROCK prevented membrane protrusion and myosin light chain phosphorylation in response to BDNF. These results suggest an important role for BDNF in regulating migration of TrkB-expressing pericytes/SMCs to promote cardiac blood vessel ensheathment and functional integrity during development.

INVESTIGATION OF THE MISCONCEPTION IN NEWTON II LAW

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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.

Brain pericyte-derived soluble factors enhance insulin sensitivity in GT1-7 hypothalamic neurons.

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Takahashi, Hiroyuki; Takata, Fuyuko; Matsumoto, Junichi; Machida, Takashi; Yamauchi, Atsushi; Dohgu, Shinya; Kataoka, Yasufumi

2015-02-20

Insulin signaling in the hypothalamus plays an important role in food intake and glucose homeostasis. Hypothalamic neuronal functions are modulated by glial cells; these form an extensive network connecting the neurons and cerebral vasculature, known as the neurovascular unit (NVU). Brain pericytes are periendothelial accessory structures of the blood-brain barrier and integral members of the NVU. However, the interaction between pericytes and neurons is largely unexplored. Here, we investigate whether brain pericytes could affect hypothalamic neuronal insulin signaling. Our immunohistochemical observations demonstrated the existence of pericytes in the mouse hypothalamus, exhibiting immunoreactivity of platelet-derived growth factor receptor β (a pericyte marker), and laminin, a basal lamina marker. We then exposed a murine hypothalamic neuronal cell line, GT1-7, to conditioned medium obtained from primary cultures of rat brain pericytes. Pericyte-conditioned medium (PCM), but not astrocyte- or aortic smooth muscle cell-conditioned medium, increased the insulin-stimulated phosphorylation of Akt in GT1-7 cells in a concentration-dependent manner. PCM also enhanced insulin-stimulated tyrosine phosphorylation of insulin receptor β without changing its expression or localization in cytosolic or plasma membrane fractions. These results suggest that pericytes, rather than astrocytes, increase insulin sensitivity in hypothalamic neurons by releasing soluble factors under physiological conditions in the NVU. Copyright © 2015 Elsevier Inc. All rights reserved.

Thiamine and benfotiamine prevent apoptosis induced by high glucose-conditioned extracellular matrix in human retinal pericytes.

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Beltramo, Elena; Nizheradze, Konstantin; Berrone, Elena; Tarallo, Sonia; Porta, Massimo

2009-10-01

Early and selective loss of pericytes and thickening of the basement membrane are hallmarks of diabetic retinopathy. We reported reduced adhesion, but no changes in apoptosis, of bovine retinal pericytes cultured on extracellular matrix (ECM) produced by endothelial cells in high glucose (HG). Since human and bovine pericytes may behave differently in conditions mimicking the diabetic milieu, we verified the behaviour of human retinal pericytes cultured on HG-conditioned ECM. Pericytes were cultured in physiological/HG on ECM produced by human umbilical vein endothelial cells in physiological/HG, alone or in the presence of thiamine and benfotiamine. Adhesion, proliferation, apoptosis, p53 and Bcl-2/Bax ratio (mRNA levels and protein concentrations) were measured in wild-type and immortalized human pericytes. Both types of pericytes adhered less to HG-conditioned ECM and plastic than to physiological glucose-conditioned ECM. DNA synthesis was impaired in pericytes cultured in HG on the three different surfaces but there were no differences in proliferation. DNA fragmentation and Bcl-2/Bax ratio were greatly enhanced by HG-conditioned ECM in pericytes kept in both physiological and HG. Addition of thiamine and benfotiamine to HG during ECM production completely prevented these damaging effects. Apoptosis is strongly increased in pericytes cultured on ECM produced by endothelium in HG, probably due to impairment of the Bcl-2/Bax ratio. Thiamine and benfotiamine completely revert this effect. This behaviour is therefore completely different from that of bovine pericytes, underlining the importance of establishing species-specific cell models to study the mechanisms of diabetic retinopathy. (c) 2009 John Wiley & Sons, Ltd.

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

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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…

Cellular Model of Atherogenesis Based on Pluripotent Vascular Wall Pericytes.

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Ivanova, Ekaterina A; Orekhov, Alexander N

2016-01-01

Pericytes are pluripotent cells that can be found in the vascular wall of both microvessels and large arteries and veins. They have distinct morphology with long branching processes and form numerous contacts with each other and with endothelial cells, organizing the vascular wall cells into a three-dimensional network. Accumulating evidence demonstrates that pericytes may play a key role in the pathogenesis of vascular disorders, including atherosclerosis. Macrovascular pericytes are able to accumulate lipids and contribute to growth and vascularization of the atherosclerotic plaque. Moreover, they participate in the local inflammatory process and thrombosis, which can lead to fatal consequences. At the same time, pericytes can represent a useful model for studying the atherosclerotic process and for the development of novel therapeutic approaches. In particular, they are suitable for testing various substances' potential for decreasing lipid accumulation induced by the incubation of cells with atherogenic low-density lipoprotein. In this review we will discuss the application of cellular models for studying atherosclerosis and provide several examples of successful application of these models to drug research.

The controversial origin of pericytes during angiogenesis - Implications for cell-based therapeutic angiogenesis and cell-based therapies.

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Blocki, Anna; Beyer, Sebastian; Jung, Friedrich; Raghunath, Michael

2018-01-01

Pericytes reside within the basement membrane of small vessels and are often in direct cellular contact with endothelial cells, fulfilling important functions during blood vessel formation and homeostasis. Recently, these pericytes have been also identified as mesenchymal stem cells. Mesenchymal stem cells, and especially their specialized subpopulation of pericytes, represent promising candidates for therapeutic angiogenesis applications, and have already been widely applied in pre-clinical and clinical trials. However, cell-based therapies of ischemic diseases (especially of myocardial infarction) have not resulted in significant long-term improvement. Interestingly, pericytes from a hematopoietic origin were observed in embryonic skin and a pericyte sub-population expressing leukocyte and monocyte markers was described during adult angiogenesis in vivo. Since mesenchymal stem cells do not express hematopoietic markers, the latter cell type might represent an alternative pericyte population relevant to angiogenesis. Therefore, we sourced blood-derived angiogenic cells (BDACs) from monocytes that closely resembled hematopoietic pericytes, which had only been observed in vivo thus far. BDACs displayed many pericytic features and exhibited enhanced revascularization and functional tissue regeneration in a pre-clinical model of critical limb ischemia. Comparison between BDACs and mesenchymal pericytes indicated that BDACs (while resembling hematopoietic pericytes) enhanced early stages of angiogenesis, such as endothelial cell sprouting. In contrast, mesenchymal pericytes were responsible for blood vessel maturation and homeostasis, while reducing endothelial sprouting.Since the formation of new blood vessels is crucial during therapeutic angiogenesis or during integration of implants into the host tissue, hematopoietic pericytes (and therefore BDACs) might offer an advantageous addition or even an alternative for cell-based therapies.

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

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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.

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

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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)…

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.

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…

Topiramate Protects Pericytes from Glucotoxicity: Role for Mitochondrial CA VA in Cerebromicrovascular Disease in Diabetes.

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Patrick, Ping; Price, Tulin O; Diogo, Ana L; Sheibani, Nader; Banks, William A; Shah, Gul N

Hyperglycemia in diabetes mellitus causes oxidative stress and pericyte depletion from the microvasculature of the brain thus leading to the Blood-Brain Barrier (BBB) disruption. The compromised BBB exposes the brain to circulating substances, resulting in neurotoxicity and neuronal cell death. The decline in pericyte numbers in diabetic mouse brain and pericyte apoptosis in high glucose cultures are caused by excess superoxide produced during enhanced respiration (mitochondrial oxidative metabolism of glucose). Superoxide is precursor to all Reactive Oxygen Species (ROS) which, in turn, cause oxidative stress. The rate of respiration and thus the ROS production is regulated by mitochondrial carbonic anhydrases (mCA) VA and VB, the two isoforms expressed in the mitochondria. Inhibition of both mCA: decreases the oxidative stress and restores the pericyte numbers in diabetic brain; and reduces high glucose-induced respiration, ROS, oxidative stress, and apoptosis in cultured brain pericytes. However, the individual role of the two isoforms has not been established. To investigate the contribution of mCA VA in ROS production and apoptosis, a mCA VA overexpressing brain pericyte cell line was engineered. These cells were exposed to high glucose and analyzed for the changes in ROS and apoptosis. Overexpression of mCA VA significantly increased pericyte ROS and apoptosis. Inhibition of mCA VA with topiramate prevented increases both in glucose-induced ROS and pericyte death. These results demonstrate, for the first time, that mCA VA regulates the rate of pericyte respiration. These findings identify mCA VA as a novel and specific therapeutic target to protect the cerebromicrovascular bed in diabetes.

Misconceptions in global reactions and formula writing

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Stig R. Johansson

2016-10-01

Full Text Available The frequently used concept of “global reaction” is discussed and the reason for the confusion behind explained. The misconception is cleared by formula writing based on the donor–acceptor (donac reaction concept and by applying the Grand Rule of Formula Writing that is based on it.

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

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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.…

Direct Cell-Cell Contact between Mesenchymal Stem Cells and Endothelial Progenitor Cells Induces a Pericyte-Like Phenotype In Vitro

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Markus Loibl

2014-01-01

Full Text Available Tissue engineering techniques for the regeneration of large bone defects require sufficient vascularisation of the applied constructs to ensure a sufficient supply of oxygen and nutrients. In our previous work, prevascularised 3D scaffolds have been successfully established by coculture of bone marrow derived stem cells (MSCs and endothelial progenitor cells (EPCs. We identified stabilising pericytes (PCs as part of newly formed capillary-like structures. In the present study, we report preliminary data on the interactions between MSCs and EPCs, leading to the differentiation of pericyte-like cells. MSCs and EPCs were seeded in transwell cultures, direct cocultures, and single cultures. Cells were cultured for 10 days in IMDM 10% FCS or IMDM 5% FCS 5% platelet lysate medium. Gene expression of PC markers, CD146, NG2, αSMA, and PDGFR-β, was analysed using RT-PCR at days 0, 3, 7, and 10. The upregulation of CD146, NG2, and αSMA in MSCs in direct coculture with EPCs advocates the MSCs’ differentiation towards a pericyte-like phenotype in vitro. These results suggest that pericyte-like cells derive from MSCs and that cell-cell contact with EPCs is an important factor for this differentiation process. These findings emphasise the concept of coculture strategies to promote angiogenesis for cell-based tissue engineered bone grafts.

Infection and upregulation of proinflammatory cytokines in human brain vascular pericytes by human cytomegalovirus

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Alcendor Donald J

2012-05-01

Full Text Available Abstract Background Congenital human cytomegalovirus (HCMV infections can result in CNS abnormalities in newborn babies including vision loss, mental retardation, motor deficits, seizures, and hearing loss. Brain pericytes play an essential role in the development and function of the blood–brain barrier yet their unique role in HCMV dissemination and neuropathlogy has not been reported. Methods Primary human brain vascular pericytes were exposed to a primary clinical isolate of HCMV designated ‘SBCMV’. Infectivity was analyzed by microscopy, immunofluorescence, Western blot, and qRT-PCR. Microarrays were performed to identify proinflammatory cytokines upregulated after SBCMV exposure, and the results validated by real-time quantitative polymerase chain reaction (qPCR methodology. In situ cytokine expression of pericytes after exposure to HCMV was examined by ELISA and in vivo evidence of HCMV infection of brain pericytes was shown by dual-labeled immunohistochemistry. Results HCMV-infected human brain vascular pericytes as evidenced by several markers. Using a clinical isolate of HCMV (SBCMV, microscopy of infected pericytes showed virion production and typical cytomegalic cytopathology. This finding was confirmed by the expression of major immediate early and late virion proteins and by the presence of HCMV mRNA. Brain pericytes were fully permissive for CMV lytic replication after 72 to 96 hours in culture compared to human astrocytes or human brain microvascular endothelial cells (BMVEC. However, temporal transcriptional expression of pp65 virion protein after SBCMV infection was lower than that seen with the HCMV Towne laboratory strain. Using RT-PCR and dual-labeled immunofluorescence, proinflammatory cytokines CXCL8/IL-8, CXCL11/ITAC, and CCL5/Rantes were upregulated in SBCMV-infected cells, as were tumor necrosis factor-alpha (TNF-alpha, interleukin-1 beta (IL-1beta, and interleukin-6 (IL-6. Pericytes exposed to SBCMV elicited

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

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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.

Investigation to reduce students’ misconception in energy material

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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.

Sympathetic nerve-derived ATP regulates renal medullary blood flow via vasa recta pericytes

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Scott S Wildman

2013-10-01

Full Text Available Pericyte cells are now known to be a novel locus of blood flow control, being able to regulate capillary diameter via their unique morphology and expression of contractile proteins. We have previously shown that exogenous ATP causes constriction of vasa recta via renal pericytes, acting at a variety of membrane bound P2 receptors on descending vasa recta, and therefore may be able to regulate medullary blood flow (MBF. Regulation of MBF is essential for appropriate urine concentration and providing essential oxygen and nutrients to this region of high, and variable, metabolic demand. Various sources of endogenous ATP have been proposed, including from epithelial, endothelial and red blood cells in response to stimuli such as mechanical stimulation, local acidosis, hypoxia, and exposure to various hormones. Extensive sympathetic innervation of the nephron has previously been shown, however the innervation reported has focused around the proximal and distal tubules, and ascending loop of Henle. We hypothesise that sympathetic nerves are an additional source of ATP acting at renal pericytes and therefore regulate MBF. Using a rat live kidney slice model in combination with video imaging and confocal microscopy techniques we firstly show sympathetic nerves in close proximity to vasa recta pericytes in both the outer and inner medulla. Secondly, we demonstrate pharmacological stimulation of sympathetic nerves in situ (by tyramine evokes pericyte-mediated vasoconstriction of vasa recta capillaries; inhibited by the application of the P2 receptor antagonist suramin. Lastly, tyramine-evoked vasoconstriction of vasa recta by pericytes is significantly less than ATP-evoked vasoconstriction. Sympathetic innervation may provide an additional level of functional regulation in the renal medulla that is highly localized. It now needs to be determined under which physiological/pathophysiological circumstances that sympathetic innervation of renal pericytes is

Oxygen-Glucose Deprivation Induces G2/M Cell Cycle Arrest in Brain Pericytes Associated with ERK Inactivation.

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Wei, Wenjie; Yu, Zhiyuan; Xie, Minjie; Wang, Wei; Luo, Xiang

2017-01-01

Growing evidence has revealed that brain pericytes are multifunctional and contribute to the pathogenesis of a number of neurological disorders. However, the role of pericytes in cerebral ischemia, and especially the pathophysiological alterations in pericytes, remains unclear. In the present study, our aim was to determine whether the proliferation of pericytes is affected by cerebral ischemia and, if so, to identify the underlying mechanism(s). Cultured brain pericytes subjected to oxygen-glucose deprivation (OGD) were used as our model of cerebral ischemia; the protein expression levels of cyclin D1, cyclin E, cdk4, and cyclin B1 were determined by Western blot analysis, and cell cycle analysis was assessed by flow cytometry. The OGD treatment reduced the brain pericyte proliferation by causing G2/M phase arrest and downregulating the protein levels of cyclin D1, cyclin E, cdk4, and cyclin B1. Further studies demonstrated a simultaneous decrease in the activity of extracellular regulated protein kinases (ERK), suggesting a critical role of the ERK signaling cascade in the inhibition of OGD-induced pericyte proliferation. We suggest that OGD inhibition of the proliferation of brain pericytes is associated with the inactivation of the ERK signaling pathway, which arrests them in the G2/M phase.

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…

The anti-ALS drug riluzole attenuates pericyte loss in the diabetic retinopathy of streptozotocin-treated mice

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Choi, Jeong A. [Neural Injury Research Center, Asan Institute for Life Sciences, University of Ulsan College of Medicine, Seoul (Korea, Republic of); Chung, Yoo-Ri [Department of Ophthalmology, University of Ulsan College of Medicine, Seoul (Korea, Republic of); Byun, Hyae-Ran [Neural Injury Research Center, Asan Institute for Life Sciences, University of Ulsan College of Medicine, Seoul (Korea, Republic of); Park, Hwangseo [Department of Bioscience and Biotechnology, Sejong University, Seoul (Korea, Republic of); Koh, Jae-Young, E-mail: jkko@amc.seoul.kr [Neural Injury Research Center, Asan Institute for Life Sciences, University of Ulsan College of Medicine, Seoul (Korea, Republic of); Department of Neurology, Asan Medical Center, University of Ulsan College of Medicine, Seoul (Korea, Republic of); Yoon, Young Hee, E-mail: yhyoon@amc.seoul.kr [Department of Ophthalmology, University of Ulsan College of Medicine, Seoul (Korea, Republic of)

2017-01-15

Loss of pericytes, considered an early hallmark of diabetic retinopathy, is thought to involve abnormal activation of protein kinase C (PKC). We previously showed that the anti-amyotrophic lateral sclerosis (ALS) drug riluzole functions as a PKC inhibitor. Here, we examined the effects of riluzole on pathological changes in diabetic retinopathy. Pathological endpoints examined in vivo included the number of pericytes and integrity of retinal vessels in streptozotocin (STZ)-induced diabetic mice. In addition, PKC activation and the induction of monocyte chemotactic protein (MCP1) were assessed in diabetic mice and in human retinal pericytes exposed to advanced glycation end product (AGE) or modified low-density lipoprotein (mLDL). The diameter of retinal vessels and the number of pericytes were severely reduced, and the levels of MCP1 and PKC were increased in STZ-induced diabetic mice. Administration of riluzole reversed all of these changes. Furthermore, the increased expression of MCP1 in AGE- or mLDL-treated cultured retinal pericytes was inhibited by treatment with riluzole or the PKC inhibitor GF109203X. In silico modeling showed that riluzole fits well within the catalytic pocket of PKC. Taken together, our results demonstrate that riluzole attenuates both MCP1 induction and pericyte loss in diabetic retinopathy, likely through its direct inhibitory effect on PKC. - Highlights: • The effects of riluzole were examined in streptozotocin-induced diabetic mice. • The diameter of retinal vessels and the number of pericytes were severely reduced. • The levels of MCP1 and PKC were increased, while riluzole reversed all changes. • Riluzole attenuated the level of MCP1 in AGE- or mLDL-treated retinal pericytes. • Riluzole attenuated both MCP1 induction and pericyte loss in diabetic retinopathy.

The anti-ALS drug riluzole attenuates pericyte loss in the diabetic retinopathy of streptozotocin-treated mice

International Nuclear Information System (INIS)

Choi, Jeong A.; Chung, Yoo-Ri; Byun, Hyae-Ran; Park, Hwangseo; Koh, Jae-Young; Yoon, Young Hee

2017-01-01

Loss of pericytes, considered an early hallmark of diabetic retinopathy, is thought to involve abnormal activation of protein kinase C (PKC). We previously showed that the anti-amyotrophic lateral sclerosis (ALS) drug riluzole functions as a PKC inhibitor. Here, we examined the effects of riluzole on pathological changes in diabetic retinopathy. Pathological endpoints examined in vivo included the number of pericytes and integrity of retinal vessels in streptozotocin (STZ)-induced diabetic mice. In addition, PKC activation and the induction of monocyte chemotactic protein (MCP1) were assessed in diabetic mice and in human retinal pericytes exposed to advanced glycation end product (AGE) or modified low-density lipoprotein (mLDL). The diameter of retinal vessels and the number of pericytes were severely reduced, and the levels of MCP1 and PKC were increased in STZ-induced diabetic mice. Administration of riluzole reversed all of these changes. Furthermore, the increased expression of MCP1 in AGE- or mLDL-treated cultured retinal pericytes was inhibited by treatment with riluzole or the PKC inhibitor GF109203X. In silico modeling showed that riluzole fits well within the catalytic pocket of PKC. Taken together, our results demonstrate that riluzole attenuates both MCP1 induction and pericyte loss in diabetic retinopathy, likely through its direct inhibitory effect on PKC. - Highlights: • The effects of riluzole were examined in streptozotocin-induced diabetic mice. • The diameter of retinal vessels and the number of pericytes were severely reduced. • The levels of MCP1 and PKC were increased, while riluzole reversed all changes. • Riluzole attenuated the level of MCP1 in AGE- or mLDL-treated retinal pericytes. • Riluzole attenuated both MCP1 induction and pericyte loss in diabetic retinopathy.

Osteoprotegerin, pericytes and bone-like vascular calcification are associated with carotid plaque stability.

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Jean-Michel Davaine

Full Text Available BACKGROUND AND PURPOSE: Vascular calcification, recapitulating bone formation, has a profound impact on plaque stability. The aim of the present study was to determine the influence of bone-like vascular calcification (named osteoid metaplasia = OM and of osteoprotegerin on plaque stability. METHODS: Tissue from carotid endarterectomies were analysed for the presence of calcification and signs of vulnerability according to AHA grading system. Osteoprotegerin (OPG, pericytes and endothelial cells were sought using immuno-histochemistry. Symptoms and preoperative imaging findings (CT-scan, MRI and Doppler-scan were analyzed. Human pericytes were cultured to evaluate their ability to secrete OPG and to influence mineralization in the plaque. RESULTS: Seventy-three carotid plaques (49 asymptomatic and 24 symptomatic were harvested. A significantly higher presence of OM (18.4% vs 0%, p<0.01, OPG (10.2% of ROI vs 3.4% of ROI, p<0.05 and pericytes (19% of ROI vs 3.8% of ROI, p<0.05 were noted in asymptomatic compared to symptomatic plaques. Consistently, circulating OPG levels were higher in the plasma of asymptomatic patients (3.2 ng/mL vs 2.5 ng/mL, p = 0.05. In vitro, human vascular pericytes secreted considerable amounts of OPG and underwent osteoblastic differentiation. Pericytes also inhibited the osteoclastic differentiation of CD14+ cells through their secretion of OPG. CONCLUSIONS: OPG (intraplaque an plasmatic and OM are associated with carotid plaque stability. Pericytes may be involved in the secretion of intraplaque OPG and in the formation of OM.

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

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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.

Entropy and Entropy Production: Old Misconceptions and New Breakthroughs

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Leonid M. Martyushev

2013-03-01

Full Text Available Persistent misconceptions existing for dozens of years and influencing progress in various fields of science are sometimes encountered in the scientific and especially, the popular-science literature. The present brief review deals with two such interrelated misconceptions (misunderstandings. The first misunderstanding: entropy is a measure of disorder. This is an old and very common opinion. The second misconception is that the entropy production minimizes in the evolution of nonequilibrium systems. However, as it has recently become clear, evolution (progress in Nature demonstrates the opposite, i.e., maximization of the entropy production. The principal questions connected with this maximization are considered herein. The two misconceptions mentioned above can lead to the apparent contradiction between the conclusions of modern thermodynamics and the basic conceptions of evolution existing in biology. In this regard, the analysis of these issues seems extremely important and timely as it contributes to the deeper understanding of the laws of development of the surrounding World and the place of humans in it.

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

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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.

Neonatal pancreatic pericytes support β-cell proliferation

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Alona Epshtein

2017-10-01

Conclusions: This study introduces pancreatic pericytes as regulators of neonatal β-cell proliferation. In addition to advancing current understanding of the physiological β-cell replication process, these findings could facilitate the development of protocols aimed at expending these cells as a potential cure for diabetes.

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

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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…

Pericytes Make Spinal Cord Breathless after Injury.

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Almeida, Viviani M; Paiva, Ana E; Sena, Isadora F G; Mintz, Akiva; Magno, Luiz Alexandre V; Birbrair, Alexander

2017-09-01

Traumatic spinal cord injury is a devastating condition that leads to significant neurological deficits and reduced quality of life. Therapeutic interventions after spinal cord lesions are designed to address multiple aspects of the secondary damage. However, the lack of detailed knowledge about the cellular and molecular changes that occur after spinal cord injury restricts the design of effective treatments. Li and colleagues using a rat model of spinal cord injury and in vivo microscopy reveal that pericytes play a key role in the regulation of capillary tone and blood flow in the spinal cord below the site of the lesion. Strikingly, inhibition of specific proteins expressed by pericytes after spinal cord injury diminished hypoxia and improved motor function and locomotion of the injured rats. This work highlights a novel central cellular population that might be pharmacologically targeted in patients with spinal cord trauma. The emerging knowledge from this research may provide new approaches for the treatment of spinal cord injury.

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

Ursodeoxycholic Acid Attenuates Endoplasmic Reticulum Stress-Related Retinal Pericyte Loss in Streptozotocin-Induced Diabetic Mice

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Yoo-Ri Chung

2017-01-01

Full Text Available Loss of pericytes, an early hallmark of diabetic retinopathy (DR, results in breakdown of the blood-retinal barrier. Endoplasmic reticulum (ER stress may be involved in this process. The purpose of this study was to examine the effects of ursodeoxycholic acid (UDCA, a known ameliorator of ER stress, on pericyte loss in DR of streptozotocin- (STZ- induced diabetic mice. To assess the extent of DR, the integrity of retinal vessels and density of retinal capillaries in STZ-induced diabetic mice were evaluated. Additionally, induction of ER stress and the unfolded protein response (UPR were assessed in diabetic mice and human retinal pericytes exposed to advanced glycation end products (AGE or modified low-density lipoprotein (mLDL. Fluorescein dye leakage during angiography and retinal capillary density were improved in UDCA-treated diabetic mice, compared to the nontreated diabetic group. Among the UPR markers, those involved in the protein kinase-like ER kinase (PERK pathway were increased, while UDCA attenuated UPR in STZ-induced diabetic mice as well as AGE- or mLDL-exposed retinal pericytes in culture. Consequently, vascular integrity was improved and pericyte loss reduced in the retina of STZ-induced diabetic mice. Our findings suggest that UDCA might be effective in protecting against DR.

The acute response of pericytes to muscle-damaging eccentric contraction and protein supplementation in human skeletal muscle.

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De Lisio, Michael; Farup, Jean; Sukiennik, Richard A; Clevenger, Nicole; Nallabelli, Julian; Nelson, Brett; Ryan, Kelly; Rahbek, Stine K; de Paoli, Frank; Vissing, Kristian; Boppart, Marni D

2015-10-15

Skeletal muscle pericytes increase in quantity following eccentric exercise (ECC) and contribute to myofiber repair and adaptation in mice. The purpose of the present investigation was to examine pericyte quantity in response to muscle-damaging ECC and protein supplementation in human skeletal muscle. Male subjects were divided into protein supplement (WHY; n = 12) or isocaloric placebo (CHO; n = 12) groups and completed ECC using an isokinetic dynamometer. Supplements were consumed 3 times/day throughout the experimental time course. Biopsies were collected prior to (PRE) and 3, 24, 48, and 168 h following ECC. Reflective of the damaging protocol, integrin subunits, including α7, β1A, and β1D, increased (3.8-fold, 3.6-fold and 3.9-fold, respectively, P muscle-damaging ECC increases α7β1 integrin content in human muscle, yet pericyte quantity is largely unaltered. Future studies should focus on the capacity for ECC to influence pericyte function, specifically paracrine factor release as a mechanism toward pericyte contribution to repair and adaptation postexercise. Copyright © 2015 the American Physiological Society.

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.

Brain microvascular pericytes are immunoactive in culture: cytokine, chemokine, nitric oxide, and LRP-1 expression in response to lipopolysaccharide

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Erickson Michelle A

2011-10-01

Full Text Available Abstract Background Brain microvascular pericytes are important constituents of the neurovascular unit. These cells are physically the closest cells to the microvascular endothelial cells in brain capillaries. They significantly contribute to the induction and maintenance of the barrier functions of the blood-brain barrier. However, very little is known about their immune activities or their roles in neuroinflammation. Here, we focused on the immunological profile of brain pericytes in culture in the quiescent and immune-challenged state by studying their production of immune mediators such as nitric oxide (NO, cytokines, and chemokines. We also examined the effects of immune challenge on pericyte expression of low density lipoprotein receptor-related protein-1 (LRP-1, a protein involved in the processing of amyloid precursor protein and the brain-to-blood efflux of amyloid-β peptide. Methods Supernatants were collected from primary cultures of mouse brain pericytes. Release of nitric oxide (NO was measured by the Griess reaction and the level of S-nitrosylation of pericyte proteins measured with a modified "biotin-switch" method. Specific mitogen-activated protein kinase (MAPK pathway inhibitors were used to determine involvement of these pathways on NO production. Cytokines and chemokines were analyzed by multianalyte technology. The expression of both subunits of LRP-1 was analyzed by western blot. Results Lipopolysaccharide (LPS induced release of NO by pericytes in a dose-dependent manner that was mediated through MAPK pathways. Nitrative stress resulted in S-nitrosylation of cellular proteins. Eighteen of twenty-three cytokines measured were released constitutively by pericytes or with stimulation by LPS, including interleukin (IL-12, IL-13, IL-9, IL-10, granulocyte-colony stimulating factor, granulocyte macrophage-colony stimulating factor, eotaxin, chemokine (C-C motif ligand (CCL-3, and CCL-4. Pericyte expressions of both subunits of

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

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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.

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)

Immune regulation by pericytes: modulating innate and adaptive immunity

DEFF Research Database (Denmark)

Navarro, Rocio; Compte, Marta; Álvarez-Vallina, Luis

2016-01-01

Pericytes (PC) are mural cells that surround endothelial cells (EC) in small blood vessels. PC have traditionally been endowed with structural functions, being essential for vessel maturation and stabilization. However, accumulating evidence suggest that PC also display immune properties. They ca...

Experimenter Confirmation Bias and the Correction of Science Misconceptions

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Allen, Michael; Coole, Hilary

2012-01-01

This paper describes a randomised educational experiment (n = 47) that examined two different teaching methods and compared their effectiveness at correcting one science misconception using a sample of trainee primary school teachers. The treatment was designed to promote engagement with the scientific concept by eliciting emotional responses from…

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.

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

Analysis of statistical misconception in terms of statistical reasoning

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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.

A Triple Culture Model of the Blood-Brain Barrier Using Porcine Brain Endothelial cells, Astrocytes and Pericytes.

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Thomsen, Louiza Bohn; Burkhart, Annette; Moos, Torben

2015-01-01

In vitro blood-brain barrier (BBB) models based on primary brain endothelial cells (BECs) cultured as monoculture or in co-culture with primary astrocytes and pericytes are useful for studying many properties of the BBB. The BECs retain their expression of tight junction proteins and efflux transporters leading to high trans-endothelial electric resistance (TEER) and low passive paracellular permeability. The BECs, astrocytes and pericytes are often isolated from small rodents. Larger species as cows and pigs however, reveal a higher yield, are readily available and have a closer resemblance to humans, which make them favorable high-throughput sources for cellular isolation. The aim of the present study has been to determine if the preferable combination of purely porcine cells isolated from the 6 months old domestic pigs, i.e. porcine brain endothelial cells (PBECs) in co-culture with porcine astrocytes and pericytes, would compare with PBECs co-cultured with astrocytes and pericytes isolated from newborn rats with respect to TEER value and low passive permeability. The astrocytes and pericytes were grown both as contact and non-contact co-cultures as well as in triple culture to examine their effects on the PBECs for barrier formation as revealed by TEER, passive permeability, and expression patterns of tight junction proteins, efflux transporters and the transferrin receptor. This syngenic porcine in vitro BBB model is comparable to triple cultures using PBECs, rat astrocytes and rat pericytes with respect to TEER formation, low passive permeability, and expression of hallmark proteins signifying the brain endothelium (tight junction proteins claudin 5 and occludin, the efflux transporters P-glycoprotein (PgP) and breast cancer related protein (BCRP), and the transferrin receptor).

A Triple Culture Model of the Blood-Brain Barrier Using Porcine Brain Endothelial cells, Astrocytes and Pericytes.

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Louiza Bohn Thomsen

Full Text Available In vitro blood-brain barrier (BBB models based on primary brain endothelial cells (BECs cultured as monoculture or in co-culture with primary astrocytes and pericytes are useful for studying many properties of the BBB. The BECs retain their expression of tight junction proteins and efflux transporters leading to high trans-endothelial electric resistance (TEER and low passive paracellular permeability. The BECs, astrocytes and pericytes are often isolated from small rodents. Larger species as cows and pigs however, reveal a higher yield, are readily available and have a closer resemblance to humans, which make them favorable high-throughput sources for cellular isolation. The aim of the present study has been to determine if the preferable combination of purely porcine cells isolated from the 6 months old domestic pigs, i.e. porcine brain endothelial cells (PBECs in co-culture with porcine astrocytes and pericytes, would compare with PBECs co-cultured with astrocytes and pericytes isolated from newborn rats with respect to TEER value and low passive permeability. The astrocytes and pericytes were grown both as contact and non-contact co-cultures as well as in triple culture to examine their effects on the PBECs for barrier formation as revealed by TEER, passive permeability, and expression patterns of tight junction proteins, efflux transporters and the transferrin receptor. This syngenic porcine in vitro BBB model is comparable to triple cultures using PBECs, rat astrocytes and rat pericytes with respect to TEER formation, low passive permeability, and expression of hallmark proteins signifying the brain endothelium (tight junction proteins claudin 5 and occludin, the efflux transporters P-glycoprotein (PgP and breast cancer related protein (BCRP, and the transferrin receptor.

Morphology and Topography of Retinal Pericytes in the Living Mouse Retina Using In Vivo Adaptive Optics Imaging and Ex Vivo Characterization

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Schallek, Jesse; Geng, Ying; Nguyen, HoanVu; Williams, David R.

2013-01-01

Purpose. To noninvasively image retinal pericytes in the living eye and characterize NG2-positive cell topography and morphology in the adult mouse retina. Methods. Transgenic mice expressing fluorescent pericytes (NG2, DsRed) were imaged using a two-channel, adaptive optics scanning laser ophthalmoscope (AOSLO). One channel imaged vascular perfusion with near infrared light. A second channel simultaneously imaged fluorescent retinal pericytes. Mice were also imaged using wide-field ophthalmoscopy. To confirm in vivo imaging, five eyes were enucleated and imaged in flat mount with conventional fluorescent microscopy. Cell topography was quantified relative to the optic disc. Results. We observed strong DsRed fluorescence from NG2-positive cells. AOSLO revealed fluorescent vascular mural cells enveloping all vessels in the living retina. Cells were stellate on larger venules, and showed banded morphology on arterioles. NG2-positive cells indicative of pericytes were found on the smallest capillaries of the retinal circulation. Wide-field SLO enabled quick assessment of NG2-positive distribution, but provided insufficient resolution for cell counts. Ex vivo microscopy showed relatively even topography of NG2-positive capillary pericytes at eccentricities more than 0.3 mm from the optic disc (515 ± 94 cells/mm2 of retinal area). Conclusions. We provide the first high-resolution images of retinal pericytes in the living animal. Subcellular resolution enabled morphological identification of NG2-positive cells on capillaries showing classic features and topography of retinal pericytes. This report provides foundational basis for future studies that will track and quantify pericyte topography, morphology, and function in the living retina over time, especially in the progression of microvascular disease. PMID:24150762

Fibromodulin Expression in Folliculostellate Cells and Pericytes Is Promoted by TGFβ Signaling in Rat Anterior Pituitary Gland.

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Syaidah, Rahimi; Tsukada, Takehiro; Azuma, Morio; Horiguchi, Kotaro; Fujiwara, Ken; Kikuchi, Motoshi; Yashiro, Takashi

2016-12-28

Fibromodulin belongs to the family of small leucine-rich proteoglycans (SLRPs), an active component of extracellular matrix. It directly binds collagens to promote fibrillogenesis and also binds transforming growth factor-beta (TGFβ) to antagonize its actions. Our previous studies of rat anterior pituitary gland revealed that fibromodulin is expressed in folliculostellate cells and pericytes. Although our recent study showed that TGFβ2 secreted from folliculostellate cells induces collagen synthesis in pericytes, the involvement of fibromodulin in TGFβ2-mediated collagen regulation has not been studied. The present study examined the effect of TGFβ2 on fibromodulin synthesis in rat anterior pituitary gland. In situ hybridization for TGFβ receptor II and immunohistological techniques revealed the presence of TGFβ receptor II in folliculostellate cells and pericytes. To confirm canonical TGFβ intracellular signaling, Smad2 immunocytochemistry was performed. Nuclear translocation of Smad2 was observed in folliculostellate cells and pericytes after TGFβ2 treatment. TGFβ2 strongly enhanced fibromodulin mRNA and protein expressions, and TGFβ2-induced mRNA expression was completely blocked by TGFβ receptor I inhibitor (SB431542). These results suggest that folliculostellate cells and pericytes exhibit canonical TGFβ2 signaling, which is associated with fibromodulin production. Thus, this is the first report to show that TGFβ signaling regulates the endogenous TGFβ antagonist fibromodulin in the gland.

Common Misconceptions about Cholesterol

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... 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 ...

Using Structured Examples and Prompting Reflective Questions to Correct Misconceptions about Thermodynamic Concepts

Science.gov (United States)

Olakanmi, E. O.; Doyoyo, M.

2014-01-01

This paper explores the effectiveness of using "structured examples in concert with prompting reflective questions" to address misconceptions held by mechanical engineering students about thermodynamic principles by employing pre-test and post-test design, a structured questionnaire, lecture room observation, and participants'…

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.

Transmission and scanning electron microscopy study of the characteristics and morphology of pericytes and novel desmin-immunopositive perivascular cells before and after castration in rat anterior pituitary gland.

Science.gov (United States)

Jindatip, Depicha; Fujiwara, Ken; Kouki, Tom; Yashiro, Takashi

2012-09-01

Pericytes are perivascular cells associated with microcirculation. Typically, they are localized close to the capillary wall, underneath the basement membrane, and have sparse cytoplasm and poorly developed cell organelles. However, the specific properties of pericytes vary by organ and the conditions within organs. We recently demonstrated that pericytes in rat anterior pituitary gland produce type I and III collagens. The present study attempted to determine the morphological characteristics of these pituitary pericytes. Castrated rats were used as a model of hormonal and vascular changes in the gland. Pericytes, as determined by desmin immunohistochemistry, were more numerous and stained more intensely in castrated rats. Transmission electron microscopy revealed that pituitary pericytes displayed the typical characteristics of pericytes. In pituitary sections from castrated rats, the Golgi apparatus of pericytes was well developed and the rough endoplasmic reticulum was elongated. Additionally, scanning electron microscopy revealed four pericyte shapes: oval, elongate, triangular, and multiangular. As compared with normal rats, the proportion of oval pericytes was lower, and the proportions of the other three shapes were higher, in castrated rats. These results suggest that pericytes change their fine structure and cell shape in response to hormonal and vascular changes in the anterior pituitary gland. In addition, a novel type of perivascular cell was found by desmin immunoelectron microscopy. The morphological properties of these cells were dissimilar to those of pericytes. The cells were localized in the perivascular space, had no basement membrane, and contained dilated rough endoplasmic reticulum. This new cell type will require further study of its origin and characteristics.

VEGFR1-mediated pericyte ablation links VEGF and PlGF to cancer-associated retinopathy

DEFF Research Database (Denmark)

Cao, Renhai; Xue, Yuan; Hedlund, Eva-Maria

2010-01-01

. Moreover, blockade of VEGFR1 but not VEGFR2 significantly restores pericyte saturation in mature retinal vessels. Our findings link VEGF and PlGF to cancer-associated retinopathy, reveal the molecular mechanisms of VEGFR1 ligand-mediated retinopathy, and define VEGFR1 as an important target......, and adenoviral vectors ablates pericytes from the mature retinal vasculature through the VEGF receptor 1 (VEGFR1)-mediated signaling pathway, leading to increased vascular leakage. In contrast, we demonstrate VEGF receptor 2 (VEGFR2) is primarily expressed in nonvascular photoreceptors and ganglion cells...

Blood-filled cerebrospinal fluid-enhanced pericyte microvasculature contraction in rat retina: A novel in vitro study of subarachnoid hemorrhage

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Liu, Zhi; Li, Qiang; Cui, Gaoyu; Zhu, Gang; Tang, Weihua; Zhao, Hengli; Zhang, John H.; Chen, Yujie; Feng, Hua

2016-01-01

Previously, it was widely accepted that the delayed ischemic injury and poor clinical outcome following subarachnoid hemorrhage (SAH) was caused by cerebral vasospasm. This classical theory was challenged by a clazosentan clinical trial, which failed to improve patient outcome, despite reversing angiographic vasospasm. One possible explanation for the results of this trial is the changes in microcirculation following SAH, particularly in pericytes, which are the primary cell type controlling microcirculation in the brain parenchyma. However, as a result of technical limitations and the lack of suitable models, there was no direct evidence of microvessel dysfunction following SAH. In the present study, whole-mount retinal microvasculature has been introduced to study microcirculation in the brain following experimental SAH in vitro. Artificial blood-filled cerebrospinal fluid (BSCF) was applied to the retinal microvasculature to test the hypothesis that the presence of subarachnoid blood affects the contractile properties of the pericytes containing cerebral microcirculation during the early phase of SAH. It was observed that BCSF induced retina microvessel contraction and that this contraction could be resolved by BCSF wash-out. Furthermore, BCSF application accelerated pericyte-populated collagen gel contraction and increased the expression of α-smooth muscle actin. In addition, BCSF induced an influx of calcium in cultured retinal pericytes. In conclusion, the present study demonstrates increased contractility of retinal microvessels and pericytes in the presence of BCSF in vitro. These findings suggest that pericyte contraction and microvascular dysfunction is induced following SAH, which could lead to greater susceptibility to SAH-induced ischemia. PMID:27698742

Capillary pericytes regulate cerebral blood flow in health and disease

DEFF Research Database (Denmark)

Hall, Catherine N; Reynell, Clare; Gesslein, Bodil

2014-01-01

Increases in brain blood flow, evoked by neuronal activity, power neural computation and form the basis of BOLD (blood-oxygen-level-dependent) functional imaging. Whether blood flow is controlled solely by arteriole smooth muscle, or also by capillary pericytes, is controversial. We demonstrate t...

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

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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.

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

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

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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.

3-D Imaging Reveals Participation of Donor Islet Schwann Cells and Pericytes in Islet Transplantation and Graft Neurovascular Regeneration.

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Juang, Jyuhn-Huarng; Kuo, Chien-Hung; Peng, Shih-Jung; Tang, Shiue-Cheng

2015-02-01

The primary cells that participate in islet transplantation are the endocrine cells. However, in the islet microenvironment, the endocrine cells are closely associated with the neurovascular tissues consisting of the Schwann cells and pericytes, which form sheaths/barriers at the islet exterior and interior borders. The two cell types have shown their plasticity in islet injury, but their roles in transplantation remain unclear. In this research, we applied 3-dimensional neurovascular histology with cell tracing to reveal the participation of Schwann cells and pericytes in mouse islet transplantation. Longitudinal studies of the grafts under the kidney capsule identify that the donor Schwann cells and pericytes re-associate with the engrafted islets at the peri-graft and perivascular domains, respectively, indicating their adaptability in transplantation. Based on the morphological proximity and cellular reactivity, we propose that the new islet microenvironment should include the peri-graft Schwann cell sheath and perivascular pericytes as an integral part of the new tissue.

3-D Imaging Reveals Participation of Donor Islet Schwann Cells and Pericytes in Islet Transplantation and Graft Neurovascular Regeneration

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Jyuhn-Huarng Juang

2015-02-01

Full Text Available The primary cells that participate in islet transplantation are the endocrine cells. However, in the islet microenvironment, the endocrine cells are closely associated with the neurovascular tissues consisting of the Schwann cells and pericytes, which form sheaths/barriers at the islet exterior and interior borders. The two cell types have shown their plasticity in islet injury, but their roles in transplantation remain unclear. In this research, we applied 3-dimensional neurovascular histology with cell tracing to reveal the participation of Schwann cells and pericytes in mouse islet transplantation. Longitudinal studies of the grafts under the kidney capsule identify that the donor Schwann cells and pericytes re-associate with the engrafted islets at the peri-graft and perivascular domains, respectively, indicating their adaptability in transplantation. Based on the morphological proximity and cellular reactivity, we propose that the new islet microenvironment should include the peri-graft Schwann cell sheath and perivascular pericytes as an integral part of the new tissue.

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

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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

Experimental Branch Retinal Vein Occlusion Induces Upstream Pericyte Loss and Vascular Destabilization.

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Elisa Dominguez

Full Text Available Branch retinal vein occlusion (BRVO leads to extensive vascular remodeling and is important cause of visual impairment. Although the vascular morphological changes following experimental vein occlusion have been described in a variety of models using angiography, the underlying cellular events are ill defined.We here show that laser-induced experimental BRVO in mice leads to a wave of TUNEL-positive endothelial cell (EC apoptosis in the upstream vascular network associated with a transient edema and hemorrhages. Subsequently, we observe an induction of EC proliferation within the dilated vein and capillaries, detected by EdU incorporation, and the edema resolves. However, the pericytes of the upstream capillaries are severely reduced, which was associated with continuing EC apoptosis and proliferation. The vascular remodeling was associated with increased expression of TGFβ, TSP-1, but also FGF2 expression. Exposure of the experimental animals to hypoxia, when pericyte (PC dropout had occurred, led to a dramatic increase in endothelial cell proliferation, confirming the vascular instability induced by the experimental BRVO.Experimental BRVO leads to acute endothelial cells apoptosis and increased permeability. Subsequently the upstream vascular network remains destabilized, characterized by pericyte dropout, un-physiologically high endothelial cells turnover and sensitivity to hypoxia. These early changes might pave the way for capillary loss and subsequent chronic ischemia and edema that characterize the late stage disease.

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…

The gene expression profile of non-cultured, highly purified human adipose tissue pericytes: Transcriptomic evidence that pericytes are stem cells in human adipose tissue

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Silva Meirelles, Lindolfo da, E-mail: lindolfomeirelles@gmail.com [Center for Cell-Based Therapy (CEPID/FAPESP), Regional Center for Hemotherapy of Ribeirão Preto, University of São Paulo, Rua Tenente Catão Roxo 2501, 14051-140 Ribeirão Preto, SP (Brazil); Laboratory for Stem Cells and Tissue Engineering, PPGBioSaúde, Lutheran University of Brazil, Av. Farroupilha 8001, 92425-900 Canoas, RS (Brazil); Deus Wagatsuma, Virgínia Mara de; Malta, Tathiane Maistro; Bonini Palma, Patrícia Viana [Center for Cell-Based Therapy (CEPID/FAPESP), Regional Center for Hemotherapy of Ribeirão Preto, University of São Paulo, Rua Tenente Catão Roxo 2501, 14051-140 Ribeirão Preto, SP (Brazil); Araújo, Amélia Goes; Panepucci, Rodrigo Alexandre [Laboratory of Large-Scale Functional Biology (LLSFBio), Regional Center for Hemotherapy of Ribeirão Preto, University of São Paulo, Rua Tenente Catão Roxo 2501, 14051-140 Ribeirão Preto, SP (Brazil); and others

2016-12-10

Pericytes (PCs) are a subset of perivascular cells that can give rise to mesenchymal stromal cells (MSCs) when culture-expanded, and are postulated to give rise to MSC-like cells during tissue repair in vivo. PCs have been suggested to behave as stem cells (SCs) in situ in animal models, although evidence for this role in humans is lacking. Here, we analyzed the transcriptomes of highly purified, non-cultured adipose tissue (AT)-derived PCs (ATPCs) to detect gene expression changes that occur as they acquire MSC characteristics in vitro, and evaluated the hypothesis that human ATPCs exhibit a gene expression profile compatible with an AT SC phenotype. The results showed ATPCs are non-proliferative and express genes characteristic not only of PCs, but also of AT stem/progenitor cells. Additional analyses defined a gene expression signature for ATPCs, and revealed putative novel ATPC markers. Almost all AT stem/progenitor cell genes differentially expressed by ATPCs were not expressed by ATMSCs or culture-expanded ATPCs. Genes expressed by ATMSCs but not by ATPCs were also identified. These findings strengthen the hypothesis that PCs are SCs in vascularized tissues, highlight gene expression changes they undergo as they assume an MSC phenotype, and provide new insights into PC biology. - Highlights: • Non-cultured adipose tissue-derived human pericytes (ncATPCs) exhibit a distinctive gene expression signature. • ncATPCs express key adipose tissue stem cell genes previously described in vivo in mice. • ncATPCs express message for anti-proliferative and antiangiogenic molecules. • Most ncATPC-specific transcripts are absent in culture-expanded pericytes or ATMSCs • Gene expression changes ncATPCs undergo as they acquire a cultured ATMSC phenotype are pointed out.

The gene expression profile of non-cultured, highly purified human adipose tissue pericytes: Transcriptomic evidence that pericytes are stem cells in human adipose tissue

International Nuclear Information System (INIS)

Silva Meirelles, Lindolfo da; Deus Wagatsuma, Virgínia Mara de; Malta, Tathiane Maistro; Bonini Palma, Patrícia Viana; Araújo, Amélia Goes; Panepucci, Rodrigo Alexandre

2016-01-01

Pericytes (PCs) are a subset of perivascular cells that can give rise to mesenchymal stromal cells (MSCs) when culture-expanded, and are postulated to give rise to MSC-like cells during tissue repair in vivo. PCs have been suggested to behave as stem cells (SCs) in situ in animal models, although evidence for this role in humans is lacking. Here, we analyzed the transcriptomes of highly purified, non-cultured adipose tissue (AT)-derived PCs (ATPCs) to detect gene expression changes that occur as they acquire MSC characteristics in vitro, and evaluated the hypothesis that human ATPCs exhibit a gene expression profile compatible with an AT SC phenotype. The results showed ATPCs are non-proliferative and express genes characteristic not only of PCs, but also of AT stem/progenitor cells. Additional analyses defined a gene expression signature for ATPCs, and revealed putative novel ATPC markers. Almost all AT stem/progenitor cell genes differentially expressed by ATPCs were not expressed by ATMSCs or culture-expanded ATPCs. Genes expressed by ATMSCs but not by ATPCs were also identified. These findings strengthen the hypothesis that PCs are SCs in vascularized tissues, highlight gene expression changes they undergo as they assume an MSC phenotype, and provide new insights into PC biology. - Highlights: • Non-cultured adipose tissue-derived human pericytes (ncATPCs) exhibit a distinctive gene expression signature. • ncATPCs express key adipose tissue stem cell genes previously described in vivo in mice. • ncATPCs express message for anti-proliferative and antiangiogenic molecules. • Most ncATPC-specific transcripts are absent in culture-expanded pericytes or ATMSCs • Gene expression changes ncATPCs undergo as they acquire a cultured ATMSC phenotype are pointed out.

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...

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

Science.gov (United States)

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

Tumor cell-derived PDGF-B potentiates mouse mesenchymal stem cells-pericytes transition and recruitment through an interaction with NRP-1

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Haque Inamul

2010-08-01

Full Text Available Abstract Background New blood vessel formation, or angiogenic switch, is an essential event in the development of solid tumors and their metastatic growth. Tumor blood vessel formation and remodeling is a complex and multi-step processes. The differentiation and recruitment of mural cells including vascular smooth muscle cells and pericytes are essential steps in tumor angiogenesis. However, the role of tumor cells in differentiation and recruitment of mural cells has not yet been fully elucidated. This study focuses on the role of human tumor cells in governing the differentiation of mouse mesenchymal stem cells (MSCs to pericytes and their recruitment in the tumor angiogenesis process. Results We show that C3H/10T1/2 mouse embryonic mesenchymal stem cells, under the influence of different tumor cell-derived conditioned media, differentiate into mature pericytes. These differentiated pericytes, in turn, are recruited to bind with capillary-like networks formed by endothelial cells on the matrigel under in vitro conditions and recruited to bind with blood vessels on gel-foam under in vivo conditions. The degree of recruitment of pericytes into in vitro neo-angiogenesis is tumor cell phenotype specific. Interestingly, invasive cells recruit less pericytes as compared to non-invasive cells. We identified tumor cell-secreted platelet-derived growth factor-B (PDGF-B as a crucial factor controlling the differentiation and recruitment processes through an interaction with neuropilin-1 (NRP-1 in mesenchymal stem cells. Conclusion These new insights into the roles of tumor cell-secreted PDGF-B-NRP-1 signaling in MSCs-fate determination may help to develop new antiangiogenic strategies to prevent the tumor growth and metastasis and result in more effective cancer therapies.

Changes in fine structure of pericytes and novel desmin-immunopositive perivascular cells during postnatal development in rat anterior pituitary gland.

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Jindatip, Depicha; Fujiwara, Ken; Horiguchi, Kotaro; Tsukada, Takehiro; Kouki, Tom; Yashiro, Takashi

2013-09-01

Pericytes are perivascular cells associated with capillaries. We previously demonstrated that pericytes, identified by desmin immunohistochemistry, produce type I and III collagens in the anterior pituitary gland of adult rats. In addition, we recently used desmin immunoelectron microscopy to characterize a novel type of perivascular cell, dubbed a desmin-immunopositive perivascular cell, in the anterior pituitary. These two types of perivascular cells differ in fine structure. The present study attempted to characterize the morphological features of pituitary pericytes and novel desmin-immunopositive perivascular cells during postnatal development, in particular their role in collagen synthesis. Desmin immunostaining revealed numerous perivascular cells at postnatal day 5 (P5) and P10. Transmission electron microscopy showed differences in the fine structure of the two cell types, starting at P5. Pericytes had well-developed rough endoplasmic reticulum and Golgi apparatus at P5 and P10. The novel desmin-immunopositive perivascular cells exhibited dilated cisternae of rough endoplasmic reticulum at P5-P30. In addition, during early postnatal development in the gland, a number of type I and III collagen-expressing cells were observed, as were high expression levels of these collagen mRNAs. We conclude that pituitary pericytes and novel desmin-immunopositive perivascular cells contain well-developed cell organelles and that they actively synthesize collagens during the early postnatal period.

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…

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

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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'…

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

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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.

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"…

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.

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.

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

Prevalence and Persistence of Misconceptions in Tree Thinking

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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.

Contribution of thrombin-reactive brain pericytes to blood-brain barrier dysfunction in an in vivo mouse model of obesity-associated diabetes and an in vitro rat model.

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Takashi Machida

Full Text Available Diabetic complications are characterized by the dysfunction of pericytes located around microvascular endothelial cells. The blood-brain barrier (BBB exhibits hyperpermeability with progression of diabetes. Therefore, brain pericytes at the BBB may be involved in diabetic complications of the central nervous system (CNS. We hypothesized that brain pericytes respond to increased brain thrombin levels in diabetes, leading to BBB dysfunction and diabetic CNS complications. Mice were fed a high-fat diet (HFD for 2 or 8 weeks to induce obesity. Transport of i.v.-administered sodium fluorescein and 125I-thrombin across the BBB were measured. We evaluated brain endothelial permeability and expression of tight junction proteins in the presence of thrombin-treated brain pericytes using a BBB model of co-cultured rat brain endothelial cells and pericytes. Mice fed a HFD for 8 weeks showed both increased weight gain and impaired glucose tolerance. In parallel, the brain influx rate of sodium fluorescein was significantly greater than that in mice fed a normal diet. HFD feeding inhibited the decline in brain thrombin levels occurring during 6 weeks of feeding. In the HFD fed mice, plasma thrombin levels were significantly increased, by up to 22%. 125I-thrombin was transported across the BBB in normal mice after i.v. injection, with uptake further enhanced by co-injection of unlabeled thrombin. Thrombin-treated brain pericytes increased brain endothelial permeability and caused decreased expression of zona occludens-1 (ZO-1 and occludin and morphological disorganization of ZO-1. Thrombin also increased mRNA expression of interleukin-1β and 6 and tumor necrosis factor-α in brain pericytes. Thrombin can be transported from circulating blood through the BBB, maintaining constant levels in the brain, where it can stimulate pericytes to induce BBB dysfunction. Thus, the brain pericyte-thrombin interaction may play a key role in causing BBB dysfunction in

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

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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.

S1P/S1PR3 signaling mediated proliferation of pericytes via Ras/pERK pathway and CAY10444 had beneficial effects on spinal cord injury.

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Tang, Hai-Bin; Jiang, Xiao-Jian; Wang, Chen; Liu, Shi-Chang

2018-04-15

Pericytes have long been regarded merely to maintain structural and functional integrity of blood-brain barrier (BBB). Nevertheless, it has also been identified as a component of scar-forming stromal cells after spinal cord injury (SCI). In process of enlargement of spinal cavity after SCI, the number of pericytes increased and outnumbered astrocytes. However, the mechanism of proliferation of pericytes remains unclear. Sphingosine-1-phosphate (S1P) has been reported to play important roles in the formation of glia scar, but previous studies had paid more attention to the astrocytes. The present study aimed to observe the effects of S1P and S1P receptors (S1PRs) on proliferation of pericytes and investigate the underlying mechanism. By double immunostaining, we found that the number of PDGFRβ-positive pericytes was gradually increased and sealed the cavity, which surrounded by reactive astrocytes. Moreover, the subtype of S1PR3 was found to be induced by SCI and mainly expressed on pericytes. Further, by use of CAY10444, an inhibitor of S1PR3, we showed that S1P/S1PR3 mediated the proliferation of pericytes through Ras/pERK pathway. Moreover, CAY10444 was found to have the effects of enhancing neuronal survival, alleviating glial scar formation, and improving locomotion recovery after SCI. The results suggested that S1P/S1PR3 might be a promising target for clinical therapy for SCI. Copyright © 2018 Elsevier Inc. All rights reserved.

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

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

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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.

The Pericytic Phenotype of Adipose Tissue-Derived Stromal Cells Is Promoted by NOTCH2

NARCIS (Netherlands)

Terlizzi, Vincenzo; Kolibabka, Matthias; Burgess, Janette Kay; Hammes, Hans Peter; Harmsen, Martin Conrad

Long-term diabetes leads to macrovascular and microvascular complication. In diabetic retinopathy (DR), persistent hyperglycemia causes permanent loss of retinal pericytes and aberrant proliferation of microvascular endothelial cells (ECs). Adipose tissue-derived stromal cells (ASCs) may serve to

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

Science.gov (United States)

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.

Mesenchymal Tumors Can Derive from Ng2/Cspg4-Expressing Pericytes with β-Catenin Modulating the Neoplastic Phenotype

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Shingo Sato

2016-07-01

Full Text Available The cell of origin for most mesenchymal tumors is unclear. One cell type that contributes to this lineages is the pericyte, a cell expressing Ng2/Cspg4. Using lineage tracing, we demonstrated that bone and soft tissue sarcomas driven by the deletion of the Trp53 tumor suppressor, or desmoid tumors driven by a mutation in Apc, can derive from cells expressing Ng2/Cspg4. Deletion of the Trp53 tumor suppressor gene in these cells resulted in the bone and soft tissue sarcomas that closely resemble human sarcomas, while stabilizing β-catenin in this same cell type caused desmoid tumors. Comparing expression between Ng2/Cspg4-expressing pericytes lacking Trp53 and sarcomas that arose from deletion of Trp53 showed inhibition of β-catenin signaling in the sarcomas. Activation of β-catenin inhibited the formation and growth of sarcomas. Thus, pericytes can be a cell of origin for mesenchymal tumors, and β-catenin dysregulation plays an important role in the neoplastic phenotype.

Different apoptotic responses of human and bovine pericytes to fluctuating glucose levels and protective role of thiamine.

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Beltramo, Elena; Berrone, Elena; Tarallo, Sonia; Porta, Massimo

2009-09-01

Vascular cells in diabetes are subjected to daily fluctuations from high to low glucose. We aimed at investigating whether pulsed exposure to different glucose concentrations influences apoptosis in human retinal pericytes (HRP) versus bovine retinal pericytes (BRP), with consequences on the onset of diabetic retinopathy, and the possible protective role of thiamine. BRP and HRP (wild-type and immortalized) were grown in physiological/high glucose for 7 days, and then returned to physiological glucose for another 24, 48 or 72 h. Cells were also kept intermittently at 48-h intervals in high/normal glucose for 8 days, with/without thiamine/benfotiamine. Apoptosis was determined through ELISA, TUNEL, Bcl-2, Bax and p53 expression/concentration. Continuous exposure to high glucose increased apoptosis in BRP, but not HRP. BRP apoptosis normalized within 24 h of physiological glucose re-entry, while HRP apoptosis increased within 24-48 h of re-entry. Intermittent exposure to high glucose increased apoptosis in HRP and BRP. Bcl-2/Bax results were consistent with DNA fragmentation, while p53 was unchanged. Thiamine and benfotiamine countered intermittent high glucose-induced apoptosis. Human pericytes are less prone to apoptosis induced by persistently high glucose than bovine cells. However, while BRP recover after returning to physiological levels, HRP are more vulnerable to both downwardly fluctuating glucose levels and intermittent exposure. These findings reinforce the hypotheses that (1) glycaemic fluctuations play a role in the development of diabetic retinopathy and (2) species-specific models are needed. Thiamine and benfotiamine prevent human pericyte apoptosis, indicating this vitamin as an inexpensive approach to the prevention and/or treatment of diabetic complications.

Coherent Backscattering: Conceptions and Misconceptions (Reply to Comments by Bruce W. Hapke and Robert M. Nelson)

Science.gov (United States)

Tishkovets, Victor P.; Mishchenko, Michael

2010-01-01

Although the note by Hapke and Nelson has virtually no relevance to our original publication, it contains a number of statements that are misleading and/or wrong. We, therefore, use this opportunity to dispel several profound misconceptions that continue to hinder the progress in remote sensing of planetary surfaces.

Misconceptions About Sound Among Engineering Students

Science.gov (United States)

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.

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.

Misconceptions about emotional intelligence: Deploying emotional intelligence in one’s life dimensions

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Anobé Badenhorst

2007-07-01

Full Text Available Emotional intelligence (EI has become a buzz-word over the past ten years, yet misconceptions with regard to the concept abound. This leads to confusion among the general public, the scientific community, as well as to unfounded claims being made as to what the development of EI can accomplish in a person’s life. In this article the aim is to clarify the concept EI by making a sharper demarcation between the Emotional Life Dimension and the other life dimensions. Based on this clarification, the conceptualisation of EI in the literature is reviewed in more depth.

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

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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…

Effects of Computer-Assisted Instruction with Conceptual Change Texts on Removing the Misconceptions of Radioactivity

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Ahmet YUMUŞAK

2016-12-01

Full Text Available Training young scientists, enabling conceptual understanding in science education is quite important. Misconception is one of the important indications for whether the concepts are understood or not. The most important educational tools to remove misconceptions are conceptual change texts. In addition, one of the important methods to remove misconceptions is computer-assisted instruction. The goal of this study is to research the effects of the use of computer-assisted instruction (CAI, conceptual change texts (CCT, computer-assisted instruction with conceptual change texts (CAI+CCT, and use of traditional teaching method (TTM on removing the misconceptions of science teacher candidates on the subject of radioactivity. Research sample was made of totally 92 students studying at four different groups of senior students in Celal Bayar University, Faculty of Education, Department of Science Education in 2011-2012 academic year. A different teaching method was used in each group. Experimental groups were randomly determined; in the first experimental group, computer-assisted instruction was used (23 students; in the second experimental group, conceptual change texts were used (23 students; in the third experimental group, computer-assisted instruction with conceptual change texts were used (23 students; and the fourth group, on which traditional education method was used, was called control group (23 students. Two-tier misconception diagnostic instrument, which was developed by the researcher, was used as data collection tool of the research. “Nonequivalent Control Groups Experimental Design” was used in this research in order to determine the efficiency of different teaching methods. Obtained data were analyzed by using SPSS 21.0. As a result of the research, it was determined that methods used on experimental groups were more successful than traditional teaching method practiced on control group in terms of removing misconceptions on

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.

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…

Role for nucleotide-binding oligomerization domain 1 (NOD1) in pericyte-mediated vascular inflammation

DEFF Research Database (Denmark)

Navarro, Rocio; Delgado-Wicke, Pablo; Nuñez-Prado, Natalia

2016-01-01

We have recently described the response of human brain pericytes to lipopolysaccharide (LPS) through TLR4. However, gram-negative pathogen-associated molecular patterns include not only LPS but also peptidoglycan (PGN). Given that the presence of co-purified PGN in the LPS preparation previously ...

Thiamine and benfotiamine prevent increased apoptosis in endothelial cells and pericytes cultured in high glucose.

Science.gov (United States)

Beltramo, E; Berrone, E; Buttiglieri, S; Porta, M

2004-01-01

High glucose induces pathological alterations in small and large vessels, possibly through increased formation of AGE, activation of aldose reductase and protein kinase C, and increased flux through the hexosamine pathway. We showed previously that thiamine and benfotiamine correct delayed replication and increase lactate production in endothelial cells subjected to high glucose. We now aim at verifying the effects of thiamine and benfotiamine on cell cycle, apoptosis, and expression of adhesion molecules in endothelial cells and pericytes, under high ambient glucose. Human umbilical vein endothelial cells and bovine retinal pericytes were cultured in normal (5.6 mmol/L) or high (28 mmol/L) glucose, with or without thiamine or benfotiamine, 50 or 100 micro mol/L. Apoptosis was determined by two separate ELISA methods, measuring DNA fragmentation and caspase-3 activity, respectively. Cell cycle and integrin subunits alpha3, alpha5, and beta1 concentration were measured by flow cytometry. Apoptosis was increased in high glucose after 3 days of culture, both in endothelium and pericytes. Thiamine and benfotiamine reversed such effects. Neither cell cycle traversal nor integrin concentrations were modified in these experimental conditions. Thiamine and benfotiamine correct increased apoptosis due to high glucose in cultured vascular cells. Further elucidations of the mechanisms through which they work could help set the basis for clinical use of this vitamin in the prevention and/or treatment of diabetic microangiopathy. Copyright 2004 John Wiley & Sons, Ltd.

Glioblastoma progression is assisted by induction of immunosuppressive function of pericytes through interaction with tumor cells

Science.gov (United States)

Valdor, Rut; García-Bernal, David; Bueno, Carlos; Ródenas, Mónica; Moraleda, José M.; Macian, Fernando; Martínez, Salvador

2017-01-01

The establishment of immune tolerance during Glioblastoma Multiforme (GBM) progression, is characterized by high levels expression of anti-inflammatory cytokines, which suppress the function of tumor assocciated myeloid cells, and the activation and expansion of tumor antigen specific T cells. However, the mechanisms underlying the failed anti-tumor immune response around the blood vessels during GBM, are poorly understood. The consequences of possible interactions between cancer cells and the perivascular compartment might affect the tumor growth. In this work we show for the first time that GBM cells induce immunomodulatory changes in pericytes in a cell interaction-dependent manner, acquiring an immunosuppresive function that possibly assists the evasion of the anti-tumor immune response and consequently participates in tumor growth promotion. Expression of high levels of anti-inflammatory cytokines was detected in vitro and in vivo in brain pericytes that interacted with GBM cells (GBC-PC). Furthermore, reduction of surface expression of co-stimulatory molecules and major histocompatibility complex molecules in GBC-PC correlated with a failure of antigen presentation to T cells and the acquisition of the ability to supress T cell responses. In vivo, orthotopic xenotransplant of human glioblastoma in an immunocompetent mouse model showed significant GBM cell proliferation and tumor growth after the establishment of interspecific immunotolerance that followed GMB interaction with pericytes. PMID:28978142

The Effectiveness of Peer Tutoring in Remedying Misconceptions of Operating System Concepts: A Design-Based Approach

Science.gov (United States)

Çakiroglu, Ünal; Öngöz, Sakine

2017-01-01

This study attempted to examine students' experiences on collaborative work with peer tutoring in projects. The study also focused impact of peer tutoring on remedying misconceptions. The study was conducted in the context of an operating system course in which 30 pre-service ICT teachers are the participants. Data were gathered from pre-tests,…

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.

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)

What Is a Psychological Misconception? Moving toward an Empirical Answer

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Bensley, D. Alan; Lilienfeld, Scott O.

2015-01-01

Studies of psychological misconceptions have often used tests with methodological shortcomings, unknown psychometric properties, and ad hoc methods for identifying misconceptions, creating problems for estimating frequencies of specific misconceptions. To address these problems, we developed a new test, the Test of Psychological Knowledge and…

misconceptions of genetics concepts among pre-service teachers

African Journals Online (AJOL)

Global Journal

GLOBAL JOURNAL OF EDUCATIONAL RESEARCH VOL 16, 2017: 121-128. COPYRIGHT© ... of scientific concepts and remain even after instruction. A large number of prior .... in life science have indicated that new concepts can hardly be.

Hematopoietic stem cell cytokines and fibroblast growth factor-2 stimulate human endothelial cell-pericyte tube co-assembly in 3D fibrin matrices under serum-free defined conditions.

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Annie O Smith

Full Text Available We describe a novel 3D fibrin matrix model using recombinant hematopoietic stem cell cytokines under serum-free defined conditions which promotes the assembly of human endothelial cell (EC tubes with co-associated pericytes. Individual ECs and pericytes are randomly mixed together and EC tubes form that is accompanied by pericyte recruitment to the EC tube abluminal surface over a 3-5 day period. These morphogenic processes are stimulated by a combination of the hematopoietic stem cell cytokines, stem cell factor, interleukin-3, stromal derived factor-1α, and Flt-3 ligand which are added in conjunction with fibroblast growth factor (FGF-2 into the fibrin matrix. In contrast, this tube morphogenic response does not occur under serum-free defined conditions when VEGF and FGF-2 are added together in the fibrin matrices. We recently demonstrated that VEGF and FGF-2 are able to prime EC tube morphogenic responses (i.e. added overnight prior to the morphogenic assay to hematopoietic stem cell cytokines in collagen matrices and, interestingly, they also prime EC tube morphogenesis in 3D fibrin matrices. EC-pericyte interactions in 3D fibrin matrices leads to marked vascular basement membrane assembly as demonstrated using immunofluorescence and transmission electron microscopy. Furthermore, we show that hematopoietic stem cell cytokines and pericytes stimulate EC sprouting in fibrin matrices in a manner dependent on the α5β1 integrin. This novel co-culture system, under serum-free defined conditions, allows for a molecular analysis of EC tube assembly, pericyte recruitment and maturation events in a critical ECM environment (i.e. fibrin matrices that regulates angiogenic events in postnatal life.

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

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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…

Development of a Meiosis Concept Inventory

Science.gov (United States)

Kalas, Pamela; O'Neill, Angie; Pollock, Carol; Birol, Gulnur

2013-01-01

We have designed, developed, and validated a 17-question Meiosis Concept Inventory (Meiosis CI) to diagnose student misconceptions on meiosis, which is a fundamental concept in genetics. We targeted large introductory biology and genetics courses and used published methodology for question development, which included the validation of questions by…

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…

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

The Nature of Conceptual Understanding in Biomedicine: The Deep Structure of Complex Ideas and the Development of Misconceptions. Technical Report No. 440.

Science.gov (United States)

Feltovich, Paul J.; And Others

This report presents a general framework for studying the acquisition and cognitive representation of biomedical concepts and analyzing the nature and development of misconceptions. The central approach of the report is a selective and highly concentrated analysis of the true nature of clusters of complex concepts and the manner in which they are…

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…

Clarifying the Misconception about the Principle of Floatation

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Yadav, Manoj K.

2014-01-01

This paper aims to clarify the misconception about the violation of the principle of floatation. Improper understanding of the definition of "displaced fluid" by a floating body leads to the misconception. With the help of simple experiments, this article shows that there is no violation of the principle of floatation.

Sourcing of an alternative pericyte-like cell type from peripheral blood in clinically relevant numbers for therapeutic angiogenic applications.

Science.gov (United States)

Blocki, Anna; Wang, Yingting; Koch, Maria; Goralczyk, Anna; Beyer, Sebastian; Agarwal, Nikita; Lee, Michelle; Moonshi, Shehzahdi; Dewavrin, Jean-Yves; Peh, Priscilla; Schwarz, Herbert; Bhakoo, Kishore; Raghunath, Michael

2015-03-01

Autologous cells hold great potential for personalized cell therapy, reducing immunological and risk of infections. However, low cell counts at harvest with subsequently long expansion times with associated cell function loss currently impede the advancement of autologous cell therapy approaches. Here, we aimed to source clinically relevant numbers of proangiogenic cells from an easy accessible cell source, namely peripheral blood. Using macromolecular crowding (MMC) as a biotechnological platform, we derived a novel cell type from peripheral blood that is generated within 5 days in large numbers (10-40 million cells per 100 ml of blood). This blood-derived angiogenic cell (BDAC) type is of monocytic origin, but exhibits pericyte markers PDGFR-β and NG2 and demonstrates strong angiogenic activity, hitherto ascribed only to MSC-like pericytes. Our findings suggest that BDACs represent an alternative pericyte-like cell population of hematopoietic origin that is involved in promoting early stages of microvasculature formation. As a proof of principle of BDAC efficacy in an ischemic disease model, BDAC injection rescued affected tissues in a murine hind limb ischemia model by accelerating and enhancing revascularization. Derived from a renewable tissue that is easy to collect, BDACs overcome current short-comings of autologous cell therapy, in particular for tissue repair strategies.

Investigating with concept cartoons: practical suggestions for using concept cartoons to start student investigations in elementary school and beyond

NARCIS (Netherlands)

van den Berg, E.; Kruit, Patricia

2017-01-01

Concept cartoons can be used to diagnose misconceptions and stimulate discussion of basic concepts and phenomena. However, the teacher can also present a cartoon and then ask students to think of experiments to further investigate the phenomenon shown in the cartoon. Our experience is that students

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.

Childhood Obesity: Common Misconceptions

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... 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 ...

The Origins of Force--Misconceptions and Classroom Controversy.

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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…

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)

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

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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.

Unconscious emotional reasoning and the therapeutic misconception.

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Charuvastra, A; Marder, S R

2008-03-01

The "therapeutic misconception" describes a process whereby research volunteers misinterpret the intentions of researchers and the nature of clinical research. This misinterpretation leads research volunteers to falsely attribute a therapeutic potential to clinical research, and compromises informed decision making, therefore compromising the ethical integrity of a clinical experiment. We review recent evidence from the neurobiology of social cognition to provide a novel framework for thinking about the therapeutic misconception. We argue that the neurobiology of social cognition should be considered in any ethical analysis of how people make decisions about participating in clinical trials. The neurobiology of social cognition also suggests how the complicated dynamics of the doctor-patient relationship may unavoidably interfere with the process of obtaining informed consent. Following this argument we suggest new ways to prevent or at least mitigate the therapeutic misconception.

Development of a Three-Tier Test as a Valid Diagnostic Tool for Identification of Misconceptions Related to Carbohydrates

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Milenkovic, Dusica D.; Hrin, Tamara N.; Segedinac, Mirjana D.; Horvat, Sasa

2016-01-01

This study describes the development and application of a three-tier test as a valid and reliable tool in diagnosing students' misconceptions regarding some basic concepts about carbohydrates. The test was administrated to students of the Pharmacy Department at the University of Bijeljina (Serb Republic). The results denoted construct and content…

Electromagnetic Scattering by a Morphologically Complex Object: Fundamental Concepts and Common Misconceptions

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Mischenko, Michael I.; Travis, Larry D.; Cairns, Brian; Tishkovets, Victor P.; Dlugach, Janna M.; Rosenbush, Vera K.; Kiselev, Nikolai N.

2011-01-01

Following Keller(Proc Symp Appl Math 1962;13:227:46), we classify all theoretical treatments of electromagnetic scattering by a morphologically complex object into first- principle (or "honest" in Keller s terminology) and phenomenological (or "dishonest") categories. This helps us identify, analyze, and dispel several profound misconceptions widespread in the discipline of electromagnetic scattering by solitary particles and discrete random media. Our goal is not to call for a complete renunciation of phenomenological approaches but rather to encourage a critical and careful evaluation of their actual origin, virtues, and limitations. In other words, we do not intend to deter creative thinking in terms of phenomenological short-cuts, but we do want to raise awareness when we stray (often for practical reasons) from the fundamentals. The main results and conclusions are illustrated by numerically-exact data based on direct numerical solutions of the macroscopic Maxwell equations.

The efficacy of print and video in correcting cognitive misconceptions in science

Science.gov (United States)

Finney, Mary Jo

One hundred fifty-three fifth grade students found to have misconceptions about seasonal change were randomly assigned to either a video-print or print-video group. In Study One, each group read or viewed content about seasonal change and a free recall, multiple choice and application task were administered during the following week. Two weeks later, Study Two replicated the procedures with the groups receiving content in the alternate media. Hypotheses predicting video would be more effective than print in correcting misconceptions were rejected since there was either no significance on the measures or performance was higher after reading. Exposure to both media favored the video-print order. Low and high ability readers performed better after print treatment with no significant difference between media among average ability readers. More concepts than content vocabulary were present in written responses by both video and print groups. Post-hoc analysis revealed no gender differences, no significant difference in length of free recall between Study One and Study Two and significant differences between reading abilities on all measures.

A novel immunohistochemical sequential multi-labelling and erasing technique enables epitope characterization of bone marrow pericytes in primary myelofibrosis

DEFF Research Database (Denmark)

Madelung, Ann; Bzorek, Michael; Bondo, Henrik

2012-01-01

: In Philadelphia (Ph)-negative chronic myeloproliferative neoplasms, increased microvascular density, bizarre vessel architecture and increased number of pericytes are among the distinct histopathological features. The aim of this study was to characterize bone marrow pericytes in primary myelofibrosis (PMF) using...... a novel multi-labelling immunohistochemical technique. Methods and results: Bone marrow biopsies from a normal donor (n = 1) and patients with PMF (n = 3) were subjected to an immunohistochemical sequential multi-labelling and erasing technique (SE-technique). Antigens of interest in the first and....../or second layer were detected with an immunoperoxidase system and visualized with aminoethylcarbazole. After imaging, erasing and blocking of immunoreagents, the slides were stained with a traditional double immunolabelling procedure. In addition, we applied a Photoshop(®) colour palette, creating a single...

Misconceptions Regarding the Brain: The Neuromyths of Preservice Teachers

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Dündar, Sefa; Gündüz, Nazan

2016-01-01

Understanding preservice teachers' misconceptions regarding the brain and neuroscience (neuromyths) can provide information that helps teachers to apply neuroscience knowledge in an educational context. The objective of this study was to investigate these misconceptions. Following preliminary research, a questionnaire comprising 59 challenging…

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

Science.gov (United States)

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.

On (mis-)conceptions of culture as a vehicle of business succes: Singapore Chinese investment strategies after failing in China

NARCIS (Netherlands)

Dahles, H.

2007-01-01

The focus of this paper is on the strategies applied by Singapore Chinese businesses upon failing in their China business ventures. It has been argued that both the increase in Singapore ventures into China and the failures are due to either cultural issues (misconceptions of 'shared ethnicity') or

Factors associated with misconceptions about HIV transmission among ever-married women in Bangladesh.

Science.gov (United States)

Mondal, Md Nazrul Islam; Hoque, Nazrul; Chowdhury, Md Rocky Khan; Hossain, Md Sabbir

2015-01-01

The human immunodeficiency virus (HIV) epidemic continues to be associated with misconceptions and misinformed opinions, which increase the risk of HIV transmission. Therefore, the present study aimed to identify the determinant factors among different socioeconomic and demographic factors affecting misconceptions about HIV transmission among ever-married women in Bangladesh. Data and necessary information of 9,272 ever-married women were extracted from the Bangladesh Demographic and Health Survey 2011. Three types of misconceptions were considered. Both bivariate and multivariate analyses were used as the statistical tools to determine the factors affecting misconceptions about HIV transmission. The results revealed that misconceptions are more prevalent among women who are older, less educated, have husbands who are less educated, live in rural areas, have poor economic conditions, and have less access to mass media. The respondent's age, education, husband's education, place of residence, wealth index, and exposure to mass media are significantly associated with the misconceptions. Finally, logistic regression analysis identified age, education, place of residence, wealth index, and exposure to mass media as significant predictors. Because socioeconomic factors are the key determinants of misconceptions about HIV transmission, intervention programs should be aimed at HIV prevention via education and awareness programs to reduce misconceptions as important parts of the prevention strategy.

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

Directory of Open Access Journals (Sweden)

M. Taufiq

2012-01-01

experiment quantitative manner by anova test and average normalized gains were calculated for each experimentgroup.Keywords: science misconceptions; learning cycle; guided inquiry; concept mapping

Experimenter Confirmation Bias and the Correction of Science Misconceptions

Science.gov (United States)

Allen, Michael; Coole, Hilary

2012-06-01

This paper describes a randomised educational experiment ( n = 47) that examined two different teaching methods and compared their effectiveness at correcting one science misconception using a sample of trainee primary school teachers. The treatment was designed to promote engagement with the scientific concept by eliciting emotional responses from learners that were triggered by their own confirmation biases. The treatment group showed superior learning gains to control at post-test immediately after the lesson, although benefits had dissipated after 6 weeks. Findings are discussed with reference to the conceptual change paradigm and to the importance of feeling emotion during a learning experience, having implications for the teaching of pedagogies to adults that have been previously shown to be successful with children.

Pericyte function in the physiological central nervous system.

Science.gov (United States)

Muramatsu, Rieko; Yamashita, Toshihide

2014-01-01

Damage to the central nervous system (CNS) leads to disruption of the vascular network, causing vascular dysfunction. Vascular dysfunction is the major event in the pathogenesis of CNS diseases and is closely associated with the severity of neuronal dysfunction. The suppression of vascular dysfunction has been considered a promising avenue to limit damage to the CNS, leading to efforts to clarify the cellular and molecular basis of vascular homeostasis maintenance. A reduction of trophic support and oxygen delivery due to circulatory insufficiency has long been regarded as a major cause of vascular damage. Moreover, recent studies provide a new perspective on the importance of the structural stability of blood vessels in CNS diseases. This updated article discusses emerging information on the key role of vascular integrity in CNS diseases, specially focusing on pericyte function. Copyright © 2014 Elsevier Ireland Ltd and the Japan Neuroscience Society. All rights reserved.

Development of a "Lac" Operon Concept Inventory (LOCI)

Science.gov (United States)

Stefanski, Katherine M.; Gardner, Grant E.; Seipelt-Thiemann, Rebecca L.

2016-01-01

Concept inventories (CIs) are valuable tools for educators that assess student achievement and identify misconceptions held by students. Results of student responses can be used to adjust or develop new instructional methods for a given topic. The regulation of gene expression in both prokaryotes and eukaryotes is an important concept in genetics…

Misconceptions about Human Rights and Women's Rights in Islam

Science.gov (United States)

Syed, Khalida Tanvir

2008-01-01

This paper aims to clarify three current misconceptions about the Islamic faith and issues of human rights and women's rights in the West. The first misconception is that Muslims are terrorists because they believe in Jihad. It is factually the case that Islamic teachings stress the value of peace and prosperity for all human beings. The second…

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…

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

Bone marrow-derived mesenchymal stem cells express the pericyte marker 3G5 in culture and show enhanced chondrogenesis in hypoxic conditions.

Science.gov (United States)

Khan, Wasim S; Adesida, Adetola B; Tew, Simon R; Lowe, Emma T; Hardingham, Timothy E

2010-06-01

Bone marrow-derived mesenchymal stem cells are a potential source of cells for the repair of articular cartilage defects. Hypoxia has been shown to improve chondrogenesis in some cells. In this study, bone marrow-derived stem cells were characterized and the effects of hypoxia on chondrogenesis investigated. Adherent bone marrow colony-forming cells were characterized for stem cell surface epitopes, and then cultured as cell aggregates in chondrogenic medium under normoxic (20% oxygen) or hypoxic (5% oxygen) conditions. The cells stained strongly for markers of adult mesenchymal stem cells, and a high number of cells were also positive for the pericyte marker 3G5. The cells showed a chondrogenic response in cell aggregate cultures and, in lowered oxygen, there was increased matrix accumulation of proteoglycan, but less cell proliferation. In hypoxia, there was increased expression of key transcription factor SOX6, and of collagens II and XI, and aggrecan. Pericytes are a candidate stem cell in many tissue, and our results show that bone marrow-derived mesenchymal stem cells express the pericyte marker 3G5. The response to chondrogenic culture in these cells was enhanced by lowered oxygen tension. This has important implications for tissue engineering applications of bone marrow-derived stem cells. (c) 2010 Orthopaedic Research Society. Published by Wiley Periodicals, Inc.

Pericytes Stimulate Oligodendrocyte Progenitor Cell Differentiation during CNS Remyelination

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Alerie Guzman De La Fuente

2017-08-01

Full Text Available The role of the neurovascular niche in CNS myelin regeneration is incompletely understood. Here, we show that, upon demyelination, CNS-resident pericytes (PCs proliferate, and parenchymal non-vessel-associated PC-like cells (PLCs rapidly develop. During remyelination, mature oligodendrocytes were found in close proximity to PCs. In Pdgfbret/ret mice, which have reduced PC numbers, oligodendrocyte progenitor cell (OPC differentiation was delayed, although remyelination proceeded to completion. PC-conditioned medium accelerated and enhanced OPC differentiation in vitro and increased the rate of remyelination in an ex vivo cerebellar slice model of demyelination. We identified Lama2 as a PC-derived factor that promotes OPC differentiation. Thus, the functional role of PCs is not restricted to vascular homeostasis but includes the modulation of adult CNS progenitor cells involved in regeneration.

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

Science.gov (United States)

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.

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

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.

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…

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

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.

A Study on Overcoming Misconceptions of 6th Graders About Equations

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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.

Better Categorizing Misconceptions Using a Contemporary Cognitive Science Lens

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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

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,…

Myths and misconceptions about abortion among marginalized underserved community.

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Thapa, K; Karki, Y; Bista, K P

2009-01-01

Unsafe abortion remains a huge problem in Nepal even after legalization of abortion. Various myths and misconceptions persist which prompt women towards unsafe abortive practices. A qualitative study was conducted among different groups of women using focus group discussions and in depth interviews. Perception and understanding of the participants on abortion, methods and place of abortion were evaluated. A number of misconceptions were prevalent like drinking vegetable and herbal juices, and applying hot pot over the abdomen could abort pregnancy. However, many participants also believed that health care providers should be consulted for abortion. Although majority of the women knew that they should seek medical aid for abortion, they were still possessed with various misconceptions. Merely legalizing abortion services is not enough to reduce the burden of unsafe abortion. Focus has to be given on creating awareness and proper advocacy in this issue.

Preservice Science Teachers' Attitudes towards Chemistry and Misconceptions about Chemical Kinetics

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Çam, Aylin; Topçu, Mustafa Sami; Sülün, Yusuf

2015-01-01

The present study investigates preservice science teachers' attitudes towards chemistry; their misconceptions about chemical kinetics; and relationships between pre-service science teachers' attitudes toward chemistry and misconceptions about chemical kinetics were examined. The sample of this study consisted of 81 freshman pre-service science…

Reducing therapeutic misconception: A randomized intervention trial in hypothetical clinical trials.

Directory of Open Access Journals (Sweden)

Paul P Christopher

Full Text Available Participants in clinical trials frequently fail to appreciate key differences between research and clinical care. This phenomenon, known as therapeutic misconception, undermines informed consent to clinical research, but to date there have been no effective interventions to reduce it and concerns have been expressed that to do so might impede recruitment. We determined whether a scientific reframing intervention reduces therapeutic misconception without significantly reducing willingness to participate in hypothetical clinical trials.This prospective randomized trial was conducted from 2015 to 2016 to test the efficacy of an informed consent intervention based on scientific reframing compared to a traditional informed consent procedure (control in reducing therapeutic misconception among patients considering enrollment in hypothetical clinical trials modeled on real-world studies for one of five disease categories. Patients with diabetes mellitus, hypertension, coronary artery disease, head/neck cancer, breast cancer, and major depression were recruited from medical clinics and a clinical research volunteer database. The primary outcomes were therapeutic misconception, as measured by a validated, ten-item Therapeutic Misconception Scale (range = 10-50, and willingness to participate in the clinical trial.154 participants completed the study (age range, 23-87 years; 92.3% white, 56.5% female; 74 (48.1% had been randomized to receive the experimental intervention. Therapeutic misconception was significantly lower (p = 0.004 in the scientific reframing group (26.4, 95% CI [23.7 to 29.1] compared to the control group (30.9, 95% CI [28.4 to 33.5], and remained so after controlling for education (p = 0.017. Willingness to participate in the hypothetical trial was not significantly different (p = 0.603 between intervention (52.1%, 95% CI [40.2% to 62.4%] and control (56.3%, 95% CI [45.3% to 66.6%] groups.An enhanced educational intervention augmenting

Bonding in phase change materials: concepts and misconceptions

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Jones, R. O.

2018-04-01

Bonding concepts originating in chemistry are surveyed from a condensed matter perspective, beginning around 1850 with ‘valence’ and the word ‘bond’ itself. The analysis of chemical data in the 19th century resulted in astonishing progress in understanding the connectivity and stereochemistry of molecules, almost without input from physicists until the development of quantum mechanics in 1925 and afterwards. The valence bond method popularized by Pauling and the molecular orbital methods of Hund, Mulliken, Bloch, and Hückel play major roles in the subsequent development, as does the central part played by the kinetic energy in covalent bonding (Ruedenberg and others). ‘Metallic’ (free electron) and related approaches, including pseudopotential and density functional theories, have been remarkably successful in understanding structures and bonding in molecules and solids. We discuss these concepts in the context of phase change materials, which involve the rapid and reversible transition between amorphous and crystalline states, and note the confusion that some have caused, in particular ‘resonance’ and ‘resonant bonding’.

AN ANALYSIS OF MISCONCEPTIONS IN SCIENCE TEXTBOOKS: EARTH SCIENCE IN ENGLAND AND WALES

OpenAIRE

King , Chris John Henry

2010-01-01

Abstract Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/ misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one earth science error/ misconception per page. Science syllabuses and examinations surveyed also showed errors/ misconceptions. ...

Trade Issues in the Doha Round; Dispelling Some Misconceptions

OpenAIRE

Stephen Tokarick

2006-01-01

The current round of multilateral trade negotiations-the Doha Round-presents an opportunity for countries to reap the benefits of trade liberalization. Unfortunately, a number of misconceptions about the likely impact of trade reforms has, in part, impeded more rapid progress toward completion of the Round. This paper addresses some of the most egregious of these misconceptions and presents results from IMF research that sheds light on these issues. In particular, this paper argues that: (i) ...

Remediating Misconception on Climate Change among Secondary School Students in Malaysia

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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…

Misconceptions Surrounding Climate Change: A Review of the Literature

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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

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.

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

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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…

Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors.

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Coley, John D; Tanner, Kimberly

2015-03-02

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. © 2015 J. D. Coley and K. Tanner. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Teachers' Conceptions of Mathematical Modeling

Science.gov (United States)

Gould, Heather

2013-01-01

The release of the "Common Core State Standards for Mathematics" in 2010 resulted in a new focus on mathematical modeling in United States curricula. Mathematical modeling represents a way of doing and understanding mathematics new to most teachers. The purpose of this study was to determine the conceptions and misconceptions held by…

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

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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…

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

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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)…

Using PCR to Target Misconceptions about Gene Expression

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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.

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

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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…

Defying ideological misconceptions through information and ...

African Journals Online (AJOL)

Abstract. This article seeks to provide a critique on various ideological misconceptions regarding the integration of information and communication technology (ICT) and African languages in higher education. It further seeks to provide insight into various ICT localisation opportunities within the higher education domain.

Investigating Undergraduate Students’ Conceptions of Radiation

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Romine, James M.; Buxner, Sanlyn; Impey, Chris; Nieberding, Megan; Antonellis, Jessie C.

2014-11-01

Radiation is an essential topic to the physical sciences yet is often misunderstood by the general public. The last time most people have formal instruction about radiation is as students in high school and this knowledge will be carried into adulthood. Peoples’ conceptions of radiation influence their attitude towards research regarding radiation, radioactivity, and other work where radiation is prevalent. In order to understand students’ ideas about radiation after having left high school, we collected science surveys from nearly 12,000 undergraduates enrolled in introductory science courses over a span of 25 years. This research investigates the relationship between students’ conceptions of radiation and students’ personal beliefs and academic field of study.Our results show that many students in the sample were unable to adequately describe radiation. Responses were typically vague, brief, and emotionally driven. Students’ field of study was found to significantly correlate with their conceptions. Students pursuing STEM majors were 60% more likely to describe radiation as an emission and/or form of energy and cited atomic or radioactive sources of radiation twice as often as non-STEM students. Additionally, students’ personal beliefs also appear to relate to their conceptions of radiation. The most prominent misconception shown was that radiation is a generically harmful substance, which was found to be consistent throughout the duration of the study. In particular, non-science majors in our sample had higher rates of misconceptions, often generalized the idea of radiation into a broad singular topic, and had difficulty properly identifying sources.Generalized ideas of radiation and the inability to properly recognize sources of radiation may contribute to the prevalent misconception that radiation is an inexplicably dangerous substance. A basic understanding of both electromagnetic and particulate radiation and the existence of radiation at various

Perceptions About Sex Related Myths And Misconceptions: Difference In Male And Female

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Anupam Raizada

1997-04-01

Full Text Available Research problem: Perceptions about sex-re- iated myths and misconceptions. Objectives: To identify the difference in percep­tions of mates and females over sex-reiated myths and misconceptions. Study Design - Community based cross sectional study. Setting - Self-administered questionnaire study was un­dertaken in an urban area of Jhansi. Participants - Married couples with reproductive age wife. Sample size - 417 couples of the area. Study Variables-Sex-related myths and misconceptions. Outcome Variables - Masturbation, Penis-size and sexual performance, STD transmission. Intercourse with virgin and cure of STDs, Initiation of sexual act, Bleeding on first night. Statistical analysis - By chi - square test. Results: Response rate 63.8%. Only 8.6% females and 33.7% males knew correctly about masturbation. Males also knew better about route of STD infection (73.5% and about the fact that intercouse with a virgin cannot cure STDs (47.4%. Females, however, outnumber males on the question of relation between man's penis size and his sexual performance (70%, initiation of sexual act (58.6% and bleeding in females on first night of marriage (70%. Conclusion: Males and females had significantly different perceptions on sex related myths and misconceptions. Recommendations: Sex education campaigns should be designed and implemented to eliminate these age old sex related myths and misconceptions.

Perceptions About Sex Related Myths And Misconceptions: Difference In Male And Female

Directory of Open Access Journals (Sweden)

Anupam Raizada

1997-04-01

Full Text Available Research problem: Perceptions about sex-re- iated myths and misconceptions.Objectives: To identify the difference in percep­tions of mates and females over sex-reiated myths and misconceptions.Study Design - Community based cross sectional study.Setting - Self-administered questionnaire study was un­dertaken in an urban area of Jhansi.Participants - Married couples with reproductive age wife.Sample size - 417 couples of the area.Study Variables-Sex-related myths and misconceptionsOutcome Variables - Masturbation, Penis-size and sexual performance, STD transmission. Intercourse with virgin and cure of STDs, Initiation of sexual act, Bleeding on first night.Statistical analysis - By chi - square test.Results: Response rate 63.8%. Only 8.6% females and 33.7% males knew correctly about masturbation. Males also knew better about route of STD infection (73.5% and about the fact that intercouse with a virgin cannot cure STDs (47.4%. Females, however, outnumber males on the question of relation between man's penis size and his sexual performance (70%, initiation of sexual act (58.6% and bleeding in females on first night of marriage (70%.Conclusion: Males and females had significantly different perceptions on sex related myths and misconceptions.Recommendations: Sex education campaigns should be designed and implemented to eliminate these age old sex related myths and misconceptions.

Creating the Chemistry in Cellular Respiration Concept Inventory (CCRCI)

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Forshee, Jay Lance, II

Students at our institution report cellular respiration to be the most difficult concept they encounter in undergraduate biology, but why students find this difficult is unknown. Students may find cellular respiration difficult because there is a large amount of steps, or because there are persistent, long-lasting misconceptions and misunderstandings surrounding their knowledge of chemistry, which affect their performance on cellular respiration assessments. Most studies of cellular respiration focus on student macro understanding of the process related to breathing, and matter and energy. To date, no studies identify which chemistry concepts are most relevant to students' development of an understanding of the process of cellular respiration or have developed an assessment to measure student understanding of them. Following the Delphi method, the researchers conducted expert interviews with faculty members from four-year, masters-, and PhD-granting institutions who teach undergraduate general biology, and are experts in their respective fields of biology. From these interviews, researchers identified twelve chemistry concepts important to understanding cellular respiration and using surveys, these twelve concepts were refined into five (electron transfer, energy transfer, thermodynamics (law/conservation), chemical reactions, and gradients). The researchers then interviewed undergraduate introductory biology students at a large Midwestern university to identify their knowledge and misconceptions of the chemistry concepts that the faculty had identified previously as important. The CCRCI was developed using the five important chemistry concepts underlying cellular respiration. The final version of the CCRCI was administered to n=160 introductory biology students during the spring 2017 semester. Reliability of the CCRCI was evaluated using Cronbach's alpha (=.7) and split-half reliability (=.769), and validity of the instrument was assessed through content validity

Reply to ‘Misconceptions indeed’

Science.gov (United States)

Fotou, N.; Abrahams, I.

2016-11-01

In a recent letter to the editor (2016 Phys. Educ. 51 066503), Schumayer and Scott raised concerns about one of the novel situations presented in our article titled 'Students’ analogical reasoning in novel situations: theory-like misconceptions or p-prims?' (2016 Phys. Educ. 51 044003). We greatly appreciate their interest in our study and in this reply we address the concerns raised.

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…

An assessment of high school students' conceptual structures of heat and temperature through concept maps

Science.gov (United States)

Aykutlu, Isil; Bezen, Sevim; Bayrak, Celal

2017-02-01

This study is a qualitative one conducted in order to determine 9th, 10th, and 11th grade high school students' conceptual structures of heat and temperature through concept maps. The study was realized with the participation of a total of 80 students. As data gathering tool, a concept map developed by the researchers, which includes such items as heat, temperature, and matter, was used. Students were asked to form a concept map by using the concepts in the form and the concepts they thought were related with these. Data obtained from the research was analyzed via content analysis. As a result of the study, it was determined that students have misconceptions and lack of knowledge of heat and temperature. Lastly, the following can be given as examples of students' misconceptions or lack of knowledge: they think temperature comes into being as a result of heat and that heat is a kind of energy.

Identification student’s misconception of heat and temperature using three-tier diagnostic test

Science.gov (United States)

Suliyanah; Putri, H. N. P. A.; Rohmawati, L.

2018-03-01

The objective of this research is to develop a Three-Tier Diagnostic Test (TTDT) to identify the student's misconception of heat and temperature. Stages of development include: analysis, planning, design, development, evaluation and revise. The results of this study show that (1) the quality of the three-tier type diagnostic test instrument developed has been expressed well with the following details: (a) Internal validity of 88.19% belonging to the valid category. (b) External validity of empirical construct validity test using Pearson Product Moment obtained 0.43 is classified and result of empirical construct validity test obtained false positives 6.1% and false negatives 5.9% then the instrument was valid. (c) Test reliability by using Cronbach’s Alpha of 0.98 which means acceptable. (d) The 80% difficulty level test is quite difficult. (2) Student misconceptions on the temperature of heat and displacement materials based on the II test the highest (84%), the lowest (21%), and the non-misconceptions (7%). (3) The highest cause of misconception among students is associative thinking (22%) and the lowest is caused by incomplete or incomplete reasoning (11%). Three-Tier Diagnostic Test (TTDT) could identify the student's misconception of heat and temperature.

Effectiveness of Instruction Based on the Constructivist Approach on Understanding Chemical Equilibrium Concepts

Science.gov (United States)

Akkus, Huseyin; Kadayifci, Hakki; Atasoy, Basri; Geban, Omer

2003-01-01

The purpose of this study was to identify misconceptions concerning chemical equilibrium concepts and to investigate the effectiveness of instruction based on the constructivist approach over traditional instruction on 10th grade students' understanding of chemical equilibrium concepts. The subjects of this study consisted of 71 10th grade…

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.

A Bilayer Construct Controls Adipose-Derived Stem Cell Differentiation into Endothelial Cells and Pericytes without Growth Factor Stimulation

Science.gov (United States)

2011-01-01

A Bilayer Construct Controls Adipose-Derived Stem Cell Differentiation into Endothelial Cells and Pericytes Without Growth Factor Stimulation...Ph.D.3 This work describes the differentiation of adipose-derived mesenchymal stem cells (ASC) in a composite hy- drogel for use as a vascularized...tissue from a single population of ASC. This work underscores the importance of the extracellular matrix in controlling stem cell phenotype. It is our

Differing associations between Aβ accumulation, hypoperfusion, blood-brain barrier dysfunction and loss of PDGFRB pericyte marker in the precuneus and parietal white matter in Alzheimer's disease.

Science.gov (United States)

Miners, J Scott; Schulz, Isabel; Love, Seth

2018-01-01

Recent studies implicate loss of pericytes in hypoperfusion and blood-brain barrier (BBB) leakage in Alzheimer's disease (AD). In this study, we have measured levels of the pericyte marker, platelet-derived growth factor receptor-β (PDGFRB), and fibrinogen (to assess blood-brain barrier leakage), and analyzed their relationship to indicators of microvessel density (von Willebrand factor level), ante-mortem oxygenation (myelin-associated glycoprotein:proteolipid protein-1 ratio and vascular endothelial growth factor level), Aβ level and plaque load, in precuneus and underlying white matter from 49 AD to 37 control brains. There was reduction in PDGFRB and increased fibrinogen in the precuneus in AD. These changes correlated with reduction in oxygenation and with plaque load. In the underlying white matter, increased fibrinogen correlated with reduced oxygenation, but PDGFRB level was unchanged. The level of platelet-derived growth factor-ββ (PDGF-BB), important for pericyte maintenance, was increased in AD but mainly in the insoluble tissue fraction, correlating with insoluble Aβ level. Loss of the PDGFRB within the precuneus in AD is associated with fibrinogen leakage and reduced oxygenation, and related to fibrillar Aβ accumulation. In contrast, fibrinogen leakage and reduced oxygenation of underlying white matter occur independently of loss of PDGFRB, perhaps secondary to reduced transcortical perfusion.

Diagnosing alternative conceptions of Fermi energy among undergraduate students

International Nuclear Information System (INIS)

Sharma, Sapna; Ahluwalia, Pardeep Kumar

2012-01-01

Physics education researchers have scientifically established the fact that the understanding of new concepts and interpretation of incoming information are strongly influenced by the preexisting knowledge and beliefs of students, called epistemological beliefs. This can lead to a gap between what students actually learn and what the teacher expects them to learn. In a classroom, as a teacher, it is desirable that one tries to bridge this gap at least on the key concepts of a particular field which is being taught. One such key concept which crops up in statistical physics/solid-state physics courses, and around which the behaviour of materials is described, is Fermi energy (ε F ). In this paper, we present the results which emerged about misconceptions on Fermi energy in the process of administering a diagnostic tool called the Statistical Physics Concept Survey developed by the authors. It deals with eight themes of basic importance in learning undergraduate solid-state physics and statistical physics. The question items of the tool were put through well-established sequential processes: definition of themes, Delphi study, interview with students, drafting questions, administration, validity and reliability of the tool. The tool was administered to a group of undergraduate students and postgraduate students, in a pre-test and post-test design. In this paper, we have taken one of the themes i.e. Fermi energy of the diagnostic tool for our analysis and discussion. Students’ responses and reasoning comments given during interview were analysed. This analysis helped us to identify prevailing misconceptions/learning gaps among students on this topic. How spreadsheets can be effectively used to remove the identified misconceptions and help appreciate the finer nuances while visualizing the behaviour of the system around Fermi energy, normally sidestepped both by the teachers and learners, is also presented in this paper. (paper)

Angle Concept: A High School and Tertiary Longitudinal Perspective to Minimize Obstacles

Science.gov (United States)

Barabash, Marita

2017-01-01

The concept of angle emerges in numerous forms as the learning of mathematics and its applications advances through the high school and tertiary curriculum. Many difficulties and misconceptions in the usage of this multifaceted concept might be avoided or at least minimized should the lecturers in different areas of pure and applied mathematics be…

Concept analysis and the building blocks of theory: misconceptions regarding theory development.

Science.gov (United States)

Bergdahl, Elisabeth; Berterö, Carina M

2016-10-01

The purpose of this article is to discuss the attempts to justify concepts analysis as a way to construct theory - a notion often advocated in nursing. The notion that concepts are the building blocks or threads from which theory is constructed is often repeated. It can be found in many articles and well-known textbooks. However, this notion is seldom explained or defended. The notion of concepts as building blocks has also been questioned by several authors. However, most of these authors seem to agree to some degree that concepts are essential components from which theory is built. Discussion paper. Literature was reviewed to synthesize and debate current knowledge. Our point is that theory is not built by concepts analysis or clarification and we will show that this notion has its basis in some serious misunderstandings. We argue that concept analysis is not a part of sound scientific method and should be abandoned. The current methods of concept analysis in nursing have no foundation in philosophy of science or in language philosophy. The type of concept analysis performed in nursing is not a way to 'construct' theory. Rather, theories are formed by creative endeavour to propose a solution to a scientific and/or practical problem. The bottom line is that the current style and form of concept analysis in nursing should be abandoned in favour of methods in line with modern theory of science. © 2016 John Wiley & Sons Ltd.

American lay conceptions of global warming

International Nuclear Information System (INIS)

Kempton, W.

1990-01-01

Ethnographic interviews were conducted with Americans from all walks of life in order to understand how ordinary citizens conceptualize global climate change and make value judgments about it. Most informants had heard of the greenhouse effect, but they held fundamental misconceptions that were shared across individuals. Many of these misconceptions derive from the process of fitting a new concept, global warming, into four preexisting categories: stratospheric ozone depletion, plant photosynthesis, tropospheric pollution, and personally-experienced seasonal and geographic temperature variation. Informants readily accepted that human activities could change climate and weather patterns. Indeed, most reported they had already observed changes in weather patterns, some citing space shots or atomic bomb testing as causes. Few informants connected the greenhouse effect to energy or fuel consumption, although the connection was easily understood when explained by the interviewers

Elementary pre-service teachers' conceptual understanding of dissolving: a Vygotskian concept development perspective

Science.gov (United States)

Harrell, Pamela; Subramaniam, Karthigeyan

2015-09-01

Background and purpose: The purpose of this study was to investigate and identify the nature and the interrelatedness of pre-service teachers' misconceptions and scientific concepts for explaining dissolving before, during, and after a 5E learning cycle lesson on dissolving, the intervention. Sample, design, and methods: Guided by Vygotsky's theory of concept development, the study focused specifically on the spontaneous, and spontaneous pseudo-concepts held by the 61 elementary pre-service teachers during a 15-week science methods course. Data included concept maps, interview transcripts, written artifacts, drawings, and narratives, and were thematically analyzed to classify concepts and interrelatedness. Results: Results of the study showed that spontaneous pseudo-concepts (1) dominated pre-service teachers' understandings about dissolving throughout the study, and (2) were simply associated with scientific concepts during and after the intervention. Conclusion: Collectively, the results indicated that the pre-service teachers' did not acquire a unified system of knowledge about dissolving that could be characterized as abstract, generalizable, and hierarchical. Implications include the need for (1) familiarity with pre-service teachers' prior knowledge about science content; (2) a variety of formative assessments to assess their misconceptions; (3) emphasizing the importance of dialectical method for concept development during instruction; and (4) skillful content instructors.

Misconceptions about Seasonal Flu and Flu Vaccines

Science.gov (United States)

... Vaccine (LAIV) Misconceptions about Flu Vaccines Vaccine Supply & Distribution Vaccine Supply for 2017-2018 Season Frequently Asked ... conditions. Flu vaccination has been associated with lower rates of some cardiac ... a baby after birth from flu. (Mom passes antibodies onto the developing ...

Examining the Conceptual Understandings of Geoscience Concepts of Students with Visual Impairments: Implications of 3-D Printing

Science.gov (United States)

Koehler, Karen E.

The purpose of this qualitative study was to explore the use of 3-D printed models as an instructional tool in a middle school science classroom for students with visual impairments and compare their use to traditional tactile graphics for aiding conceptual understanding of geoscience concepts. Specifically, this study examined if the students' conceptual understanding of plate tectonics was different when 3-D printed objects were used versus traditional tactile graphics and explored the misconceptions held by students with visual impairments related to plate tectonics and associated geoscience concepts. Interview data was collected one week prior to instruction and one week after instruction and throughout the 3-week instructional period and additional ata sources included student journals, other student documents and audio taped instructional sessions. All students in the middle school classroom received instruction on plate tectonics using the same inquiry-based curriculum but during different time periods of the day. One group of students, the 3D group, had access to 3-D printed models illustrating specific geoscience concepts and the group of students, the TG group, had access to tactile graphics illustrating the same geoscience concepts. The videotaped pre and post interviews were transcribed, analyzed and coded for conceptual understanding using constant comparative analysis and to uncover student misconceptions. All student responses to the interview questions were categorized in terms of conceptual understanding. Analysis of student journals and classroom talk served to uncover student mental models and misconceptions about plate tectonics and associated geoscience concepts to measure conceptual understanding. A slight majority of the conceptual understanding before instruction was categorized as no understanding or alternative understanding and after instruction the larger majority of conceptual understanding was categorized as scientific or scientific

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…

The Past Almost Half-Century Landing On The Moon And Still Countering Basic Astronomy Conceptions

OpenAIRE

Türkmen, Hakan

2015-01-01

The purpose of study is to investigate the fifth graders’ understandings of the basic astronomy concept and, if they have, to define their misconceptions and then to determine what reason/s behind them. For this purpose, two hundred seventy fifth grade students from 6 different schools participated. Randomly selected 45 students performing under the class average and 6 teachers were interviewed to determine what reason/s behind students’ misconceptions. The results of study showed that many 5...

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.…

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

Teaching evolution (and all of biology) more effectively: Strategies for engagement, critical reasoning, and confronting misconceptions.

Science.gov (United States)

Nelson, Craig E

2008-08-01

The strength of the evidence supporting evolution has increased markedly since the discovery of DNA but, paradoxically, public resistance to accepting evolution seems to have become stronger. A key dilemma is that science faculty have often continued to teach evolution ineffectively, even as the evidence that traditional ways of teaching are inferior has become stronger and stronger. Three pedagogical strategies that together can make a large difference in students' understanding and acceptance of evolution are extensive use of interactive engagement, a focus on critical thinking in science (especially on comparisons and explicit criteria) and using both of these in helping the students actively compare their initial conceptions (and publicly popular misconceptions) with more fully scientific conceptions. The conclusion that students' misconceptions must be dealt with systematically can be difficult for faculty who are teaching evolution since much of the students' resistance is framed in religious terms and one might be reluctant to address religious ideas in class. Applications to teaching evolution are illustrated with examples that address criteria and critical thinking, standard geology versus flood geology, evolutionary developmental biology versus organs of extreme perfection, and the importance of using humans as a central example. It is also helpful to bridge the false dichotomy, seen by many students, between atheistic evolution versus religious creationism. These applications are developed in detail and are intended to be sufficient to allow others to use these approaches in their teaching. Students and other faculty were quite supportive of these approaches as implemented in my classes.

Relativity concept inventory: Development, analysis, and results

Directory of Open Access Journals (Sweden)

J. S. Aslanides

2013-05-01

Full Text Available We report on a concept inventory for special relativity: the development process, data analysis methods, and results from an introductory relativity class. The Relativity Concept Inventory tests understanding of relativistic concepts. An unusual feature is confidence testing for each question. This can provide additional information; for example, high confidence correlated with incorrect answers suggests a misconception. A novel aspect of our data analysis is the use of Monte Carlo simulations to determine the significance of correlations. This approach is particularly useful for small sample sizes, such as ours. Our results show a gender bias that was not present in course assessment, similar to that reported for the Force Concept Inventory.

Developing and Evaluating Animations for Teaching Quantum Mechanics Concepts

Science.gov (United States)

Kohnle, Antje; Douglass, Margaret; Edwards, Tom J.; Gillies, Alastair D.; Hooley, Christopher A.; Sinclair, Bruce D.

2010-01-01

In this paper, we describe animations and animated visualizations for introductory and intermediate-level quantum mechanics instruction developed at the University of St Andrews. The animations aim to help students build mental representations of quantum mechanics concepts. They focus on known areas of student difficulty and misconceptions by…

Expression of angiopoietin-1 in hypoxic pericytes: Regulation by hypoxia-inducible factor-2α and participation in endothelial cell migration and tube formation.

Science.gov (United States)

Park, Yoon Shin; Kim, Gyungah; Jin, Yoon Mi; Lee, Jee Young; Shin, Jong Wook; Jo, Inho

2016-01-08

We previously reported that hypoxia increases angiopoietin-1 (Ang1), but not Ang2, mRNA expression in bovine retinal pericytes (BRP). However, the mechanism underlying Ang1 expression is unknown. Here, we report that Ang1 protein expression increased in hypoxic BRP in a dose- and time-dependent manner. This increase was accompanied by an increase in hypoxia-inducible factor-2α (HIF2α) expression. Transfection with an antisense oligonucleotide for HIF2α partially inhibited the hypoxia-induced increase in Ang1 expression. HIF2α overexpression further potentiated hypoxia-stimulated Ang1 expression, suggesting that HIF2α plays an important role in Ang1 regulation in BRP. When fused the Ang1 promoter (-3040 to +199) with the luciferase reporter gene, we found that hypoxia significantly increased promoter activity by 4.02 ± 1.68 fold. However, progressive 5'-deletions from -3040 to -1799, which deleted two putative hypoxia response elements (HRE), abolished the hypoxia-induced increase in promoter activity. An electrophoretic mobility shift assay revealed that HIF2α was predominantly bound to a HRE site, located specifically at nucleotides -2715 to -2712. Finally, treatment with conditioned medium obtained from hypoxic pericytes stimulated endothelial cell migration and tube formation, which was completely blocked by co-treatment with anti-Ang1 antibody. This study is the first to demonstrate that hypoxia upregulates Ang1 expression via HIF2α-mediated transcriptional activation in pericytes, which plays a key role in angiogenesis. Copyright © 2015 Elsevier Inc. All rights reserved.

Students’ conceptions analysis on several electricity concepts

Science.gov (United States)

Saputro, D. E.; Sarwanto, S.; Sukarmin, S.; Ratnasari, D.

2018-05-01

This research is aimed to analyse students’ conceptions on several electricity concept. This is a descriptive research with the subjects of new students of Sebelas Maret University. The numbers of the subject were 279 students that consisted of several departments such as science education, physics education, chemistry education, biology education and mathematics education in the academic year of 2017/2018. The instrument used in this research was the multiple-choice test with arguments. Based on the result of the research and analysis, it can be concluded that most of the students still find misconceptions and do not understand electricity concept on sub-topics such as electric current characteristic in the series and parallel arrangement, the value of capacitor capacitance, the influence of the capacitor charge and discharge towards the loads, and the amount of capacitor series arrangement. For the future research, it is suggested to improve students’ conceptual understanding with appropriate learning method and assessment instrument because electricity is one of physics material that closely related with students’ daily life.

Misconceptions about children`s pain

OpenAIRE

Miloseva, Lence; Vukosavljevic-Gvozden, Tanja; Milosev, Vladimir

2014-01-01

Managing hospitalized children's pain is challenging for health care professionals. The ethical principles of the duty to benefit another and the duty to do no harm oblige health care professionals to provide pain management to all patients, including children, who are vulnerable because of their constant developmental changes, being ill, and being hospitalized. During the last 20 years, researchers started to show an interest in misconceptions about children`s pain. Literature review showed...

Determination of Misconceptions Belonging to the "Solar System and Beyond: Space Puzzle" Unit in 7th Grade Science and Technology Curriculum with Two-Tier Diagnostic Tests

Science.gov (United States)

Töman, Ögr. Gör. Ufuk; Ergen, Yusuf

2014-01-01

Today's World is in period of rapid development of science and technology. There is science and technology education that not based on rote, practical on the basis of development in science and technology. Misconceptions are a major obstacle in order to take the desired efficiency. Because concepts that learned wrong obstacle attainment of right…

A Quantum Chemistry Concept Inventory for Physical Chemistry Classes

Science.gov (United States)

Dick-Perez, Marilu; Luxford, Cynthia J.; Windus, Theresa L.; Holme, Thomas

2016-01-01

A 14-item, multiple-choice diagnostic assessment tool, the quantum chemistry concept inventory or QCCI, is presented. Items were developed based on published student misconceptions and content coverage and then piloted and used in advanced physical chemistry undergraduate courses. In addition to the instrument itself, data from both a pretest,…

IMPLEMENTATION OF TEXT TRANSFORMATION IN PHYSICS EDUCATION TO REDUCE STUDENTS’ MISCONCEPTION

Directory of Open Access Journals (Sweden)

Soeharto Soeharto

2016-09-01

Full Text Available This research aimed to know the effect of  text transformation in educational physics especially Impuls and momentum to reduce students’ misconception. This study was held at state senior high school (SMAN 2 in Pontianak, West Borneo.  The instrument in this study has made with diagnostic test using  certainly of responden index method. The research design in this study using one group pretest-posttest design. Population in this research is all students of science major in state senior high school 2 in Pontianak. This study have found that implementation of text transformation giving effect significantly to reduce students’ misconception according Wilcoxon test (Z = -3,418, p = 0.01. However, this research is not finding corelation which is significantly between skill to make a note using text transformation and reduction of students’ misconception ( = 0.119, p = 0.490. The value of effect size in this research is 1.65.

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

Science.gov (United States)

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.

Preservice Science Teachers’ Levels of Associating The Concept of Gas Pressure with Everyday Life

Directory of Open Access Journals (Sweden)

Aybüke Pabuçcu

2016-10-01

Full Text Available Through this research, it was aimed to investigate how pre-service science teachers’ use their knowledge about the concept of gas pressure in explaining some examples from everyday life. The research was carried out with 33 freshmen pre-service science teachers. The data in the research were collected through five formative assessment probes. The students were asked to work in small groups to complete the questions. Groups’ discussions were recorded. Groups’ written responses were classified in five different categories: sound understanding, partial understanding, specific misconception, no understanding, and no response. Data under these categories were given as percentages in a table. The sum of students’ responses in sound understanding and partial understanding are in the range of 37.5% and 62.5%. Results revealed that students had difficulty in understanding the gases concepts and associating these concepts with everyday life events. Moreover, many misconceptions and misuse of the ideal gas equation were determined in the students’ explanations.

Bad-breath: Perceptions and misconceptions of Nigerian adults

African Journals Online (AJOL)

2015-03-02

Mar 2, 2015 ... Key words: Bad‑breath, emerging adults, misconceptions, Nigeria, perceptions. Date of ... negligible minority being attributable to food and ill health. Many cases of ..... Intra‑ and extra‑oral halitosis: finding of a new form of ...

Using Visual Analogies To Teach Introductory Statistical Concepts

Directory of Open Access Journals (Sweden)

Jessica S. Ancker

2017-07-01

Full Text Available Introductory statistical concepts are some of the most challenging to convey in quantitative literacy courses. Analogies supplemented by visual illustrations can be highly effective teaching tools. This literature review shows that to exploit the power of analogies, teachers must select analogies familiar to the audience, explicitly link the analog with the target concept, and avert misconceptions by explaining where the analogy fails. We provide guidance for instructors and a series of visual analogies for use in teaching medical and health statistics.

Joint Urban Operations Joint Integrating Concept

Science.gov (United States)

2007-07-23

concept could lead to a systems-engineering approach to urban operations based on the misconception that urban ecologies can be treated as if they...profits at the cost of irreparable societal and ecological destruction. The firms conduct a series of focus groups to determine what countermessages...Group, moving directly behind Task Force 1, quickly assemble “pop-up” prefabricated encampments to create temporary refugee camps off the main axis of

Applying Scientific Principles to Resolve Student Misconceptions

Science.gov (United States)

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:…

Misconceptions about diabetes mellitus among adult male ...

African Journals Online (AJOL)

Background: Diabetes mellitus (DM) is a major public health problem in Saudi Arabia. Its prevalence is on the increase, being as high as 23.7% among adult citizens. Misconceptions and wrong beliefs regarding DM and its management among those attending primary health care centres (PHCCs) can result in poor control, ...

[Blind alleys and misconceptions in public health].

Science.gov (United States)

Müller, H E

1995-07-01

The concept of hygiene was created in the 19th century although Hippocrates had already conceived an influence of atmosphere, soil and water on human health. The concept of a public health organisation, however, is a fairly recent one. Environmental and social hygiene were the two poles of the new discipline that focussed on public health. However, the ideologies of capitalism, communism and socialism as well as of social darwinism and "survival of the elite" discredited social hygiene. The decline of totalitarianism was associated with a "loss of face" of state-controlled medicine, including social hygiene. Both the post-World War II German constitution and the previous German statutory health insurance ordinance had blocked it, and hence, no Federal bill on public health was carried. The consequences of this disregard of public health are poor protection by vaccination, a gap in compulsory notification and in epidemics control and high rates of nosocomial infections. Absolutely no development of the science of epidemiology was possible whereas that of medical microbiology is choked by the system now in existence. There is a great misconception within individual hygiene by identifying it merely with cleanliness. Hygiene became a synonym for cleanliness, although that had evolved during a long cultural sociological process centuries before hygiene was established. The modern evolution of the science of hygiene shows the danger that emphasis on healthy lifestyles or on environmental protection may result in regulations and finally in a tyranny that may threaten the liberty of human rights. The so-called "principle of concern" is an example of such irrationality because there is no sensible proportion between risk and expense.

Teaching Future Teachers Basic Astronomy Concepts--Seasonal Changes--at a Time of Reform in Science Education

Science.gov (United States)

Trumper, Ricardo

2006-01-01

Bearing in mind students' misconceptions about basic concepts in astronomy, the present study conducted a series of constructivist activities aimed at changing future elementary and junior high school teachers' conceptions about the cause of seasonal changes, and several characteristics of the Sun-Earth-Moon relative movements like Moon phases,…

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…

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

Science.gov (United States)

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…

Vascular wall-resident CD44+ multipotent stem cells give rise to pericytes and smooth muscle cells and contribute to new vessel maturation.

Directory of Open Access Journals (Sweden)

Diana Klein

Full Text Available Here, we identify CD44(+CD90(+CD73(+CD34(-CD45(- cells within the adult human arterial adventitia with properties of multipotency which were named vascular wall-resident multipotent stem cells (VW-MPSCs. VW-MPSCs exhibit typical mesenchymal stem cell characteristics including cell surface markers in immunostaining and flow cytometric analyses, and differentiation into adipocytes, chondrocytes and osteocytes under culture conditions. Particularly, TGFß1 stimulation up-regulates smooth muscle cell markers in VW-MPSCs. Using fluorescent cell labelling and co-localisation studies we show that VW-MPSCs differentiate to pericytes/smooth muscle cells which cover the wall of newly formed endothelial capillary-like structures in vitro. Co-implantation of EGFP-labelled VW-MPSCs and human umbilical vein endothelial cells into SCID mice subcutaneously via Matrigel results in new vessels formation which were covered by pericyte- or smooth muscle-like cells generated from implanted VW-MPSCs. Our results suggest that VW-MPSCs are of relevance for vascular morphogenesis, repair and self-renewal of vascular wall cells and for local capacity of neovascularization in disease processes.

Human pericyte-endothelial cell interactions in co-culture models mimicking the diabetic retinal microvascular environment.

Science.gov (United States)

Tarallo, Sonia; Beltramo, Elena; Berrone, Elena; Porta, Massimo

2012-12-01

Pericytes regulate vascular tone, perfusion pressure and endothelial cell (EC) proliferation in capillaries. Thiamine and benfotiamine counteract high glucose-induced damage in vascular cells. We standardized two human retinal pericyte (HRP)/EC co-culture models to mimic the diabetic retinal microvascular environment. We aimed at evaluating the interactions between co-cultured HRP and EC in terms of proliferation/apoptosis and the possible protective role of thiamine and benfotiamine against high glucose-induced damage. EC and HRP were co-cultured in physiological glucose and stable or intermittent high glucose, with or without thiamine/benfotiamine. No-contact model: EC were plated on a porous membrane suspended into the medium and HRP on the bottom of the same well. Cell-to-cell contact model: EC and HRP were plated on the opposite sides of the same membrane. Proliferation (cell counts and DNA synthesis), apoptosis and tubule formation in Matrigel were assessed. In the no-contact model, stable high glucose reduced proliferation of co-cultured EC/HRP and EC alone and increased co-cultured EC/HRP apoptosis. In the contact model, both stable and intermittent high glucose reduced co-cultured EC/HRP proliferation and increased apoptosis. Stable high glucose had no effects on HRP in separate cultures. Both EC and HRP proliferated better when co-cultured. Thiamine and benfotiamine reversed high glucose-induced damage in all cases. HRP are sensitive to soluble factors released by EC when cultured in high glucose conditions, as suggested by conditioned media assays. In the Matrigel models, addition of thiamine and benfotiamine re-established the high glucose-damaged interactions between EC/HRP and stabilized microtubules.

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.

3-D Imaging Reveals Participation of Donor Islet Schwann Cells and Pericytes in Islet Transplantation and Graft Neurovascular Regeneration

OpenAIRE

Juang, Jyuhn-Huarng; Kuo, Chien-Hung; Peng, Shih-Jung; Tang, Shiue-Cheng

2015-01-01

The primary cells that participate in islet transplantation are the endocrine cells. However, in the islet microenvironment, the endocrine cells are closely associated with the neurovascular tissues consisting of the Schwann cells and pericytes, which form sheaths/barriers at the islet exterior and interior borders. The two cell types have shown their plasticity in islet injury, but their roles in transplantation remain unclear. In this research, we applied 3-dimensional neurovascular histolo...

Alternative Conceptions Concerning the Earth's Interior Exhibited by Honduran Students

Science.gov (United States)

Capps, Daniel K.; McAllister, Meredith; Boone, William J.

2013-01-01

Although multiple studies of misconceptions in Earth science have been completed using samples of North American and European students and teachers, little research has been conducted on alternative Earth science conceptions in developing countries. The current study was conducted in 5th- and 6th-grade classrooms in eastern Honduras, Central…

Analysis of Students' Conceptions of Basic Magnetism from a Complex Systems Perspective

Science.gov (United States)

Lemmer, Miriam; Kriek, Jeanne; Erasmus, Benita

2018-03-01

This study established whether 12 South African secondary school physics students had incorrect conceptions of basic magnetism and if they had, to what extent they consistently applied such conceptions. Different scenarios in the form of thought experiments were presented in a clinical interview approach. A complex systems perspective underpinned the study and was firstly used to analyze 12 students' conceptions in terms of intuitive fragments of knowledge elements, structured misconceptions, and theory-like system of knowledge elements. Secondly, coherence in each student's ideas expressed across ten themes using thought experiments was analyzed in an effort to determine variations or coherence in responses. Examples of student explanations and sketches are discussed in the paper to illustrate the conceptual structures they applied. Most of the students in this study used a variety of knowledge elements in accord with a complex systems perspective, but three students seemed to prefer a specific perspective. One student's ideas tended to be mainly fragmented, a second exposed a number of structured misconceptions, while another student's reasoning can be described as a theory-like system of knowledge elements. Accordingly, the emphasis of physics education research should no longer be on the compilation of a list of misconceptions that have to be remedied or replaced, but on the conceptual connections, students make and their associative reasoning patterns (i.e., knowledge systems revealed). It remains for the teacher to use the complex systems perspective as a framework to facilitate students' conceptual development and understanding, proceeding on their existing knowledge systems.

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.

Palaeomagnetism or Palaeomagic? Misconceptions about Rock Magnetism

Science.gov (United States)

Murphy, Phil

2016-01-01

The study and understanding of paleomagnetism has been pivotal in the development of the theory of plate tectonics. When it is taught in schools there are a number possible misconceptions that need to be addressed. This article attempts to provide an explanation of rock magnetism as well as strategies to avoid reinforcing some commonly identified…

The influence of intuition and communication language in generating student conceptions

Science.gov (United States)

Handhika, J.; Cari, C.; Suparmi, A.; Sunarno, W.

2017-11-01

This research aims to describe the influence of intuition and communication language in generating student conceptions. The conception diagnostic test is used to reveal student conception. The diagnostic test results described and communication language profiled by giving instruction to students to make sentences using physics quantities. Sentences expressed by students are reduced and profiled potential effects. Obtained information that (1) Students generalize non-scientific experience (based on feeling) into the physics problem. This process caused misconception. Communication language can make the students difficult to understand the concept because of the difference meaning of communication and physics language.

Sketching graphs-an efficient way of probing students' conceptions

International Nuclear Information System (INIS)

Merhar, Vida Kariz; Planinsic, Gorazd; Cepic, Mojca

2009-01-01

This paper describes a teaching method that allows for the fast and early detection of students' conceptions, misconceptions and their development. The empirical study of two examples where the method was applied is reported. The prerequisites for the efficient use of the method are discussed and results of the pilot study of its effectiveness are briefly presented

HIV/AIDS misconceptions may be associated with condom use ...

African Journals Online (AJOL)

HIV/AIDS misconceptions may be associated with condom use among black South Africans: an exploratory analysis. Laura M Bogart, Donald Skinner, Lance S Weinhardt, Laura Glasman, Cheryl Sitzler, Yoesrie Toefy, Seth C Kalichman ...

The Empathic Process and Misconceptions that Lead to Burnout in Healthcare Professionals.

Science.gov (United States)

Villacieros, Marta; Olmos, Ricardo; Bermejo, José Carlos

2017-12-04

Empathy has been identified as a relevant variable in order to predict burnout in healthcare professionals. In addition, assertiveness and self-esteem have been considered relevant variables to develop empathic capacity. In the other hand, misconceptions surrounding empathy constitute a risk factor for burnout. Two adult samples (N = 252 and N = 275) were used to explore and confirm the underlying structure of two questionnaires. The Exercise of Process of Empathy (EPE) scale (18 items) confirmatory factor analysis including 5 dimensions (cognitive and emotional comprehension, attention, clarity and assertiveness), showed reasonable goodness- of-fit indices χ2(130) = 269.63, p empathy scale (16 items) confirmatory factor analysis, including 3 dimensions (feeling, confluence and character misconceptions) also obtained reasonable goodness-of-fit indices χ 2 (101) = 250.59, p empathy process) a protection factor (b* = -.183). The model partially explains how misconceptions empathy process and self-esteem (b* = -.334) relate to burnout syndrome in healthcare professionals; what is more, it heralds a potential means to prevent it.

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…

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.

A comparative qualitative study of misconceptions associated with contraceptive use in southern and northern Ghana

Directory of Open Access Journals (Sweden)

Philip Baba Adongo

2014-09-01

Full Text Available Evidence from Ghana consistently shows that unmet need for contraception is pervasive with many possible causes, yet how these may differ by cultural zone remains poorly understood. This qualitative study was designed to elicit information on the nature and form of misconceptions associated with contraceptive use among northern and southern Ghanaians. Twenty-two focus group discussions (FGDs with married community members were carried out. Community Health Officers, Community Health Volunteers, and Health Care Managers were also interviewed using a semi-structured interview guide. Focus group discussions and in-depth interviews were recorded digitally, transcribed verbatim, and analyzed using QSR Nvivo 10 to compare contraceptive misconceptions in northern and southern Ghana. Results indicate that misconceptions associated with the use of contraceptives were widespread but similar in both settings. Contraceptives were perceived to predispose women to both primary and secondary infertility, uterine fibroids, and cancers. As regular menstrual flow was believed to prevent uterine fibroids, contraceptive use-related amenorrhea was thought to render acceptors vulnerable to uterine fibroids as well as cervical and breast cancers. Contraceptive acceptors were stigmatized and ridiculed as promiscuous. Among northern respondents, condom use was generally perceived to inhibit erection and therefore capable of inducing male impotence, while in southern Ghana, condom use was believed to reduce sensation and sexual gratification. The study indicates that misconceptions associated with contraceptive use are widespread in both regions. Moreover, despite profound social and contextual differences that distinguish northern and southern Ghanaians, prevailing fears and misconceptions are shared by respondents from both settings. Findings attest to the need for improved communication to provide accurate information for dispelling these misconceptions.

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

Science.gov (United States)

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)

The effects of instruction on college nonmajors' conceptions of respiration and photosynthesis

Science.gov (United States)

Anderson, Charles W.; Sheldon, Theresa H.; Dubay, Joann

Students in a college nonscience majors' biology course took tests designed to reveal their conceptions of respiration and photosynthesis before and after course instruction. Even though most students had taken at least a full year of biology, serious misconceptions persisted. Most students gave definitions of respiration, photosynthesis, and food which were markedly different from those generally accepted by biologists. These incorrect definitions were associated with more fundamental misunderstandings about how plants and animals function. Most students could not explain how animal cells use either food or oxygen. They understood plants as vaguely analogous to animals, taking in food through their roots instead of mouths. Previous biology instruction seemed neither to improve student performance on the pretest nor to prepare them to master these conceptions during the course. Course instruction did improve student's understanding, but misconceptions persisted for many students. These results raise fundamental questions about the effectiveness of curriculum and instruction in current high school and college biology courses.

Prevalence of Misconceptions, Dogmas, and Popular Views about Giftedness and Intelligence: A Case from Turkey

Science.gov (United States)

Sak, Ugur

2011-01-01

The purpose of this study was to investigate the prevalence of misconceptions, dogmas and popular views about giftedness and intelligence among Turkish lay people. A survey questionnaire consisting of 12 forced-choice items about global misconceptions, dogmatic beliefs and popular views related to giftedness and intelligence was used to collect…

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.

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 ...

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 ...

The Effects of Hands-On Learning Stations on Building American Elementary Teachers' Understanding about Earth and Space Science Concepts

Science.gov (United States)

Bulunuz, Nermin; Jarrett, Olga S.

2010-01-01

Research on conceptual change indicates that not only children, but also teachers have incomplete understanding or misconceptions on science concepts. This mixed methods study was concerned with in-service teachers' understanding of four earth and space science concepts taught in elementary school: reason for seasons, phases of the moon, rock…

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…

GM-CSF ameliorates microvascular barrier integrity via pericyte-derived Ang-1 in wound healing.

Science.gov (United States)

Yan, Min; Hu, Yange; Yao, Min; Bao, Shisan; Fang, Yong

2017-11-01

Skin wound healing involves complex coordinated interactions of cells, tissues, and mediators. Maintaining microvascular barrier integrity is one of the key events for endothelial homeostasis during wound healing. Vasodilation is observed after vasoconstriction, which causes blood vessels to become porous, facilitates leukocyte infiltration and aids angiogenesis at the wound-area, postinjury. Eventually, vessel integrity has to be reestablished for vascular maturation. Numerous studies have found that granulocyte macrophage colony-stimulating factor (GM-CSF) accelerates wound healing by inducing recruitment of repair cells into the injury area and releases of cytokines. However, whether GM-CSF is involving in the maintaining of microvascular barrier integrity and the underlying mechanism remain still unclear. Aim of this study was to investigate the effects of GM-CSF on modulation of microvascular permeability in wound healing and underlying mechanisms. Wound closure and microvascular leakage was investigated using a full-thickness skin wound mouse model after GM-CSF intervention. The endothelial permeability was measured by Evans blue assay in vivo and in vitro endothelium/pericyte co-culture system using a FITC-Dextran permeability assay. To identify the source of angiopoietin-1 (Ang-1), double staining is used in vivo and ELISA and qPCR are used in vitro. To determine the specific effect of Ang-1 on GM-CSF maintaining microvascular stabilization, Ang-1 siRNA was applied to inhibit Ang-1 production in vivo and in vitro. Wound closure was significantly accelerated and microvascular leakage was ameliorated after GM-CSF treatment in mouse wound sites. GM-CSF decreased endothelial permeability through tightening endothelial junctions and increased Ang-1 protein level that was derived by perictye. Furthermore, applications of siRNAAng-1 inhibited GM-CSF mediated protection of microvascular barrier integrity both in vivo and in vitro. Our data indicate that GM

Specification and Diversification of Pericytes and Smooth Muscle Cells from Mesenchymoangioblasts

Directory of Open Access Journals (Sweden)

Akhilesh Kumar

2017-05-01

Full Text Available Elucidating the pathways that lead to vasculogenic cells, and being able to identify their progenitors and lineage-restricted cells, is critical to the establishment of human pluripotent stem cell (hPSC models for vascular diseases and development of vascular therapies. Here, we find that mesoderm-derived pericytes (PCs and smooth muscle cells (SMCs originate from a clonal mesenchymal progenitor mesenchymoangioblast (MB. In clonogenic cultures, MBs differentiate into primitive PDGFRβ+CD271+CD73− mesenchymal progenitors, which give rise to proliferative PCs, SMCs, and mesenchymal stem/stromal cells. MB-derived PCs can be further specified to CD274+ capillary and DLK1+ arteriolar PCs with a proinflammatory and contractile phenotype, respectively. SMC maturation was induced using a MEK inhibitor. Establishing the vasculogenic lineage tree, along with identification of stage- and lineage-specific markers, provides a platform for interrogating the molecular mechanisms that regulate vasculogenic cell specification and diversification and manufacturing well-defined mural cell populations for vascular engineering and cellular therapies from hPSCs.

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)…

Operant Conditioning Concepts in Introductory Psychology Textbooks and Their Companion Web Sites

Science.gov (United States)

Sheldon, Jane P.

2002-01-01

Psychology instructors and textbook authors rate operant conditioning as one of the most essential concepts for students to learn, yet textbook writers, as well as students, can fall prey to misconceptions. This study is a content analysis of the presentation of operant conditioning in introductory psychology textbooks and their companion Web…

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

Science.gov (United States)

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)

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…

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

A Compilation and Review of over 500 Geoscience Misconceptions

Science.gov (United States)

Francek, Mark

2013-01-01

This paper organizes and analyses over 500 geoscience misconceptions relating to earthquakes, earth structure, geologic resources, glaciers, historical geology, karst (limestone terrains), plate tectonics, rivers, rocks and minerals, soils, volcanoes, and weathering and erosion. Journal and reliable web resources were reviewed to discover (1) the…

Scientific Conceptions of Photosynthesis among Primary School Pupils and Student Teachers of Biology

Directory of Open Access Journals (Sweden)

Darja Skribe Dimec

2017-03-01

Full Text Available Photosynthesis is the most important biochemical process on Earth. Most living beings depend on it directly or indirectly. Knowledge about photosynthesis enables us to understand how the world functions as an ecosystem and how photosynthesis acts as a bridge between the non-living and living worlds. It is, therefore, understandable that photosynthesis is included in national curricula around the world. The practice unfortunately shows that students at all school levels mostly learn about photosynthesis by rote. Consequently, they have difficulties understanding this vital process. Research also shows many misconceptions in relation to photosynthesis among students of different ages. Based on these, the main aim of our study was to explore the scientific conceptions about photosynthesis held by primary school pupils and student teachers of biology. Data were collected using a questionnaire containing seven biology content questions. The sample consisted of 634 participants, 427 primary school pupils (aged 11–14, and 207 student teachers of biology (aged 20–23. We found that the populations of primary school pupils and student teachers of biology differ greatly concerning scientific conceptions of photosynthesis. The student teachers showed good and complex understanding of photosynthesis, while pupils showed some misconceptions (location of chlorophyll and photosynthesis in a plant, transformation of energy in photosynthesis. Analysis of the development of scientific conceptions about photosynthesis with age showed that there is very little progress among primary school pupils and none among biology student teachers. More involvement of student teachers of biology in practical work at primary schools during their study was suggested to make student teachers aware of, and better understand pupils’ misconceptions.

Characterisation of an in vitro blood-brain barrier model based on primary porcine capillary endothelial cells in monoculture or co-culture with primary rat or porcine astrocytes and pericytes

DEFF Research Database (Denmark)

Thomsen, Louiza Bohn; Larsen, Annette Burkhart; Moos, Torben

to in vivo such as efflux transporters, tight junction proteins, and high transendothelial electric resistance (TEER). Primary BCECs are isolated from a variety of mammals such as rats, mice, cattle and pigs. Often bovine and porcine BCECs are cultured in monoculture or in co-culture with rat astrocytes......In vitro blood-brain barrier (BBB) models based on primary brain capillary endothelial cells (BCECs) in monoculture or in co-culture with primary astrocytes and pericytes are often applied for studying physiology of the BBB. Primary BCECs retain many morphological and biochemical properties similar...... obtained from neonatal rats which have been shown to strengthen the barrier properties of the BCECs. In this study, brain endothelial cells (PBECs), astrocytes and pericytes are isolated from pig brains donated by the local abattoir. The brains are from 6 month old domestic pigs. The availability and high...

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)

Knowledge of and misconceptions about the spread and prevention ...

African Journals Online (AJOL)

2009-05-27

May 27, 2009 ... and misconceptions regarding the spread and prevention of HIV in ... personal items, air-borne infection, mosquito bites, HIV testing and AIDS prevention or cure by traditional medicines or .... related stigmatisation, discrimination, isolation and the ... services to the patients living in the central and eastern.

Determining Science Student Teachers' Cognitive Structure on the Concept of "Food Chain"

Science.gov (United States)

Çinar, Derya

2015-01-01

The current study aims to determine science student teachers' cognitive structure on the concept of food chain. Qualitative research method was applied in this study. Fallacies detected in the pre-service teachers' conceptual structures are believed to result in students' developing misconceptions in their future classes and will adversely affect…

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 ...

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%.

Determinants of misconceptions about diabetes among Saudi diabetic patients attending diabetes clinic at a tertiary care hospital in Eastern Saudi Arabia

Directory of Open Access Journals (Sweden)

Ahmed A. Alsunni

2014-01-01

Full Text Available Objective: To identify the determinants of misconceptions about diabetes in patients registered with a diabetes clinic at a tertiary care hospital in Eastern Saudi Arabia. Materials and Methods: This cross-sectional survey was carried out at a diabetes clinic of a tertiary care hospital in Eastern Saudi Arabia, from January to December 2012. A total of 200 diabetic patients were interviewed using a questionnaire comprising 36 popular misconceptions. The total misconception score was calculated and categorized into low (0-12, moderate (13-24 and high (25-36 scores. The association of misconception score with various potential determinants was calculated using Chi-square test. Step-wise logistic regression was applied to the variables showing significant association with the misconception score in order to identify the determinants of misconceptions. Results: The mean age was 39.62 ± 16.7 and 112 (56% subjects were females. Type 1 diabetics were 78 (39%, while 122 (61% had Type 2 diabetes. Insulin was being used by 105 (52.5%, 124 (62% were self-monitoring blood glucose and 112 (56% were using diet control. Formal education on diabetes awareness had been received by 167 (83.5% before the interview. The mean misconception score was 10.29 ± 4.92 with 115 (57.5% subjects had low misconception scores (15 years since diagnosis, no self-monitoring, no dietary control and no diabetes education were all significantly (P 15 years since diagnosis, no self-monitoring, no diet control and no education about diabetes.

Using a Two-Tier Test to Analyse Students' and Teachers' Alternative Concepts in Astronomy

Science.gov (United States)

Kanli, U.

2015-01-01

This paper presents an analysis of physics teachers' as well as university and high school students' understanding of some astronomy concepts. In recent years, the significance of astronomy teaching in science education has gradually increased. Many research studies indicate that students have misconceptions about the reasons for seasons, the…

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

Concussion: the history of clinical and pathophysiological concepts and misconceptions.

Science.gov (United States)

McCrory, P R; Berkovic, S F

2001-12-26

Concussion is a well-recognized clinical entity; however, its pathophysiologic basis remains a mystery. One unresolved issue is whether concussion is associated with lesser degrees of diffuse structural change seen in severe traumatic brain injury, or is the mechanism entirely caused by reversible functional changes. This issue is clouded not only by the lack of critical data, but also by confusion in terminology, even in contemporary literature. This confusion began in ancient times when no distinction was made between the transient effects of concussion and severe traumatic brain injury. The first clear separate recognition of concussion was made by the Persian physician, Rhazes, in the 10th century. Lanfrancus subsequently expanded this concept as brain "commotion" in the 13th century, although other Renaissance physicians continued to obscure this concept. By the 18th century, a variety of hypotheses for concussion had emerged. The 19th century discovery of petechial hemorrhagic lesions in severe traumatic brain injury led to these being posited as the basis of concussion, and a similar logic was used later to suggest diffuse axonal injury was responsible. The neuropathology and pathophysiology of concussion has important implications in neurology, sports medicine, medicolegal medicine, and in the understanding of consciousness. Fresh approaches to these questions are needed and modern research tools, including functional imaging and experimental studies of ion-channel function, could help elucidate this puzzle that has evolved over the past 3,000 years.

Teenage Pregnancy and Sex and Relationship Education: Myths and (Mis)conceptions

Science.gov (United States)

Vincent, Kerry

2007-01-01

This paper explores the role of sex and relationship education (SRE) in reducing teenage pregnancy rates. It critically examines some of the assumptions underlying the emphasis placed on SRE within the teenage pregnancy strategy ( SEU, 1999)--in particular, the view that ignorance of sexual matters plays a key part in teenage conception. An…

Therapeutic misconception in early phase gene transfer trials.

Science.gov (United States)

Henderson, Gail E; Easter, Michele M; Zimmer, Catherine; King, Nancy M P; Davis, Arlene M; Rothschild, Barbra Bluestone; Churchill, Larry R; Wilfond, Benjamin S; Nelson, Daniel K

2006-01-01

Many subjects in early phase clinical trials expect to benefit in some way from the research intervention. It is understandable that people hope for improvement in their condition, no matter what the evidence. Yet unreasonable expectation of medical benefit may reflect problems with informed consent: Investigators may not disclose clearly that direct medical benefit from an early phase experimental intervention is unlikely or impossible, or subjects may not appreciate the differences between treatment and research. This paper presents findings from recent interviews with researchers and subjects and analysis of consent forms in early phase gene transfer research, a cutting-edge technology often called 'gene therapy'. We use three variables to construct a composite measure of therapeutic misconception TM, tapping misconceptions about the purposes of early phase research and the potential for direct medical benefit in these trials. Our multivariate model demonstrates the importance of both subject- and study-level factors as predictors of this TM index: education, disease type, and communication by study personnel about the likelihood of benefit. We hope that this work will deepen the discussion of how to define and measure TM, and refine the specification of factors that are related to subjects' TM.

The effectiveness of a structured educational intervention on disease-related misconception and quality of life in patients with irritable bowel syndrome.

Science.gov (United States)

Yu, Wen-Zhen; Ouyang, Yan-Qiong; Zhang, Qian; Li, Kong-Ling; Chen, Ji-Hong

2014-01-01

A significant number of patients with irritable bowel syndrome hold misconceptions about their disease and experience more impaired quality of life compared with the general population and people suffering from other chronic diseases. This study was designed to explore the effectiveness of a structured educational intervention on disease-related misconceptions and quality of life in patients with irritable bowel syndrome in Wuhan, China. A convenience sample of 23 patients with irritable bowel syndrome participated in an educational program that consisted of 4 weekly sessions in a group setting. Instruments, including an irritable bowel syndrome-related misconception scale and irritable bowel syndrome quality-of-life scale, were used for evaluation at baseline and 3 months after the sessions. Three months after the structured educational intervention, the score for irritable bowel syndrome-related misconception was significantly decreased (p quality of life was significantly improved (p educational intervention seems to be a proper method to reduce the disease-related misconceptions and improve the quality of life in patients with irritable bowel syndrome. Planning and implementing such clinical education programs will be helpful in decreasing disease-related misconceptions and promoting quality of life in patients with irritable bowel syndrome.

A Computer-Based Instrument That Identifies Common Science Misconceptions

Science.gov (United States)

Larrabee, Timothy G.; Stein, Mary; Barman, Charles

2006-01-01

This article describes the rationale for and development of a computer-based instrument that helps identify commonly held science misconceptions. The instrument, known as the Science Beliefs Test, is a 47-item instrument that targets topics in chemistry, physics, biology, earth science, and astronomy. The use of an online data collection system…

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…

Knowledge of and misconceptions about the spread and prevention ...

African Journals Online (AJOL)

Three or more misconceptions were present in 48% of the participants, such as HIV spread by casual contact, the sharing of personal items, air-borne infection, mosquito bites, HIV testing and AIDS prevention or cure by traditional medicines or alternatives. Sixty-two per cent of the older women were found to have adequate ...

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

Phase 3 Oncology Clinical Trials in South Africa: Experimentation or Therapeutic Misconception?

Science.gov (United States)

Malan, Tina; Moodley, Keymanthri

2016-02-01

Although clinical research in oncology is vital to improve current understanding of cancer and to validate new treatment options, voluntary informed consent is a critical component. Oncology research participants are a particularly vulnerable population; hence, therapeutic misconception often leads to ethical and legal challenges. We conducted a qualitative study administering semi-structured questionnaires on 29 adult, Phase 3, oncology clinical trial participants at three different private oncology clinical trial sites in South Africa. A descriptive content analysis was performed to identify perceptions of these participants regarding Phase 3 clinical trials. We found that most participants provided consent to be included in the trial for self-benefit. More than half of the participants had a poor understanding of Phase 3 clinical trials, and almost half the participants believed the clinical trial did not pose any significant risk to them. The word "hope" was used frequently by participants, displaying clear optimism with regard to the clinical trial and its outcome. This indicated that therapeutic misconception does occur in the South African oncology research setting and has the potential to lead to underestimation of the risks of a Phase 3 clinical trial. Emphasizing the experimental nature of a clinical trial during the consent process is critical to address therapeutic misconception in oncology research. © The Author(s) 2016.

Conceptual Teaching Based on Scientific Storyline Method and Conceptual Change Texts: Latitude-Parallel Concepts

Science.gov (United States)

Uzunöz, Abdulkadir

2018-01-01

The purpose of this study is to identify the conceptual mistakes frequently encountered in teaching geography such as latitude-parallel concepts, and to prepare conceptual change text based on the Scientific Storyline Method, in order to resolve the identified misconceptions. In this study, the special case method, which is one of the qualitative…

After Almost Half-Century Landing on the Moon and Still Countering Basic Astronomy Conceptions

Science.gov (United States)

Türkmen, Hakan

2015-01-01

The purpose of study is to investigate the fifth graders' understandings of the basic astronomy concept and, if they have, to define their misconceptions and then to determine what reason/s behind them. For this purpose, two hundred seventy fifth grade students from 6 different schools participated. Randomly selected 45 students performing under…

Students’ conceptions of radiation and what to do about them

Science.gov (United States)

Plotz, Thomas

2017-01-01

For good science teaching, it is necessary to have knowledge of your students’ preconceptions. Numerous studies have been conducted about typical ideas that students bring to the science classroom in science education research. Unfortunately the domains of which we know preconceptions are not distributed evenly and there is a lack of studies about students’ conceptions of electromagnetic radiation. This literature review focuses on the existing body of studies around those conceptions. All studies focusing on conceptions of radiation, including nuclear radiation, have been considered if they were published in international peer reviewed journals in English and German between 1980 and the present day. Some interesting conceptions mentioned in different studies are pointed out, as well as gaps in the literature that need to be filled. At the end, some ideas to conquer misconceptions are presented.

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

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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.

A psychometric evaluation of the digital logic concept inventory

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Herman, Geoffrey L.; Zilles, Craig; Loui, Michael C.

2014-10-01

Concept inventories hold tremendous promise for promoting the rigorous evaluation of teaching methods that might remedy common student misconceptions and promote deep learning. The measurements from concept inventories can be trusted only if the concept inventories are evaluated both by expert feedback and statistical scrutiny (psychometric evaluation). Classical Test Theory and Item Response Theory provide two psychometric frameworks for evaluating the quality of assessment tools. We discuss how these theories can be applied to assessment tools generally and then apply them to the Digital Logic Concept Inventory (DLCI). We demonstrate that the DLCI is sufficiently reliable for research purposes when used in its entirety and as a post-course assessment of students' conceptual understanding of digital logic. The DLCI can also discriminate between students across a wide range of ability levels, providing the most information about weaker students' ability levels.

Biogeochemistry Science and Education Part One: Using Non-Traditional Stable Isotopes as Environmental Tracers Part Two: Identifying and Measuring Undergraduate Misconceptions in Biogeochemistry

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Mead, Chris

This dissertation is presented in two sections. First, I explore two methods of using stable isotope analysis to trace environmental and biogeochemical processes. Second, I present two related studies investigating student understanding of the biogeochemical concepts that underlie part one. Fe and Hg are each biogeochemically important elements in their own way. Fe is a critical nutrient for phytoplankton, while Hg is detrimental to nearly all forms of life. Fe is often a limiting factor in marine phytoplankton growth. The largest source, by mass, of Fe to the open ocean is windblown mineral dust, but other more soluble sources are more bioavailable. To look for evidence of these non-soil dust sources of Fe to the open ocean, I measured the isotopic composition of aerosol samples collected on Bermuda. I found clear evidence in the fine size fraction of a non-soil dust Fe source, which I conclude is most likely from biomass burning. Widespread adoption of compact fluorescent lamps (CFL) has increased their importance as a source of environmental Hg. Isotope analysis would be a useful tool in quantifying this impact if the isotopic composition of Hg from CFL were known. My measurements show that CFL-Hg is isotopically fractionated, in a unique pattern, during normal operation. This fractionation is large and has a distinctive, mass-independent signature, such that CFL Hg can be uniquely identified from other sources. Misconceptions research in geology has been a very active area of research, but student thinking regarding the related field of biogeochemistry has not yet been studied in detail. From interviews with 40 undergraduates, I identified over 150 specific misconceptions. I also designed a multiple-choice survey (concept inventory) to measure understanding of these same biogeochemistry concepts. I present statistical evidence, based on the Rasch model, for the reliability and validity of this instrument. This instrument will allow teachers and researchers to

Investigating with Concept Cartoons: Practical suggestions for using concept cartoons to start student investigations in elementary school and beyond

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Ed van den Berg

2017-04-01

Full Text Available Concept cartoons can be used to diagnose misconceptions and stimulate discussion of basic concepts and phenomena. However, the teacher can also present a cartoon and then ask students to think of experiments to further investigate the phenomenon shown in the cartoon. Our experience is that students from age 9–18 very quickly come with creative ideas and start investigations. That is, of course, only the beginning. The teacher will have to follow the work of the students closely and help them to develop their investigation skills and critical thinking. In the workshop you will experience how to start an investigation with the cartoon and then we will focus on how to use formative assessment to improve the work of students.

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.

Clarifying misconceptions of extinction risk assessment with the IUCN Red List

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Dulvy, Nicholas K.; Gaston, Kevin J.; Gärdenfors, Ulf; Keith, David A.; Punt, André E.; Regan, Helen M.; Böhm, Monika; Hedges, Simon; Seddon, Mary; Butchart, Stuart H. M.; Hilton-Taylor, Craig; Hoffmann, Michael; Bachman, Steven P.; Akçakaya, H. Reşit

2016-01-01

The identification of species at risk of extinction is a central goal of conservation. As the use of data compiled for IUCN Red List assessments expands, a number of misconceptions regarding the purpose, application and use of the IUCN Red List categories and criteria have arisen. We outline five such classes of misconception; the most consequential drive proposals for adapted versions of the criteria, rendering assessments among species incomparable. A key challenge for the future will be to recognize the point where understanding has developed so markedly that it is time for the next generation of the Red List criteria. We do not believe we are there yet but, recognizing the need for scrutiny and continued development of Red Listing, conclude by suggesting areas where additional research could be valuable in improving the understanding of extinction risk among species. PMID:27072401

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

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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…

Spore: Spawning Evolutionary Misconceptions?

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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.

In situ hybridization reveals that type I and III collagens are produced by pericytes in the anterior pituitary gland of rats.

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Fujiwara, Ken; Jindatip, Depicha; Kikuchi, Motoshi; Yashiro, Takashi

2010-12-01

Type I and III collagens widely occur in the rat anterior pituitary gland and are the main components of the extracellular matrix (ECM). Although ECM components possibly play an important role in the function of the anterior pituitary gland, little is known about collagen-producing cells. Type I collagen is a heterotrimer of two α1(I) chains (the product of the col1a1 gene) and one α2(I) chain (the product of the col1a2 gene). Type III collagen is a homotrimer of α1(III) chains (the product of the col3a1 gene). We used in situ hybridization with digoxigenin-labeled cRNA probes to examine the expression of col1a1, col1a2, and col3a1 mRNAs in the pituitary gland of adult rats. mRNA expression for these collagen genes was clearly observed, and cells expressing col1a1, col1a2, and col3a1 mRNA were located around capillaries in the gland. We also investigated the possible double-staining of collagen mRNA and pituitary hormones, S-100 protein (a marker of folliculo-stellate cells), or desmin (a marker of pericytes). Col1a1 and col3a1 mRNA were identified in desmin-immunopositive cells. Thus, only pericytes produce type I and III collagens in the rat anterior pituitary gland.

Umbilical Cord Blood-Derived Mononuclear Cells Exhibit Pericyte-Like Phenotype and Support Network Formation of Endothelial Progenitor Cells In Vitro.

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Peters, Erica B; Liu, Betty; Christoforou, Nicolas; West, Jennifer L; Truskey, George A

2015-10-01

Umbilical cord blood represents a promising cell source for pro-angiogenic therapies. The present study examined the potential of mononuclear cells (MNCs) from umbilical cord blood to support endothelial progenitor cell (EPC) microvessel formation. MNCs were isolated from the cord blood of 20 separate donors and selected for further characterization based upon their proliferation potential and morphological resemblance to human vascular pericytes (HVPs). MNCs were screened for their ability to support EPC network formation using an in vitro assay (Matrigel™) as well as a reductionist, coculture system consisting of no additional angiogenic cytokines beyond those present in serum. In less than 15% of the isolations, we identified a population of highly proliferative MNCs that phenotypically resembled HVPs as assessed by expression of PDGFR-β, NG2, α-SMA, and ephrin-B2. Within a Matrigel™ system, MNCs demonstrated pericyte-like function through colocalization to EPC networks and similar effects as HVPs upon total EPC tubule length (p = 0.95) and number of branch points (p = 0.93). In a reductionist coculture system, MNCs served as pro-angiogenic mural cells by supporting EPC network formation to a significantly greater extent than HVP cocultures, by day 14 of coculture, as evidenced through EPC total tubule length (p < 0.0001) and number of branch points (p < 0.0001). Our findings are significant as we demonstrate mural cell progenitors can be isolated from umbilical cord blood and develop culture conditions to support their use in microvascular tissue engineering applications.

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.

Intellectually disabled students’ conceptions concerning the earth and heavenly bodies

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Engin Baysen

2014-08-01

Full Text Available Learning scientific concepts are crucial for both normally achieving and intellectually disabled students attending inclusion classes. This research study aimed to reveal intellectually disabled students’ conceptions and thinkings utilizing data of interviews and drawings concerning the earth and heavenly bodies and comparing them with the findings belonging to those showing normal mental achievement. Thirty intellectually disabled students (19 boys and 11 girls participated to this research. They were questioned individually using clinical interview technique. Intellectually disabled students have main similarities to those of normally achieving concerning the phenomenon. All the students participating in the present research study do have misconceptions concerning the phenomenon. Their thinking approaches (tendencies and the way they are affected by certain context while constructing their conceptions is similar to those of normally achieving. They used their concepts consistently and showed theory-like mental constructions.

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

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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…

Improving students’ conceptions on fluid dynamics through peer teaching model with PDEODE (PTM-PDEODE)

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Samsudin, A.; Fratiwi, N.; Amin, N.; Wiendartun; Supriyatman; Wibowo, F.; Faizin, M.; Costu, B.

2018-05-01

This study based on an importance of improving students’ conceptions and reduces students’ misconceptions on fluid dynamics concepts. Consequently, should be done the study through combining Peer Teaching Model (PTM) and PDEODE (Prediction, Discuss, Explain, Observe, Discuss and Explain) learning strategy (PTM-PDEODE). For the research methods, we used the 4D model (Defining, Designing, Developing, and Disseminating). The samples are 38 students (their ages were an average of 17 years-old) at one of the senior high schools in Bandung. The improvement of students’ conceptions was diagnosed through a four-tier test of fluid dynamics. At the disseminating phase, students’ conceptions of fluid dynamics concepts are increase after the use of PTM-PDEODE. In conclusion, the development of PTM-PDEODE is respectable enough to improve students’ conceptions on dinamics fluid.

Kindergarten and Primary School Children's Everyday, Synthetic, and Scientific Concepts of Clouds and Rainfall

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Malleus, Elina; Kikas, Eve; Marken, Tiivi

2017-06-01

The purpose of this research was to explore children's understandings of everyday, synthetic and scientific concepts to enable a description of how abstract, verbally taught material relates to previous experience-based knowledge and the consistency of understanding about cloud formation. This study examined the conceptual understandings of cloud formation and rain in kindergarten (age 5-7), second (age 8-9) and fourth (age 10-11) grade children, who were questioned on the basis of structured interview technique. In order to represent consistency in children's answers, three different types of clouds were introduced (a cirrus cloud, a cumulus cloud, and a rain cloud). Our results indicate that children in different age groups gave a similarly high amount of synthetic answers, which suggests the need for teachers to understand the formation process of different misconceptions to better support the learning process. Even children in kindergarten may have conceptions that represent different elements of scientific understanding and misconceptions cannot be considered age-specific. Synthetic understanding was also shown to be more consistent (not depending on cloud type) suggesting that gaining scientific understanding requires the reorganisation of existing concepts, that is time-consuming. Our results also show that the appearance of the cloud influences children's answers more in kindergarten where they mostly related rain cloud formation with water. An ability to create abstract connections between different concepts should also be supported at school as a part of learning new scientific information in order to better understand weather-related processes.

Brain mesenchymal stem cells: physiology and pathological implications.

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Pombero, Ana; Garcia-Lopez, Raquel; Martinez, Salvador

2016-06-01

Mesenchymal stem cells (MSCs) are defined as progenitor cells that give rise to a number of unique, differentiated mesenchymal cell types. This concept has progressively evolved towards an all-encompassing concept including multipotent perivascular cells of almost any tissue. In central nervous system, pericytes are involved in blood-brain barrier, and angiogenesis and vascular tone regulation. They form the neurovascular unit (NVU) together with endothelial cells, astrocytes and neurons. This functional structure provides an optimal microenvironment for neural proliferation in the adult brain. Neurovascular niche include both diffusible signals and direct contact with endothelial and pericytes, which are a source of diffusible neurotrophic signals that affect neural precursors. Therefore, MSCs/pericyte properties such as differentiation capability, as well as immunoregulatory and paracrine effects make them a potential resource in regenerative medicine. © 2016 Japanese Society of Developmental Biologists.

Misconceptions about optics: An effect of misleading explanations?

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Favale, Fabrizio; Bondani, Maria

2014-07-01

During our activities of physics dissemination with High School students especially concerning optics, we are used to distribute a questionnaire about colors and image formation by mirrors and lenses. The answers to some questions clearly show misconceptions and naïve ideas about colors, ray tracing, image formation in reflection and refraction. These misconceptions are widespread and do not depend on the gender, the level, and the age of the students: they seem to depend on some wrong ideas and explanatory models that are not changed by the curricular studies at school. In fact, the same errors are present in groups of students before and after taking optics courses at High School. On the other hand we have also found some misleading explanations of the phenomena both in textbooks and websites. Most of the time, errors occur in the explanatory drawings accompanying the text, which are based on some hybrid description of the optical processes: sometimes the description of the path of the ray light is confused with the image reconstruction by the lenses. We think that to partially avoid some errors it is important to use a teaching path centered on the actual path of the rays and not on what eyes see (the vision). Here we present the results of data collected from more than 200 students and some considerations about figures and explanations found in textbooks.

Using Think-Aloud Protocols to Uncover Misconceptions and Improve Developmental Math Instruction: An Exploratory Study

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Charles Secolsky

2016-01-01

Full Text Available Deficiencies in education continue to escalate around the world. The focus on outcomes assessment has narrowed instructional research and curriculum evaluation to standardized testing in certain subject areas. A prototype for a quantitative literacy assessment instrument was developed with the goal of diagnosing student misconceptions of basic mathematics content and changing instructional practices to undo the misconceptions by applying cognitive psychological theory. Two hundred thirty-eight basic math high school students and 209 remedial community college students in New Jersey and New York were administered the instrument, which had been based on coded data from think-aloud protocols. The instrument asked students to answer 20 basic mathematics items and, in addition, to evaluate four possible solution strategies. For each item, frequencies of selected solution strategies and the association between strategy selection and performance on the 20-question math test are presented as a means for improving instruction. Follow-up research is proposed for determining whether undoing the student misconceptions first before teaching material on a new unit of instruction may yield more positive student outcomes.

Gender Fair Efficacy of Concept Mapping Tests in Identifying Students' Difficulties in High School Organic Chemistry

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Gafoor, Kunnathodi Abdul; Shilna, V.

2014-01-01

In view of the perceived difficulty of organic chemistry unit for high schools students, this study examined the usefulness of concept mapping as a testing device to assess students' difficulty in the select areas. Since many tests used for identifying students misconceptions and difficulties in school subjects are observed to favour one or the…

Therapeutic misconception in clinical trials: fighting against it and living with it.

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Dal-Ré, R; Morell, F; Tejedor, J C; Gracia, D

2014-11-01

A clinical trial seeks information for the benefit of future patients and not necessarily for those who participate in the study. However, there are patients who believe that they will receive a direct therapeutic benefit by participating in a clinical trial, the so-called «therapeutic misconception». In this article, we describe the nature and extent of therapeutic misconception, which researchers can also experience. Its presence is especially important in phase 1 oncology trials and those with placebo group. To limit its occurrence, investigators have to ensure that participant information sheet are well written and to establish an effective and transparent discussion during the process of obtaining informed consent so that patients understand all aspects of their participation in the research and appreciate what this participation entails. Copyright © 2014 Elsevier España, S.L.U. All rights reserved.

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…

An inventory on rotational kinematics of a particle: unravelling misconceptions and pitfalls in reasoning

International Nuclear Information System (INIS)

Mashood, K K; Singh, Vijay A

2012-01-01

Student difficulties regarding the angular velocity and angular acceleration of a particle have remained relatively unexplored in contrast to their linear counterparts. We present an inventory comprising multiple choice questions aimed at probing misconceptions and eliciting ill-suited reasoning patterns. The development of the inventory was based on interactions with students, teachers and experts. We report misconceptions, some of which are parallel to those found earlier in linear kinematics. Fixations with inappropriate prototypes were uncovered. Many students and even teachers mistakenly assume that all rotational motion is necessarily circular. A persistent notion that the direction of angular velocity and angular acceleration should be ‘along’ the motion exists. Instances of indiscriminate usage of equations were identified. (paper)

A Probabilistic Model for Diagnosing Misconceptions by a Pattern Classification Approach.

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Tatsuoka, Kikumi K.

A probabilistic approach is introduced to classify and diagnose erroneous rules of operation resulting from a variety of misconceptions ("bugs") in a procedural domain of arithmetic. The model is contrasted with the deterministic approach which has commonly been used in the field of artificial intelligence, and the advantage of treating the…

Patient misconceptions concerning lumbar spondylosis diagnosis and treatment.

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Franz, Eric W; Bentley, J Nicole; Yee, Patricia P S; Chang, Kate W C; Kendall-Thomas, Jennifer; Park, Paul; Yang, Lynda J S

2015-05-01

results show that a surprisingly high percentage of patients have misconceptions regarding the diagnosis and treatment of lumbar spondylosis, and that these misconceptions persist in patients with a history of spine surgery. Specifically, patients overemphasize the value of radiological studies and have mixed perceptions of the relative risk and effectiveness of surgical intervention compared with more conservative management. These misconceptions have the potential to alter patient expectations and decrease satisfaction, which could negatively impact patient outcomes and subjective valuations of physician performance. While these results are preliminary, they highlight a need for improved communication and patient education during surgical consultation for lumbar spondylosis.

The effect of education type on common misconceptions of traumatic brain injury.

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De Iorio, Monica L; Nolan, Susan A; Teague, Susan

2017-11-01

In the current study, we investigated the effects of existing education materials-either a Traumatic Brain Injury (TBI) factsheet or personal stories of people with TBI-on undergraduate students' misconceptions and attributions about the causes of TBI-related behavior. Undergraduate students (N = 164) were recruited through the university participant pool. The participants were randomly assigned to receive either a factsheet about TBI, personal stories of people with TBI, or a control reading. Groups were compared on the number of TBI misconceptions endorsed, scores on an attribution measure, and their willingness to interact with people who have TBIs. Both the TBI factsheet group and the personal stories group endorsed fewer misconceptions, on average, than the control group (p = .02). Additionally, those who read either the personal stories or the factsheet had significantly lower attribution scores, on average, than the control group (p = .001; p = .03). That is, those who read either of the educational materials were more likely to endorse a TBI explanation over an adolescent explanation, compared to those who read a control reading. The groups did not significantly differ on their willingness for social interaction. Results suggest that, on average, factsheets and personal stories are effective for increasing knowledge about moderate-to-severe TBI as compared to a control group. Personal stories and factsheets may also be useful, on average, for addressing tendencies to discount TBIs as explanations for behavioral change, as compared to a control group. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Students’ Conception on Heat and Temperature toward Science Process Skill

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Ratnasari, D.; Sukarmin, S.; Suparmi, S.; Aminah, N. S.

2017-09-01

This research is aimed to analyze the effect of students’ conception toward science process skill. This is a descriptive research with subjects of the research were 10th-grade students in Surakarta from high, medium and low categorized school. The sample selection uses purposive sampling technique based on physics score in national examination four latest years. Data in this research collecting from essay test, two-tier multiple choice test, and interview. Two-tier multiple choice test consists of 30 question that contains an indicator of science process skill. Based on the result of the research and analysis, it shows that students’ conception of heat and temperature affect science process skill of students. The students’ conception that still contains the wrong concept can emerge misconception. For the future research, it is suggested to improve students’ conceptual understanding and students’ science process skill with appropriate learning method and assessment instrument because heat and temperature is one of physics material that closely related with students’ daily life.

Distance Education in the Digital Age: Common Misconceptions and Challenging Tasks

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Guri-Rosenblit, Sarah

2009-01-01

This article discusses in its first part three common misconceptions related to the operation of distance education providers in the digital age: The tendency to relate to e-learning as the new generation of distance education; the confusion between ends and means of distance education; and the absence of the teachers' crucial role in the…

Mental Models and other Misconceptions in Children's Understanding of the Earth

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Panagiotaki, Georgia; Nobes, Gavin; Potton, Anita

2009-01-01

This study investigated the claim (e.g., Vosniadou & Brewer's, 1992) that children have naive ''mental models'' of the earth and believe, for example, that the earth is flat or hollow. It tested the proposal that children appear to have these misconceptions because they find the researchers' tasks and questions to be confusing and ambiguous.…

Students conception and perception of simple electrical circuit

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Setyani, ND; Suparmi; Sarwanto; Handhika, J.

2017-11-01

This research aims to describe the profile of the students’ conception and perception on the simple electrical circuit. The results of this research suppose to be used as a reference by teachers to use learning models or strategies to improve understanding the physics concept. The research method used is descriptive qualitative. Research subjects are the students of physics education program, Universitas Sebelas Maret, Surakarta, Indonesia (49 students). The results showed that students have alternative conceptions. Their conceptions are (1) a high-voltage wire has an electric current and can cause electric shock, (2) the potential difference and the value of resistance used in a circuit is influenced by electric current, (3) the value of resistance of a lamp is proportional to the filament thickness, (4) the amount of electric current that coming out from the positive pole battery is the same for all type of circuit, in series or parallel (battery is constant current sources), (5) the current at any resistor in the series circuit is influenced by the resistor used, (6) the resistor consume the current through it. This incorrect conception can cause misconceptions.

Misconceptions about Ebola virus disease among lay people in Guinea: Lessons for community education.

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Kpanake, Lonzozou; Gossou, Komlantsè; Sorum, Paul Clay; Mullet, Etienne

2016-05-01

To characterize the perception of Ebola virus disease (EVD) in Guinea, we administered, from November 2014 to February 2015, a questionnaire to a convenience sample of 200 lay people in Conakry and a group of 8 physicians. We found widespread misconceptions among lay people, including that praying to God can protect against EVD, that traditional healers are more competent than physicians in treating EVD, that people get infected through physical proximity without contact, that the Ebola epidemic is the result of Western bioterrorism experiments, that Western medical staff disseminated the virus, and that the purpose of quarantine measures is to hasten the death of Ebola patients. Major educational interventions, sensitive to local cultural beliefs, are needed to overcome the misconceptions about Ebola in Guinea.

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

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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…

Regression assumptions in clinical psychology research practice—a systematic review of common misconceptions

NARCIS (Netherlands)

Ernst, Anja F.; Albers, Casper J.

2017-01-01

Misconceptions about the assumptions behind the standard linear regression model are widespread and dangerous. These lead to using linear regression when inappropriate, and to employing alternative procedures with less statistical power when unnecessary. Our systematic literature review investigated

Burden of Misconception in Sexual Health Care Setting: A Cross-Sectional Investigation among the Patients Attending a Psychiatric Sex Clinic of Bangladesh

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S. M. Yasir Arafat

2017-01-01

Full Text Available Background. Bangladesh is a country in South Asia with about 160 million people and achieved health related Millennium Development Goals (MDG significantly. But sexual health is still an untapped issue with predominant myths and misconception. Objective. We aimed to look into the proportions of patients attending sexual health care services due to misconceptions. Methods. The descriptive, cross-sectional study was conducted among 110 patients attending Psychiatric Sex Clinic (PSC of Bangabandhu Sheikh Mujib Medical University. Respondents were included in the study with convenient sampling from November 2016 to March 2017. Data were collected through face-to-face interview with semistructured preformed, pretested questionnaire and analyzed by SPSS software 16.0 version. Results. Most of the patients (93% were male, 60% were married, 62% were urban habitant, 42% were under grade 10, and 33% were service holder. Total 55% of the patients had misconceptions and 29% visited only for misconception; 14% had Premature Ejaculation; and 12% had desire disorder. 32% of the patients had psychiatric disorders and among them depression was most common, 13%. Conclusion. Positive openness in sexual health and appropriate strategy should be taken to improve the quality of sexual life as well as reduce the misconception in the people of Bangladesh.

Physics Education: Effect of Micro-Teaching Method Supported by Educational Technologies on Pre-Service Science Teachers' Misconceptions on Basic Astronomy Subjects

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Gurbuz, Fatih

2016-01-01

The purpose of this research study is to explore pre-service science teachers' misconceptions on basic astronomy subjects and to examine the effect of micro teaching method supported by educational technologies on correcting misconceptions. This study is an action research. Semi- structured interviews were used in the study as a data collection…

Pre-Service Teachers' Knowledge, Misconceptions and Gaps about Autism Spectrum Disorder

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Sanz-Cervera, Pilar; Fernández-Andrés, María-Inmaculada; Pastor-Cerezuela, Gemma; Tárraga-Mínguez, Raúl

2017-01-01

The inclusive education framework and the increase in autism diagnoses have led to an overwhelming challenge for pre-service teachers who need to be qualified to teach all children. To test the quality of their training, the main purpose of this study was to compare 866 pre-service teachers' knowledge, misconceptions, and gaps about autism in…

The Earth's Mantle Is Solid: Teachers' Misconceptions About the Earth and Plate Tectonics.

Science.gov (United States)

King, Chris

2000-01-01

Discusses the misconceptions revealed by the teachers' answers and outlines more accurate answers and explanations based on established evidence and uses these to provide a more complete understanding of plate tectonic process and the structure of Earth. (Author/YDS)

The Surprise Element: How Allaying Parents' Misconceptions Improves a Teacher's Communicative Process

Science.gov (United States)

Kumar, Rashmi

2010-01-01

Challenged by parents' misconceptions about the role of cooperative learning activities in developing their gifted children, a teacher began to mentor the parents. The act of mentoring those parents resulted in the teacher's longer-term professional development: specifically, creating a process of seeking structured feedback from parents and…

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

Seafarers, Great Circles, and a Tad of Rhumb: Understanding the Mercator Misconception

Science.gov (United States)

DiSpezio, Michael A.

2010-01-01

Being flat, Mercator maps inherently misrepresent some aspects of Earth's geography. That's because there is absolutely no way to simultaneously conserve all of the elements of three-dimensional space in a two-dimensional model. To dispel misconceptions, check out the Activity Worksheet and the website resources included in this article. Along…

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...

An intelligent tutoring system for teaching fundamental physics concepts

Science.gov (United States)

Albacete, Patricia Lucia

1999-12-01

Students in traditional elementary mechanics classes can master problem solving of a quantitative nature but not those of a qualitative type. Moreover, students' naive conceptions of physics remain unchanged after completing their class. A few approaches have been implemented to improve this situation however none have met with great success. Since elementary mechanics is the foundation for all of physics and it is a required course for most science majors there is a clear need to improve the instruction of the subject. To address this problem I developed a intelligent tutoring system, called the Conceptual Helper, which coaches students during homework problem solving. The tutor uses a unique cognitive based approach to teaching physics, which presents innovations in three areas. (1) The teaching strategy, which focuses on teaching those links among the concepts of the domain that are essential for conceptual understanding yet are seldom learned by the students. (2) The manner in which the knowledge is taught, which is based on a combination of effective human tutoring techniques (e.g., hinting), effective pedagogical methods (e.g., a microscopic view of matter), and less cognitively demanding approaches (e.g., anthropomorphism). (3) The way in which misconceptions are handled which uses the underlying scientific correct line of reasoning to describe to the student the phenomenon that is the basis for the misconception. From a technological point of view the Conceptual Helper was implemented as a model-tracing tutor which intervenes when students make errors and after completion of each problem, at which time the tutor scaffolds the students on post-problem reflection. The remediation is guided by probabilistic assessment of mastery and the interventions are adapted to the errors. The thesis also presents the results of the evaluation of the system which revealed that the gain scores of the experimental group were statistically significantly higher than those of

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

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

A Rejoinder to Mackintosh and some Remarks on the Concept of General Intelligence

OpenAIRE

Heene, Moritz

2008-01-01

In 2000 Nicholas J. Mackintosh (2000) published an article in "Nature" referring to the concept of general intelligence ("g") claiming that there is clear empirical evidence for the existence of the g factor and psychologists are "united in their support of g". Surprisingly, his view remained yet unchallenged although this issue is by no means as clear-cut as Mackintosh argues. Let us therefore attempt to clarify some common but unfortunately major misconceptions about g, which Mackintosh, fo...

The use of a hands-on model in learning the regulation of an inducible operon and the development of a gene regulation concept inventory

Science.gov (United States)

Stefanski, Katherine M.

A central concept in genetics is the regulation of gene expression. Inducible gene expression is often taught in undergraduate biology courses using the lac operon of Escherichia coli (E. coli ). With national calls for reform in undergraduate biology education and a body of literature that supports the use of active learning techniques including hands-on learning and analogies we were motivated to develop a hands-on analogous model of the lac operon. The model was developed over two iterations and was administered to genetics students. To determine the model's worth as a learning tool a concept inventory (CI) was developed using rigorous protocols. Concept inventories are valuable tools which can be used to assess students' understanding of a topic and pinpoint commonly held misconceptions as well as the value of educational tools. Through in-class testing (n =115) the lac operon concept inventory (LOCI) was demonstrated to be valid, predictive, and reliable (? coefficient = 0.994). LOCI scores for students who participated in the hands-on activity (n = 67) were 7.5% higher (t = -2.281, P operon. We were able to determine the efficacy of the activity and identify misconceptions held by students about the lac operon because of the use of a valid and reliable CI.

Implementacion de modulos constructivistas que atiendan "misconceptions" y lagunas conceptuales en temas de la fisica en estudiantes universitarios

Science.gov (United States)

Santacruz Sarmiento, Neida M.

Este estudio se enfoco en los "misconception" y lagunas conceptuales en temas fundamentales de Fisica como son Equilibrio Termodinamico y Estatica de fluidos. En primer lugar se trabajo con la identificacion de "misconceptions" y lagunas conceptuales y se analizo en detalle la forma en que los estudiantes construyen sus propias teorias de fenomenos relacionados con los temas. Debido a la complejidad en la que los estudiantes asimilan los conceptos fisicos, se utilizo el metodo de investigacion mixto de tipo secuencial explicativo en dos etapas, una cuantitativa y otra cualitativa. La primera etapa comprendio cuatro fases: (1) Aplicacion de una prueba diagnostica para identificar el conocimiento previo y lagunas conceptuales. (2) Identificacion de "misconceptions" y lagunas del concepto a partir del conocimiento previo. (3) Implementacion de la intervencion por medio de modulos en el topico de Equilibrio Termodinamico y Estatica de Fluidos. (4) Y la realizacion de la pos prueba para analizar el impacto y la efectividad de la intervencion constructivista. En la segunda etapa se utilizo el metodo de investigacion cualitativo, por medio de una entrevista semiestructurada que partio de la elaboracion de un mapa conceptual y se finalizo con un analisis de datos conjuntamente. El desarrollo de este estudio permitio encontrar "misconceptions" y lagunas conceptuales a partir del conocimiento previo de los estudiantes participantes en los temas trabajados, que fueron atendidos en el desarrollo de las distintas actividades inquisitivas que se presentaron en el modulo constructivista. Se encontro marcadas diferencias entre la pre y pos prueba en los temas, esto se debio al requerimiento de habilidades abstractas para el tema de Estatica de Fluidos y al desarrollo intuitivo para el tema de Equilibrio Termodinamico, teniendo mejores respuestas en el segundo. Los participantes demostraron una marcada evolucion y/o cambio en sus estructuras de pensamiento, las pruebas estadisticas

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,…

Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network

Science.gov (United States)

Haudek, Kevin C.; Kaplan, Jennifer J.; Knight, Jennifer; Long, Tammy; Merrill, John; Munn, Alan; Nehm, Ross; Smith, Michelle; Urban-Lurain, Mark

2011-01-01

Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students’ thinking, but are time- and resource-intensive to evaluate. This report describes the initial meeting of a National Science Foundation–funded cross-institutional collaboration of interdisciplinary science, technology, engineering, and mathematics (STEM) education researchers interested in exploring the use of automated text analysis to evaluate constructed-response assessments. Participants at the meeting shared existing work on lexical analysis and concept inventories, participated in technology demonstrations and workshops, and discussed research goals. We are seeking interested collaborators to join our research community. PMID:21633063

Cancer Pain Management Education Rectifies Patients' Misconceptions of Cancer Pain, Reduces Pain, and Improves Quality of Life.

Science.gov (United States)

Koh, Su-Jin; Keam, Bhumsuk; Hyun, Min Kyung; Ju Seo, Jeong; Uk Park, Keon; Oh, Sung Yong; Ahn, Jinseok; Lee, Ja Youn; Kim, JinShil

2018-03-26

More than half of the patients have reported improper management of breakthrough cancer pain. Empirical evidence is lacking concerning the effectiveness of cancer pain education on breakthrough pain control. This study aimed to examine the effects of individual pain education on pain control, use of short-acting analgesics for breakthrough pain, quality of life outcomes, and rectification of patients' misconceptions regarding cancer pain. A quasi-experimental design was used. In total, 176 (102 inpatients and 74 outpatients) and 163 (93 inpatients and 70 outpatients) cancer patients completed questionnaires on pain intensity, quality of life, use of short-acting medication for breakthrough pain, and misconceptions about cancer pain and opioid use before and immediately and/or seven days after individual pain education. The mean age of the participants was 60.9 years (±11.2), and 56.3% were male. The most common cancers were lung cancer (17.0%), colon cancer (15.9%), and breast cancer (12.5%). The subjects' reasons for attrition were conditional deterioration, death, or voluntary withdrawal (N = 13, 7.4%). Following the education, there was a significant reduction in overall pain intensity over 24 hours (P < 0.001). The outpatients showed more use of short-acting analgesics for breakthrough pain. Sleep quality change was most significantly associated with intervention; other quality of life aspects (e.g., general feelings and life enjoyment) also improved. Pain education also significantly reduced misconceptions regarding cancer pain management. The present educational intervention was effective in encouraging short-acting analgesic use for breakthrough pain, improving quality of life outcomes, and rectifying patients' misconceptions about analgesic use.

Craniosynostosis: current conceptions and misconceptions

Directory of Open Access Journals (Sweden)

Cristiane Sá Roriz Fonteles

2016-04-01

Full Text Available Cranial bones articulate in areas called sutures that must remain patent until skull growth is complete. Craniosynostosis is the condition that results from premature closure of one or more of the cranial vault sutures, generating facial deformities and more importantly, skull growth restrictions with the ability to severely affect brain growth. Typically, craniosynostosis can be expressed as an isolated event, or as part of syndromic phenotypes. Multiple signaling mechanisms interact during developmental stages to ensure proper and timely suture fusion. Clinical outcome is often a product of craniosynostosis subtypes, number of affected sutures and timing of premature suture fusion. The present work aimed to review the different aspects involved in the establishment of craniosynostosis, providing a close view of the cellular, molecular and genetic background of these malformations.

Development of Three-Tier Heat, Temperature and Internal Energy Diagnostic Test

Science.gov (United States)

Gurcay, Deniz; Gulbas, Etna

2015-01-01

Background: Misconceptions are major obstacles to learning physics, and the concepts of heat and temperature are some of the common misconceptions that are encountered in daily life. Therefore, it is important to develop valid and reliable tools to determine students' misconceptions about basic thermodynamics concepts. Three-tier tests are…

A Rejoinder to Mackintosh and some Remarks on the Concept of General Intelligence

OpenAIRE

Heene, Moritz

2017-01-01

In 2000 Nicholas J. Mackintosh (2000) published an article in Nature referring to the concept of general intelligence (“g”) claiming that there is clear empirical evidence for the existence of the g factor and psychologists are “...united in their support of g”. Surprisingly, his view remained yet unchallenged although this issue is by no means as clear-cut as Mackintosh argues. Let us therefore attempt to clarify some common but unfortunately major misconceptions about g, which Mackintosh, f...

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,…

Conceptions of Knowledge in Research on Students' Understanding of the Greenhouse Effect: Methodological Positions and Their Consequences for Representations of Knowing

Science.gov (United States)

Jakobsson, Anders; Makitalo, Asa; Saljo, Roger

2009-01-01

Much of the research on students' understanding of the greenhouse effect and global warming reports poor results. Students are claimed to hold misconceptions and naive beliefs, and the impact of teaching on their conceptions is also low. In the present study, these results are called into question, and it is argued that they may to a large extent…

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.

Fundamental Research in Engineering Education. Development of Concept Questions and Inquiry-Based Activities in Thermodynamics and Heat Transfer: An Example for Equilibrium vs. Steady-State

Science.gov (United States)

Vigeant, Margot; Prince, Michael; Nottis, Katharyn

2011-01-01

This study examines the use of inquiry-based instruction to promote the understanding of critical concepts in thermodynamics and heat transfer. Significant research shows that students frequently enter our courses with tightly held misconceptions about the physical world that are not effectively addressed through traditional instruction. Students'…

Reverse Asteroids: Searching for an Effective Tool to Combat Asteroid Belt Misconceptions

Science.gov (United States)

Summers, F.; Eisenhamer, B.

2014-12-01

The public 'knows' that asteroid belts are densely packed and dangerous for spaceships to cross. Visuals from "Star Wars" to, unfortunately, the recent "Cosmos" TV series have firmly established this astronomical misconception. However, even scientifically correct graphics, such as the Minor Planet Center's plot of the inner solar system, reinforces that view. Each pixel in the image is more than a million kilometers in width, making an accurate representation of the object density impossible.To address this widespread misconception, we are investigating an educational exercise built around a computer interactive that we call "Reverse Asteroids". In the arcade classic video game, the asteroids came to the player's spaceship. For our reverse implementation, we consider an inquiry-based activity in which the spaceship must go hunting for the asteroids, using a database of real objects in our solar system. Both 3D data visualization and basic statistical analysis play crucial roles in bringing out the true space density within the asteroid belt, and perhaps a reconciliation between imagination and reality. We also emphasize that a partnership of scientists and educators is fundamental to the success of such projects.

Sympathetic Denervation Accelerates Wound Contraction but Inhibits Reepithelialization and Pericyte Proliferation in Diabetic Mice

Directory of Open Access Journals (Sweden)

Zhifang Zheng

2017-01-01

Full Text Available Previous studies focused on the effects of sympathetic denervation with 6-hydroxydopamine (6-OHDA on nondiabetic wounds, but the effects of 6-OHDA on diabetic wounds have not been previously reported. In this study, treated mice received intraperitoneal 6-OHDA, and control mice received intraperitoneal injections of normal saline. Full-thickness wounds were established on the backs of mice. The wounds were sectioned (four mice per group for analysis at 2, 5, 7, 10, 14, 17, and 21 days after injury. The wound areas in the control group were larger than those in the treatment group. Histological scores for epidermal and dermal regeneration were reduced in the 6-OHDA-treated group on day 21. The mast cells (MCs in each field decreased after sympathectomy on days 17 and 21. The expression levels of norepinephrine, epidermal growth factor (EGF, interleukin-1 beta, NG2 proteoglycan, and desmin in the treatment group were less than those in the control group. In conclusion, 6-OHDA delays reepithelialization during wound healing in diabetic mice by decreasing EGF, but increases wound contraction by reducing IL-1β levels and the number of MCs. Besides, 6-OHDA led to reduced pericyte proliferation in diabetic wounds, which might explain the vascular dysfunction after sympathetic nerve loss in diabetic wounds.

Assessing Middle School and College Students' Conceptions About Wind, Fog, and Tornadoes

Science.gov (United States)

Polito, E.; Monteverdi, J. P.; Garcia, O.; Tanner, K. D.

2008-12-01

protocol utilized in Phase III. A subset of the population was interviewed, allowing us to probe deeper into students' conceptions about weather. This three-phase approach allowed us to identify and explore misconceptions concerning wind, fog, and tornadoes. Preliminary results from phase I and II probing student conceptions of wind show that over 54% of 6th grade students do not see any connection between the sun and wind, offering instead that the moon, clouds, and the ocean are key contributors to wind development. 13% of students observe that because there is wind at night, and conclude from this that the sun could not play a role in creating wind. By identifying students' misconceptions about wind, fog, and tornadoes, scientists and educators can create more effective learning experiences that address student misconceptions, promote conceptual change, and move students toward a more scientific viewpoint.

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.

Misconceptions about smoking in patients with type 2 diabetes mellitus: a qualitative analysis.

Science.gov (United States)

Chau, Tin Kin; Fong, Daniel Yee Tak; Chan, Sophia Siu Chee; Wong, Janet Yuen Ha; Li, William Ho Cheung; Tan, Kathryn Choon Beng; Leung, Angela Yee Man; Wong, David Chung Ngok; Leung, Doris Yin Ping; Lam, Tai Hing

2015-09-01

To investigate the smoking behaviours, perceptions about quitting smoking and factors associated with intention to quit in patients with type 2 diabetes mellitus. Smoking causes type 2 diabetes mellitus. There has been limited research on the needs and concerns of smokers with type 2 diabetes mellitus about quitting smoking. The study used a qualitative design. Patients diagnosed with type 2 diabetes mellitus who had a history of smoking were recruited at the outpatient diabetic clinics of two major local hospitals in Hong Kong for a semi-structured interview (n = 42), guided by the theory of planned behaviour. At data saturation, 22 current smokers and 20 ex-smokers with type 2 diabetes mellitus were recruited. The current smokers reported they had not quit smoking because of satisfaction with present health status, and misconceptions about the association between diabetes and smoking, and the perceived hazards of quitting. In contrast, ex-smokers had a positive opinion about quitting smoking, accepted advice about quitting from health professionals and received more family support than current smokers. Psychological addiction and weight gain after cessation made quitting challenging. Satisfaction with health status, inadequate knowledge about the relationship between type 2 diabetes mellitus and smoking, and misconceptions about quitting smoking resulted in negative attitudes toward quitting by type 2 diabetes mellitus smokers. Smoking peers, psychological addiction and post-cessation weight gain hindered the quitting process. Education on the causal link between smoking, type 2 diabetes mellitus and its complications is important to raise health awareness and counter misconceptions about quitting smoking. Behavioural counselling with weight control strategies should be part of a comprehensive smoking cessation intervention for type 2 diabetes mellitus smokers. © 2015 John Wiley & Sons Ltd.

An Analysis of Misconceptions in Science Textbooks: Earth Science in England and Wales

Science.gov (United States)

King, Chris John Henry

2010-01-01

Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one…

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 ...

The evolution of ageing : concepts, causation and calculus

NARCIS (Netherlands)

Wensink, Maarten Jan

2015-01-01

The evolution of ageing is a field flush with misconceptions, misunderstandings, and hiatuses. In this thesis I address the most important misunderstanding and misconceptions, and develop new theory to fill the gaps. This work directly leads to the restatement of the central question in the

Sustainable rare diseases business and drug access: no time for misconceptions.

Science.gov (United States)

Rollet, Pierrick; Lemoine, Adrien; Dunoyer, Marc

2013-07-23

Legislative incentives enacted in Europe through the Regulation (EC) No. 141/2000 to incentivize orphan drug development have over the last 12 years constituted a powerful impetus toward R&D directed at the rare diseases population. However, despite therapeutic promises contained in these projects and significant economic impact linked to burgeoning R&D expenditures, the affordability and value of OMPs has become a topic of health policy debate in Europe fueled by the perception that OMPs have high acquisition costs, and by misconceptions around pricing dynamics and rare-diseases business models. In order to maintain sustainable patient access to new and innovative therapies, it is essential to address these misconceptions, and to ensure the successful continuation of a dynamic OMPs R&D within rare-diseases public health policy. Misconceptions abound regarding the pricing of rare diseases drugs and reflect a poor appreciation of the R&D model and the affordability and value of OMPs. Simulation of potential financial returns of small medium sized rare diseases companies focusing on high priced drugs show that their economic returns are likely to be close to their cost of capital. Research in rare diseases is a challenging endeavour characterised by high fixed costs in which companies accrue substantial costs for several years before potentially generating returns from the fruits of their investments. Although heavily dependent upon R&D capabilities of each individual company or R&D organization, continuous flow of R&D financial investment should allow industry to increasingly include efficiencies in research and development in cost considerations to its customers. Industry should also pro-actively work on facilitating development of a specific value based pricing approach to help understanding what constitute value in rare diseases. Policy makers must reward innovation based upon unmet need and patient outcome. Broader understanding by clinicians, the public, and

Prospective Chemistry Teachers' Misconceptions about Colligative Properties: Boiling Point Elevation and Freezing Point Depression

Science.gov (United States)

Pinarbasi, Tacettin; Sozbilir, Mustafa; Canpolat, Nurtac

2009-01-01

This study aimed at identifying prospective chemistry teachers' misconceptions of colligative properties. In order to fulfill this aim, a diagnostic test composed of four open-ended questions was used. The test was administered to seventy-eight prospective chemistry teachers just before qualifying to teaching in secondary schools. Nine different…

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.

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)

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…

The PDGF-BB-SOX7 axis-modulated IL-33 in pericytes and stromal cells promotes metastasis through tumour-associated macrophages

DEFF Research Database (Denmark)

Yang, Yunlong; Andersson, Patrik; Hosaka, Kayoko

2016-01-01

Signalling molecules and pathways that mediate crosstalk between various tumour cellular compartments in cancer metastasis remain largely unknown. We report a mechanism of the interaction between perivascular cells and tumour-associated macrophages (TAMs) in promoting metastasis through the IL-33......-ST2-dependent pathway in xenograft mouse models of cancer. IL-33 is the highest upregulated gene through activation of SOX7 transcription factor in PDGF-BB-stimulated pericytes. Gain- and loss-of-function experiments validate that IL-33 promotes metastasis through recruitment of TAMs. Pharmacological...... inhibition of the IL-33-ST2 signalling by a soluble ST2 significantly inhibits TAMs and metastasis. Genetic deletion of host IL-33 in mice also blocks PDGF-BB-induced TAM recruitment and metastasis. These findings shed light on the role of tumour stroma in promoting metastasis and have therapeutic...

Prevalence and pattern of misconceptions about semen loss and sexual prowess among male medical interns

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Ajish G Mangot

2017-01-01

Full Text Available Introduction: Sexual misconceptions have been around in India for a very long time. Growing liberal attitudes toward sex and sexual permissiveness can be expected to occur in the context of improved sexual knowledge among people. However, sexual myths continue to remain rampant. Therefore, the present study was planned with the aim to assess the level of sexual misconceptions regarding semen loss prevalent among male medical interns. Participants and Methods: This was a cross-sectional study among unmarried male medical students doing an internship. Eighty-one interns were recruited after fulfilling predecided inclusion/exclusion criteria and were asked to complete a specially made questionnaire to assess their sexual beliefs anonymously in complete privacy. Responses were analyzed using frequency distribution. Results: Seventy-nine percent of the participants believed that loss of semen can lead to reduction in the size of the penis, while 44.44% (n = 36 believed that it leads to sexual weakness, 56.8% (n = 46 believed it can lead to physical weakness, and 56.8% (n = 46 believed that excess masturbation can decrease sexual prowess. Discussion: This study helps bring to light the prevalence of sexual misconceptions among medical interns in spite of reaching a stage where they are expected to have sound conceptual, theoretical, and practical knowledge about sexual health and wellbeing. There is a dearth of national and international studies exploring the sociocultural aspects of sexuality specifically among medical students. The findings from this study are expected to stimulate researchers and academicians into further exploring the aspect of sexuality among the young medical fraternity.

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 ...

Misconception p value among Chilean and Italian academic psychologists

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Laura Badenes-Ribera

2016-08-01

Full Text Available The p value misconceptions are based on certain beliefs and attributions about the significance of the results. Thus, they affect the professionals’ decisions and jeopardize the quality of interventions and the accumulation of valid scientific knowledge. We conducted a survey on 164 academic psychologists (134 Italians, 30 Chileans, questioned on this topic. Our findings are consistent with original research and suggest that some participants do not know how to correctly interpret p values. The inverse probability fallacy presents the greatest comprehension problems, followed by the replication fallacy. These results highlight the importance of the statistical re-education of researchers. Recommendations for improving statistical cognition are proposed.

LMS learning algorithms: misconceptions and new results on converence.

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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.

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

Science.gov (United States)

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…

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…

Knowledge, attitudes and misconceptions of primary care physicians regarding fever in children: a cross sectional study

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Demir Figen

2012-09-01

Full Text Available Abstract Background Fever is an extremely common sign in paediatric patients and the most common cause for a child to be taken to the doctor. The literature indicates that physicians and parents have too many misconceptions and conflicting results about fever management. In this study we aim to identify knowledge, attitudes and misconceptions of primary care physicians regarding fever in children. Methods This cross-sectional study was conducted in April-May 2010 involving primary care physicians (n=80. The physicians were surveyed using a self-administered questionnaire. Descriptive statistics were used. Results In our study only 10% of the physicians knew that a body temperature of above 37.2°C according to an auxiliary measurement is defined as fever. Only 26.2% of the physicians took into consideration signs and symptoms other than fever to prescribe antipyretics. 85% of the physicians prescribed antipyretics to control fever or prevent complications of fever especially febrile seizures. Most of the physicians (76.3% in this study reported that the height of fever may be used as an indicator for severe bacterial infection. A great majority of physicians (91.3% stated that they advised parents to alternate the use of ibuprofen and paracetamol. Conclusions There were misconceptions about the management and complications of fever. There is a perceived need to improve the recognition, assessment, and management of fever with regards to underlying illnesses in children.

Cross-country discrepancies on public understanding of stress concepts: evidence for stress-management psychoeducational programs.

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Souza-Talarico, Juliana Nery; Wan, Nathalie; Santos, Sheila; Fialho, Patrícia Paes Araujo; Chaves, Eliane Corrêa; Caramelli, Paulo; Bianchi, Estela Ferraz; Santos, Aline Talita; Lupien, Sonia J

2016-06-03

Negative effects of stress have pose one of the major threats to the health and economic well being of individuals independently of age and cultural background. Nevertheless, the term "stress" has been globally used unlinked from scientificevidence-based meaning. The discrepancies between scientific and public stress knowledge are focus of concern and little is know about it. This is relevant since misconceptions about stress may influence the effects of stress-management psychoeducational programs and the development of best practices for interventions. The study aimed to analyze stress knowledge among the Canadian and Brazilian general public and to determine the extent to which scientific and popular views of stress differ between those countries. We evaluated 1156 healthy participants between 18 and 88 years of age recruited from Canada (n = 502) and Brazil (n = 654). To assess stress knowledge, a questionnaire composed of questions regarding stress concepts ("stress is bad" versus "stress-free life is good") and factors capable of triggering the stress response ("novelty, unpredictability, low sense of control and social evaluative threat versus "time pressure,work overload, conflict, unbalance and children") was used. Both Canadian and Brazilian participants showed misconceptions about stress and the factors capable of triggering a stress response. However, the rate of misconceptions was higher in Brazil than in Canada (p stress science and its variance according to a country's society. Psychoeducational programs and vulnerability of stress-related disorder are discussed.

The concept of skin bleaching in Africa and its devastating health implications.

Science.gov (United States)

de Souza, Melanie Miyanji

2008-01-01

Africa is considered a continent of mystery and intrigue with absurd concepts and beliefs. Cosmetic dermatology is no less intriguing than other issues. While quick judgement may be passed condemning attitudes and misconceptions in this field, we need to analyze factors that contribute to such ideas. Acquiring a lighter skin forms the basis of Skin Care and Cosmetology in dark skinned people. This regrettably has far reaching devastating effects on health and individual finances. This in return has enriched unscrupulous stake holders. Help from the international medical fraternity and the pharmaceutical/cosmetology industry is required to end this evil.

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…

A fairytale creation or the beginning of everything: Students’ pre-instructional conceptions about the Big Bang theory

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Sarah Aretz

2016-12-01

However, it is not yet clear in science education if students’ conceptions about the Big Bang vary by nationality, and therefore, if it is possible to apply the same teaching modules to students from different countries, who may have diverse social and cultural backgrounds and different curricula. These conceptions with which students enter the classroom were investigated in our study. We implemented an open-ended questionnaire survey in Germany, with questions based on recent U.S. studies. The results clearly showed, with high interrater reliabilities, widespread misconceptions like the Big Bang being an explosion of preexisting matter into empty space or the universe having a centre. Furthermore, a comparison of results from researchers in the USA, Sweden and Germany allowed us to identify differences in students’ conceptions between the countries. Our findings appear to indicate that German students have slightly better pre-instructional conceptions about the Big Bang theory.

Questions about Answers: Probing Teachers' Awareness and Planned Remediation of Learners' Misconceptions about Electric Circuits

Science.gov (United States)

Gaigher, Estelle

2014-01-01

This article reports an exploratory multi-case study on how science teachers understand and envisage addressing learners' misconceptions about electric circuits. Four teachers from schools in and around a large South African city participated in the study. An open-ended questionnaire was designed in a novel way, questioning teachers about wrong…

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…

Human pericytes adopt myofibroblast properties in the microenvironment of the IPF lung.

Science.gov (United States)

Sava, Parid; Ramanathan, Anand; Dobronyi, Amelia; Peng, Xueyan; Sun, Huanxing; Ledesma-Mendoza, Adrian; Herzog, Erica L; Gonzalez, Anjelica L

2017-12-21

Idiopathic pulmonary fibrosis (IPF) is a fatal disease of unknown etiology characterized by a compositionally and mechanically altered extracellular matrix. Poor understanding of the origin of α-smooth muscle actin (α-SMA) expressing myofibroblasts has hindered curative therapies. Though proposed as a source of myofibroblasts in mammalian tissues, identification of microvascular pericytes (PC) as contributors to α-SMA-expressing populations in human IPF and the mechanisms driving this accumulation remain unexplored. Here, we demonstrate enhanced detection of α-SMA+ cells coexpressing the PC marker neural/glial antigen 2 in the human IPF lung. Isolated human PC cultured on decellularized IPF lung matrices adopt expression of α-SMA, demonstrating that these cells undergo phenotypic transition in response to direct contact with the extracellular matrix (ECM) of the fibrotic human lung. Using potentially novel human lung-conjugated hydrogels with tunable mechanical properties, we decoupled PC responses to matrix composition and stiffness to show that α-SMA+ PC accumulate in a mechanosensitive manner independent of matrix composition. PC activated with TGF-β1 remodel the normal lung matrix, increasing tissue stiffness to facilitate the emergence of α-SMA+ PC via MKL-1/MTRFA mechanotranduction. Nintedanib, a tyrosine-kinase inhibitor approved for IPF treatment, restores the elastic modulus of fibrotic lung matrices to reverse the α-SMA+ phenotype. This work furthers our understanding of the role that microvascular PC play in the evolution of IPF, describes the creation of an ex vivo platform that advances the study of fibrosis, and presents a potentially novel mode of action for a commonly used antifibrotic therapy that has great relevance for human disease.

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

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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,…

Expression of therapeutic misconception amongst Egyptians: a qualitative pilot study.

Science.gov (United States)

Wazaify, Mayyada; Khalil, Susan S; Silverman, Henry J

2009-06-30

Studies have shown that research participants fail to appreciate the difference between research and medical care, labeling such phenomenon as a "therapeutic misconception" (TM). Since research activity involving human participants is increasing in the Middle East, qualitative research investigating aspects of TM is warranted. Our objective was to assess for the existence of therapeutic misconception amongst Egyptians. Study Tool: We developed a semi-structured interview guide to elicit the knowledge, attitudes, and perspectives of Egyptians regarding medical research. We recruited individuals from the outpatient settings (public and private) at Ain Shams University in Cairo, Egypt. Interviews were taped, transcribed, and translated. We analyzed the content of the transcribed text to identify the presence of a TM, defined in one of two ways: TM1 = inaccurate beliefs about how individualized care can be compromised by the procedures in the research and TM2 = inaccurate appraisal of benefit obtained from the research study. Our findings showed that a majority of participants (11/15) expressed inaccurate beliefs regarding the degree with which individualized care will be maintained in the research setting (TM1) and a smaller number of participants (5/15) manifested an unreasonable belief in the likelihood of benefits to be obtained from a research study (TM2). A total of 12 of the 15 participants were judged to have expressed a TM on either one of these bases. The presence of TM is not uncommon amongst Egyptian individuals. We recommend further qualitative studies investigating aspects of TM involving a larger sample size distinguished by different types of illnesses and socio-economic variables, as well as those who have and have not participated in clinical research.

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

Science.gov (United States)

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…

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…

Science Teachers' Misconceptions in Science and Engineering Distinctions: Reflections on Modern Research Examples

Science.gov (United States)

Antink-Meyer, Allison; Meyer, Daniel Z.

2016-10-01

The aim of this exploratory study was to learn about the misconceptions that may arise for elementary and high school science teachers in their reflections on science and engineering practice. Using readings and videos of real science and engineering work, teachers' reflections were used to uncover the underpinnings of their understandings. This knowledge ultimately provides information about supporting professional development (PD) for science teachers' knowledge of engineering. Six science teachers (two elementary and four high school teachers) participated in the study as part of an online PD experience. Cunningham and Carlsen's (Journal of Science Teacher Education 25:197-210, 2014) relative emphases of science and engineering practices were used to frame the design of PD activities and the analyses of teachers' views. Analyses suggest misconceptions within the eight practices of science and engineering from the US Next Generation Science Standards in four areas. These are that: (1) the nature of the practices in both science and engineering research is determined by the long-term implications of the research regardless of the nature of the immediate work, (2) engineering and science are hierarchical, (3) creativity is inappropriate, and (4) research outcomes cannot be processes. We discuss the nature of these understandings among participants and the implications for engineering education PD for science teachers.

Fighting against a misconception about the Energy Yielding Metabolism: a proposal for starting the teaching of human nutrition in schools

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F. Souza Silva

2005-07-01

Full Text Available We have demonstrated that undergraduate and high school students share two contradictory concep- tions  regarding  the  energy  yielding  metabolism  (EYM:  the  incorrect  notion  that only glucose can be used for ATP  production together  with  more appropriated conception  according  to which other molecules,  mainly  lipids can also be used for ATP  production.  We have  deepened  the  study  about the origin of such conceptual  profile. Using questionnaires, we have determined that 7th grade school students do not  present  the  erroneous  conception,  but those  from the 8th  grade  (and  later  grades do.  This  finding has led us to  propose  the  hypothesis  that the wrong conception  may  emerge as a result of formal learning during 8th grade.  Indeed, the analysis of 8th grade textbooks  showed that the carbohydrates were associated  mainly  with  energy production by the  cells, while proteins  and  lipids were regarded  only as structural and storage  molecules, respectively.  In addition, only the glycolytic pathway was taught in high school, reinforcing  the  misconception.   We have also demonstrated that the conceptual  profile was widely distributed among students from different schools of different regions of the Rio de Janeiro  state,  reinforcing the importance of reformulation of the teaching of EYM-related topics  both  in grade  and  high schools.  Here we describe  the  development and  the  evaluation of an investigation-based approach  to human  nutrition to be used with  8th grade  students.  This  method- ology is based  in the  use of the  nutritional tables  found  in Brazilian  food packages  and  allows the students to identify not only which of the main nutrients do contain  calories (and thus can be used for,, energy production,, but the amount of calories found in 1g of each of them.  The methodology wastested �

MISKONSEPSI MATERI FOTOSINTESIS DALAM PEMBELAJARAN ILMU PENGETAHUAN ALAM (IPA DI SD/MI

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Izza Aliyatul Muna

2012-12-01

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

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…

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…

Identification of Misconceptions through Multiple Choice Tasks at Municipal Chemistry Competition Test

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Dušica D Milenković

2016-01-01

Full Text Available In this paper, the level of conceptual understanding of chemical contents among seventh grade students who participated in the municipal Chemistry competition in Novi Sad, Serbia, in 2013 have been examined. Tests for the municipal chemistry competition were used as a measuring instrument, wherein only multiple choice tasks were considered and analyzed. Determination of the level of conceptual understanding of the tested chemical contents was based on the calculation of the frequency of choosing the correct answers. Thereby, identification of areas of satisfactory conceptual understanding, areas of roughly adequate performance, areas of inadequate performance, and areas of quite inadequate performance have been conducted. On the other hand, the analysis of misconceptions was based on the analysis of distractors. The results showed that satisfactory level of conceptual understanding and roughly adequate performance characterize majority of contents, which was expected since only the best students who took part in the contest were surveyed. However, this analysis identified a large number of misunderstandings, as well. In most of the cases, these misconceptions were related to the inability to distinguish elements, compounds, homogeneous and heterogeneous mixtures. Besides, it is shown that students are not familiar with crystal structure of the diamond, and with metric prefixes. The obtained results indicate insufficient visualization of the submicroscopic level in school textbooks, the imprecise use of chemical language by teachers and imprecise use of language in chemistry textbooks.

Students’ analogical reasoning in novel situations: theory-like misconceptions or p-prims?

Science.gov (United States)

Fotou, Nikolaos; Abrahams, Ian

2016-07-01

Over the past 50 years there has been much research in the area of students’ misconceptions. Whilst this research has been useful in helping to inform the design of instructional approaches and curriculum development it has not provided much insight into how students reason when presented with a novel situation and, in particular, the knowledge they draw upon in an attempt to make predictions about that novel situation. This article reports on a study of Greek students, aged from 10 to 17 years old, who were asked to make predictions in novel situations and to then provide, without being told whether their predictions were correct or incorrect, explanations about their predictions. Indeed, their explanations in such novel situations have the potential to reveal how their ideas, as articulated as predictions, are formed as well as the sources they draw upon to make those predictions. We also consider in this article the extent to which student ideas can be seen either as theory-like misconceptions or, alternatively, as situated acts of construction involving the activation of fragmented pieces of knowledge referred to as phenomenological primitives (p-prims). Our findings suggest that in most cases students’ reasoning in novel situations can be better understood in terms of their use of p-prims and that teaching might be made more effective if teachers were more aware of the p-prims that students were likely to be using when presented with new situations in physics.

SU-E-I-60: The Correct Selection of Pitch and Rotation Time for Optimal CT Scanning : The Big Misconception

International Nuclear Information System (INIS)

Ranallo, F; Szczykutowicz, T

2014-01-01

Purpose: To provide correct guidance in the proper selection of pitch and rotation time for optimal CT imaging with multi-slice scanners. Methods: There exists a widespread misconception concerning the role of pitch in patient dose with modern multi-slice scanners, particularly with the use of mA modulation techniques. We investigated the relationship of pitch and rotation time to image quality, dose, and scan duration, with CT scanners from different manufacturers in a way that clarifies this misconception. This source of this misconception may concern the role of pitch in single slice CT scanners. Results: We found that the image noise and dose are generally independent of the selected effective mAs (mA*time/ pitch) with manual mA technique settings and are generally independent of the selected pitch and /or rotation time with automatic mA modulation techniques. However we did find that on certain scanners the use of a pitch just above 0.5 provided images of equal image noise at a lower dose compared to the use of a pitch just below 1.0. Conclusion: The misconception that the use of a lower pitch over-irradiates patients by wasting dose is clearly false. The use of a lower pitch provides images of equal or better image quality at the same patient dose, whether using manual mA or automatic mA modulation techniques. By decreasing the pitch and the rotation times by equal amounts, both helical and patient motion artifacts can be reduced without affecting the exam time. The use of lower helical pitch also allows better scanning of larger patients by allowing a greater scan effective mAs, if the exam time can be extended. The one caution with the use of low pitch is not related to patient dose, but to the length of the scan time if the rotation time is not set short enough. Partial Research funding from GE HealthCare

What Are They Thinking? The Development and Use of an Instrument that Identifies Common Science Misconceptions

Science.gov (United States)

Stein, Mary; Barman, Charles R.; Larrabee, Timothy

2007-01-01

This article describes the rationale for, and development of, an online instrument that helps identify commonly held science misconceptions. Science Beliefs is a 47-item instrument that targets topics in chemistry, physics, biology, earth science, and astronomy. It utilizes a true or false, along with a written-explanation, format. The true or…

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

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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. 

Beyond Knowledge and Awareness: Addressing Misconceptions in Ghana's Preparation towards an Outbreak of Ebola Virus Disease.

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Philip Baba Adongo

Full Text Available Ebola Virus Disease (EVD is not new to the world. However, the West African EVD epidemic which started in 2014 evolved into the largest, most severe and most complex outbreak in the history of the disease. The three most-affected countries faced enormous challenges in stopping the transmission and providing care for all patients. Although Ghana had not recorded any confirmed Ebola case, social factors have been reported to hinder efforts to control the outbreak in the three most affected countries. This qualitative study was designed to explore community knowledge and attitudes about Ebola and its transmission.This study was carried out in five of the ten regions in Ghana. Twenty-five focus group discussions (N = 235 and 40 in-depth interviews were conducted across the five regions with community members, stakeholders and opinion leaders. The interviews were recorded digitally and transcribed verbatim. Framework analysis was adopted in the analysis of the data using Nvivo 10.The results showed a high level of awareness and knowledge about Ebola. The study further showed that knowledge on how to identify suspected cases of Ebola was also high among respondents. However, there was a firm belief that Ebola was a spiritual condition and could also be transmitted through air, mosquito bites and houseflies. These misconceptions resulted in perceptions of stigma and discrimination towards people who may get Ebola or work with Ebola patients.We conclude that although knowledge and awareness about Ebola is high among Ghanaians who participated in the study, there are still misconceptions about the disease. The study recommends that health education on Ebola disease should move beyond creating awareness to targeting the identified misconceptions to improve future containment efforts.

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

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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…

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…

Potato Problem Solving

Science.gov (United States)

Carrier, Sarah J.; Thomas, Annie

2010-01-01

"Watch out, the stove will burn you," "Ooh, ice cream headache!" Students construct their conceptions about heat and temperature through their own intuitions about daily life experiences. As a result, misconceptions can be born from these constructed concepts. The activity described here addresses student misconceptions about thermal insulation…

Developing and evaluating animations for teaching quantum mechanics concepts

International Nuclear Information System (INIS)

Kohnle, Antje; Douglass, Margaret; Edwards, Tom J; Gillies, Alastair D; Hooley, Christopher A; Sinclair, Bruce D

2010-01-01

In this paper, we describe animations and animated visualizations for introductory and intermediate-level quantum mechanics instruction developed at the University of St Andrews. The animations aim to help students build mental representations of quantum mechanics concepts. They focus on known areas of student difficulty and misconceptions by including animated step-by-step explanations of key points. The animations are freely available, with additional resources available to instructors. We have investigated their educational effectiveness both in terms of student attitude and performance. Questionnaires showed that students are on the whole very positive about the animations and make substantial use of them. A diagnostic survey administered to level 2 and 3 students showed that level 2 students significantly outperformed level 3 students on topics which they had investigated using the animations.

Lula VS. Larry Rohter: Misconceptions in international coverage

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Heloiza Golbspan Herckovitz

2007-06-01

Full Text Available This article discusses the confl ict between the New York Times foreign correspondent Larry Rohter and Brazil’s President Luis Inácio Lula da Silva over a story published by the American newspaper on May 9, 2004 accusing the President of being a drunkard. Larry Rohter’s piece was criticized for its lack of facts and of reliable sources, and for its ironic overtone. President Lula was criticized for cancelling the journalist’s visa, a measure later revoked because of public pressure. The case exemplifi es a well-know sequence of misconceptions and stereotypes from both sides (the world’s most prestigious newspaper and the president of the largest country in Latin America, which brings to light a much needed discussion on the quality of international news coverage, press freedom and social responsibility. This article also attempts to advance the discussion on how framing – second level agenda-setting —may infl uence how we think about foreign political leaders.

The danger of epigenetics misconceptions (epigenetics and stuff…).

Science.gov (United States)

Georgel, Philippe T

2015-12-01

Within the past two decades, the fields of chromatin structure and function and transcription regulation research started to fuse and overlap, as evidence mounted to support a very strong regulatory role in gene expression that was associated with histone post-translational modifications, DNA methylation, as well as various chromatin-associated proteins (the pillars of the "Epigenetics" building). The fusion and convergence of these complementary fields is now often simply referred to as "Epigenetics". During these same 20 years, numerous new research groups have started to recognize the importance of chromatin composition, conformation, and its plasticity. However, as the field started to grow exponentially, its growth came with the spreading of several important misconceptions, which have unfortunately led to improper or hasty conclusions. The goal of this short "opinion" piece is to attempt to minimize future misinterpretations of experimental results and ensure that the right sets of experiment are used to reach the proper conclusion, at least as far as epigenetic mechanisms are concerned.

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

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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.

Explorers of the Universe: Metacognitive Tools for Learning Science Concepts

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Alvarez, Marino C.

1998-01-01

Much of school learning consists of rote memorization of facts with little emphasis on meaningful interpretations. Knowledge construction is reduced to factual knowledge production with little regard for critical thinking, problem solving, or clarifying misconceptions. An important role of a middle and secondary teacher when teaching science is to aid students' ability to reflect upon what they know about a given topic and make available strategies that will enhance their understanding of text and science experiments. Developing metacognition, the ability to monitor one's own knowledge about a topic of study and to activate appropriate strategies, enhances students' learning when faced with reading, writing and problem solving situations. Two instructional strategies that can involve students in developing metacognitive awareness are hierarchical concept mapping, and Vee diagrams. Concept maps enable students to organize their ideas and reveal visually these ideas to others. A Vee diagram is a structured visual means of relating the methodological aspects of an activity to its underlying conceptual aspect in ways that aid learners in meaningful understanding of scientific investigations.

Is DNA Alive? A Study of Conceptual Change Through Targeted Instruction

Science.gov (United States)

Witzig, Stephen B.; Freyermuth, Sharyn K.; Siegel, Marcelle A.; Izci, Kemal; Pires, J. Chris

2013-08-01

We are involved in a project to incorporate innovative assessments within a reform-based large-lecture biochemistry course for nonmajors. We not only assessed misconceptions but purposefully changed instruction throughout the semester to confront student ideas. Our research questions targeted student conceptions of deoxyribonucleic acid (DNA) along with understanding in what ways classroom discussions/activities influence student conceptions. Data sources included pre-/post-assessments, semi-structured interviews, and student work on exams/assessments. We found that students held misconceptions about the chemical nature of DNA, with 63 % of students claiming that DNA is alive prior to instruction. The chemical nature of DNA is an important fundamental concept in science fields. We confronted this misconception throughout the semester collecting data from several instructional interventions. Case studies of individual students revealed how various instructional strategies/assessments allowed students to construct and demonstrate the scientifically accepted understanding of the chemical nature of DNA. However, the post-assessment exposed that 40 % of students still held misconceptions about DNA, indicating the persistent nature of this misconception. Implications for teaching and learning are discussed.

History of pancreaticoduodenectomy: early misconceptions, initial milestones and the pioneers.

Science.gov (United States)

Are, Chandrakanth; Dhir, Mashaal; Ravipati, Lavanya

2011-06-01

Pancreaticoduodenectomy is one of the most challenging surgical procedures which requires the highest level of surgical expertise. This procedure has constantly evolved over the years through the meticulous efforts of a number of surgeons before reaching its current state. This review navigates through some of the early limitations and misconceptions and highlights the initial milestones which laid the foundation of this procedure. The current review also provides a few excerpts from the lives and illuminates on some of the seminal contributions of the three great surgeons: William Stewart Halsted, Walther Carl Eduard Kausch and Allen Oldfather Whipple. These surgeons pioneered the nascent stages of this procedure and paved the way for the modern day pancreaticoduodenectomy. © 2011 International Hepato-Pancreato-Biliary Association.

IDENTIFIKASI MISKONSEPSI MAHASISWA PGMI PADA KONSEP HUKUM NEWTON MENGGUNAKAN CERTAINTY OF RESPONSE INDEX (CRI

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Izza Auliyatul Muna

2016-04-01

Full Text Available Abstract: The extent to whichstudent difficulties in understanding the basic concepts of physics has been a majorissue for teachers and practitioners in the field of physics teaching. The symptom of misconceptionoften interferes with the learning process, especially for students when they are required to accommodatethe knowledge. The way how to identify the occurrence of misconception among students as well as to distinguish it with having no idea of   the concept is by occupying the method of Certainty of Response Index (CRI. It is widely asserted that misconception may become the scourge in the teaching of physics and other sciences, because its existence is believed to inhibit the process of assimilation of new knowledge among students. Misconceptionis supposed to be formed in childhood brain in interaction with the surrounding nature. The problem thatmight arise when thetreatment made is thatit is difficult to distinguish whether the students are experiencing misconceptions or just having absent concept. This is because the way to treat students who have misconception will be very different from that of treating students who do not know the concept. Hence, CRI is developed to identify the occurrence of misconception as well as to distinguish it from having absent concept. Generally, CRI can be interpreted as a measure of the level of respondents’ confidence/ assurance in answering the questions provided.

The Role of Computer-Aided Instruction in Science Courses and the Relevant Misconceptions of Pre-Service Teachers

Science.gov (United States)

Aksakalli, Ayhan; Turgut, Umit; Salar, Riza

2016-01-01

This research aims to investigate the ways in which pre-service physics teachers interact with computers, which, as an indispensable means of today's technology, are of major value in education and training, and to identify any misconceptions said teachers may have about computer-aided instruction. As part of the study, computer-based physics…

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)

Interleukin-17 Promotes Neutrophil-Mediated Immunity by Activating Microvascular Pericytes and Not Endothelium

Science.gov (United States)

Liu, Rebecca; Lauridsen, Holly M.; Amezquita, Robert A.; Pierce, Richard W.; Jane-wit, Dan; Fang, Caodi; Pellowe, Amanda S.; Kirkiles-Smith, Nancy C.; Gonzalez, Anjelica L.; Pober, Jordan S.

2016-01-01

A classical hallmark of acute inflammation is neutrophil infiltration of tissues, a multi-step process that involves sequential cell-cell interactions of circulating leukocytes with interleukin (IL)-1- or tumor necrosis factor-α (TNF)-activated microvascular endothelial cells (ECs) and pericytes (PCs) that form the wall of the postcapillary venules. The initial infiltrating cells accumulate perivascularly in close proximity to PCs. IL-17, a pro-inflammatory cytokine that acts on target cells via a heterodimeric receptor formed by IL-17RA and IL-17RC subunits, also promotes neutrophilic inflammation but its effects on vascular cells are less clear. We report that both cultured human ECs and PCs strongly express IL-17RC and, while neither cell type expresses much IL-17RA, PCs express significantly more than ECs. IL-17, alone or synergistically with TNF, significantly alters inflammatory gene expression in cultured human PCs but not ECs. RNA-seq analysis identifies many IL-17-induced transcripts in PCs encoding proteins known to stimulate neutrophil-mediated immunity. Conditioned media (CM) from IL-17-activated PCs, but not ECs, induce pertussis toxin-sensitive neutrophil polarization, likely mediated by PC-secreted chemokines, and also stimulate neutrophil production of pro-inflammatory molecules, including TNF, IL-1α, IL-1β, and IL-8. Furthermore, IL-17-activated PCs but not ECs can prolong neutrophil survival by producing G-CSF and GM-CSF, delaying the mitochondria outer membrane permeabilization and caspase 9 activation. Importantly, neutrophils exhibit enhanced phagocytic capacity after activation by CM from IL-17-treated PCs. We conclude that PCs, not ECs, are the major target of IL-17 within the microvessel wall and that IL-17-activated PCs can modulate neutrophil functions within the perivascular tissue space. PMID:27534549

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.

"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…

KNOWLEDGE AND MISCONCEPTIONS OF PULMONARY TUBERCULOSIS PATIENTS AT DOTS CENTRE, URBAN MEERUT.

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R Bansal

2013-06-01

Full Text Available Background: India is the second most populated country in the world; it has more new TB cases annually than any other country. In 2008, 1.98 million were estimated to have occurred in India, of whom 0.87 million were infectious cases, thus amounting to a fifth of the global burden of TB.With the entire country geographically covered under the DOTS program, research into socioeconomic impact of TB on patients and their households is crucial for providing comprehensive patient-friendly TB services and to document the benefits of DOTS. Objective: The present study was undertaken with the following objectives: (1 To determine the socio-demographic variables of registered patients for DOTS Treatment at Urban Health Training center Meerut. (2 To assess knowledge, awareness and attitude regarding Pulmonary Tuberculosis and its treatment among the patients. Materials and Methods: A cross-sectional study of 200 TB patients was done using a pre-tested semi-quantitative questionnaire in UHTC Meerut Period of Study: During 2010-2012. Results: Knowledge and awareness regarding Pulmonary Tuberculosis in patients at DOTS centre, Urban Meerut was very poor. There is a great need to educate the people about misconceptions like food and utensils as mode of transmission. BCC using the person to person contact in community , at health center and awareness campaigns are crucial in educating the ignorance seen in our field practice area. Conclusion: Poor knowledge and misconceptions concerning tuberculosis was quite concern in the patients. TB control program will remain ineffective unless myths and fears of TB patients are addressed related to causation of tuberculosis, mode of spread, and methods of prevention.

KNOWLEDGE AND MISCONCEPTIONS OF PULMONARY TUBERCULOSIS PATIENTS AT DOTS CENTRE, URBAN MEERUT.

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R Bansal

2013-08-01

Full Text Available Background: India is the second most populated country in the world; it has more new TB cases annually than any other country. In 2008, 1.98 million were estimated to have occurred in India, of whom 0.87 million were infectious cases, thus amounting to a fifth of the global burden of TB.With the entire country geographically covered under the DOTS program, research into socioeconomic impact of TB on patients and their households is crucial for providing comprehensive patient-friendly TB services and to document the benefits of DOTS. Objective: The present study was undertaken with the following objectives: (1 To determine the socio-demographic variables of registered patients for DOTS Treatment at Urban Health Training center Meerut. (2 To assess knowledge, awareness and attitude regarding Pulmonary Tuberculosis and its treatment among the patients. Materials and Methods: A cross-sectional study of 200 TB patients was done using a pre-tested semi-quantitative questionnaire in UHTC Meerut Period of Study: During 2010-2012. Results: Knowledge and awareness regarding Pulmonary Tuberculosis in patients at DOTS centre, Urban Meerut was very poor. There is a great need to educate the people about misconceptions like food and utensils as mode of transmission. BCC using the person to person contact in community , at health center and awareness campaigns are crucial in educating the ignorance seen in our field practice area. Conclusion: Poor knowledge and misconceptions concerning tuberculosis was quite concern in the patients. TB control program will remain ineffective unless myths and fears of TB patients are addressed related to causation of tuberculosis, mode of spread, and methods of prevention.

Removing tar information from cigarette packages may reduce South Korean smokers' misconceptions about low-tar cigarettes

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Hye-Jin Paek

2018-03-01

Full Text Available Background Many smokers still have misconceptions about “light” or “low tar” cigarettes. In South Korea, low-tar (< 3 mg cigarette sales have increased sharply from 1.8% in 2002 to 49.2% in 2015. Although government regulations forbid cigarette packages from displaying messages such as “mild,” “low-tar,” and “light,” numbers indicating tar amounts are still permitted. This study examines whether removing tar information from packaging altogether reduces people's misconceptions about low tar cigarettes. Methods An online experiment was conducted among 531 smokers who were randomly assigned to one of two conditions. In the “tar” condition, 271 participants were shown in random order three cigarette packages for three major brands (Esse, The One, Marlboro with different tar amounts. In the “no-tar” condition, 260 participants were shown the same packages without tar information. Next, participants evaluated which type of cigarette was mildest, least harmful, easier for nonsmokers to start smoking, and easier for smokers to quit. After descriptive statistics were checked, twelve sets of chi-square tests were performed. Results Average age of the participants was 26.22 (14 - 62 years; 53.5% were male. All 12 chi-square tests were statistically significant. Participants in the tar condition judged the lowest-tar cigarette to be mildest, least harmful, easier to start, and easier to quit. In the no-tar condition, for the Korean brands Esse and The One, most respondents evaluated all cigarette types to be the same only for harm, ease of starting, and ease of quitting; for Marlboro, judgments were the same as those in the tar condition except that “easier to quit” was judged to be the same across the three types. Conclusions Banning tar information from cigarette packages may help reduce smokers' misconceptions about low-tar cigarettes. People have inconsistent judgments about differently packaged cigarettes when tar

Bad-breath: Perceptions and misconceptions of Nigerian adults.

Science.gov (United States)

Nwhator, S O; Isiekwe, G I; Soroye, M O; Agbaje, M O

2015-01-01

To provide baseline data about bad-breath perception and misconceptions among Nigerian adults. Multi-center cross-sectional study of individuals aged 18-64 years using examiner-administered questionnaires. Age comparisons were based on the model of emerging adults versus full adults. Data were recoded for statistical analyses and univariate and secondary log-linear statistics applied. Participants had lopsided perceptions about bad-breath. While 730 (90.8%) identified the dentist as the expert on halitosis and 719 (89.4%) knew that bad-breath is not contagious, only 4.4% and 2.5% associated bad-breath with tooth decay and gum disease respectively. There were no significant sex differences but the older adults showed better knowledge in a few instances. Most respondents (747, 92.9%) would tell a spouse about their bad-breath and 683 (85%) would tell a friend. Participants had lop-sided knowledge and perceptions about bad-breath. Most Nigerian adults are their "brothers' keepers" who would tell a spouse or friend about their halitosis so they could seek treatment.

Challenges in assessing college students' conception of duality: the case of infinity

Science.gov (United States)

Babarinsa-Ochiedike, Grace Olutayo

Interpreting students' views of infinity posits a challenge for researchers due to the dynamic nature of the conception. There is diversity and variation among students' process-object perceptions. The fluctuations between students' views however reveal an undeveloped duality conception. This study examined college students' conception of duality in understanding and representing infinity with the intent to design strategies that could guide researchers in categorizing students' views of infinity into different levels. Data for the study were collected from N=238 college students enrolled in Calculus sequence courses (Pre-Calculus, Calculus I through Calculus III) at one of the southwestern universities in the U.S. using self-report questionnaires and semi-structured individual task-based interviews. Data was triangulated using multiple measures analyzed by three independent experts using self-designed coding sheets to assess students' externalization of the duality conception of infinity. Results of this study reveal that college students' experiences in traditional Calculus sequence courses are not supportive of the development of duality conception. On the contrary, it strengthens the singularity perspective on fundamental ideas of mathematics such as infinity. The study also found that coding and assessing college students' conception of duality is a challenging and complex process due to the dynamic nature of the conception that is task-dependent and context-dependent. Practical significance of the study is that it helps to recognize misconceptions and starts addressing them so students will have a more comprehensive view of fundamental mathematical ideas as they progress through the Calculus coursework sequence. The developed duality concept development framework called Action-Process-Object-Duality (APOD) adapted from the APOS theory could guide educators and researchers as they engage in assessing students' conception of duality. The results of this study

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

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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…

Persistent consequences of atypical early number concepts

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Michèle M. M. Mazzocco

2013-09-01

Full Text Available How does symbolic number knowledge performance help identify young children at risk for poor mathematics achievement outcomes? In research and practice, classification of mathematics learning disability (MLD, or dyscalculia is typically based on composite scores from broad measures of mathematics achievement. These scores do predict later math achievement levels, but do not specify the nature of math difficulties likely to emerge among students at greatest risk for long-term mathematics failure. Here we report that gaps in 2nd and 3rd graders’ number knowledge predict specific types of errors made on math assessments at Grade 8. Specifically, we show that early whole number misconceptions predict slower and less accurate performance, and atypical computational errors, on Grade 8 arithmetic tests. We demonstrate that basic number misconceptions can be detected by idiosyncratic responses to number knowledge items, and that when such misconceptions are evident during primary school they persist throughout the school age years, with variable manifestation throughout development. We conclude that including specific qualitative assessments of symbolic number knowledge in primary school may provide greater specificity of the types of difficulties likely to emerge among students at risk for poor mathematics outcomes.

Misconceptions in recent papers on special relativity and absolute space theories

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Torr, D. G.; Kolen, P.

1982-01-01

Several recent papers which purport to substantiate or negate arguments in favor of certain theories of absolute space have been based on fallacious principles. This paper discusses three related instances, indicating where misconceptions have arisen. It is established, contrary to popular belief, that the classical Lorentz ether theory accounts for all the experimental evidence which supports the special theory of relativity. It is demonstrated that the ether theory predicts the null results obtained from pulsar timing and Moessbauer experiments. It is concluded that a measurement of the one-way velocity of light has physical meaning within the context of the Lorentz theory, and it is argued that an adequately designed experiment to measure the one-way velocity of light should be attempted.

The AP Chemistry Course Audit: A Fertile Ground for Identifying and Addressing Misconceptions about the Course and Process

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Schwenz, Richard W.; Miller, Sheldon

2014-01-01

The advanced placement course audit was implemented to standardize the college-level curricular and resource requirements for AP courses. While the process has had this effect, it has brought with it misconceptions about how much the College Board intends to control what happens within the classroom, what information is required to be included in…

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.

Pathology of pulmonary tuberculosis and non-tuberculous mycobacterial lung disease: Facts, misconceptions, and practical tips for pathologists.

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Jain, Deepali; Ghosh, Subha; Teixeira, Lucileia; Mukhopadhyay, Sanjay

2017-11-01

Most pathologists are familiar with the microscopic features of tuberculosis and the need to examine special stains for acid-fast bacteria (AFB) in cases of granulomatous lung disease. However, misconceptions do exist, including the concept that finding AFB in "caseating granulomas" confirms the diagnosis of tuberculosis. This dogma is attributable to the high prevalence of tuberculosis in many countries, as well as unfamiliarity with the microscopic spectrum of non-tuberculous mycobacterial lung disease. This review aims to provide surgical pathologists with practical tips to identify AFB, illustrate the histologic overlap between pulmonary tuberculosis and non-tuberculous mycobacterial lung disease, and highlight the importance of cultures in this setting. M. tuberculosis and non-tuberculous mycobacteria cannot be reliably differentiated either on the basis of the tissue reaction or by bacterial morphology on acid-fast stains. Although a presumptive clinical diagnosis of tuberculosis can be made without culture-confirmation, the only definitive means to determine the true identity of AFB is by cultures or molecular methods. Making this distinction is most critical when AFB are found in incidentally detected lung nodules in geographic locations where the incidence of tuberculosis is low, because in such settings AFB in necrotizing granulomas of the lung are more likely to be non-tuberculous mycobacteria than M. tuberculosis. Copyright © 2017 Elsevier Inc. All rights reserved.

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

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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�

The Therapeutic "Mis"conception: An Examination of its Normative Assumptions and a Call for its Revision.

Science.gov (United States)

Mathews, Debra J H; Fins, Joseph J; Racine, Eric

2018-01-01

Dissecting Bioethics, edited by Tuija Takala and Matti Hayry, welcomes contributions on the conceptual and theoretical dimensions of bioethics. The department is dedicated to the idea that words defined by bioethicists and others should not be allowed to imprison people's actual concerns, emotions, and thoughts. Papers that expose the many meanings of a concept, describe the different readings of a moral doctrine, or provide an alternative angle to seemingly self-evident issues are particularly appreciated. To submit a paper or to discuss a suitable topic, contact Tuija Takala at tuija.takala@helsinki.fi.

Glioblastoma niches: from the concept to the phenotypical reality.

Science.gov (United States)

Schiffer, Davide; Mellai, Marta; Bovio, Enrica; Bisogno, Ilaria; Casalone, Cristina; Annovazzi, Laura

2018-05-08

Recently, the concept of niches as sites of tumor progression, invasion, and angiogenesis in glioblastoma (GB) has been extensively debated. Niches, considered the sites in which glioblastoma stem cells (GSCs) reside, have been classified as perivascular, perinecrotic, and invasive. However, from a neuropathological point of view, it is not easy to establish when a tumor structure can be considered a niche. The relevant literature has been reviewed in the light of our recent experience on the subject. As for perinecrotic niches, the occurrence of GSCs around necrosis is interpreted as triggered by hypoxia through HIF-1α. Our alternative hypothesis is that, together with progenitors, they are the cell constituents of hyper-proliferative areas of GB, where perinecrotic niches have developed, and they would, therefore, represent the remnants of GSCs/progenitors spared by the developing necrosis. Perivascular structures originate from both transport vessels and exchange vessels, i.e., venules, arterioles, or the undefinable neo-formed small vessels, but only those in which a direct contact between GSCs/progenitors and endothelial cells occurs can be called niches. Both pericytes and microglia/macrophages play a role in niche function: Macrophages of blood origin invade GB only after the appearance of "mother vessels" with consequent blood-brain barrier disruption. Not all vessel/tumor cell structures can be considered niches, that is, crucial sites of tumor progression, invasion, and angiogenesis.

In Vitro Modeling of Blood-Brain Barrier with Human iPSC-Derived Endothelial Cells, Pericytes, Neurons, and Astrocytes via Notch Signaling

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Kohei Yamamizu

2017-03-01

Full Text Available The blood-brain barrier (BBB is composed of four cell populations, brain endothelial cells (BECs, pericytes, neurons, and astrocytes. Its role is to precisely regulate the microenvironment of the brain through selective substance crossing. Here we generated an in vitro model of the BBB by differentiating human induced pluripotent stem cells (hiPSCs into all four populations. When the four hiPSC-derived populations were co-cultured, endothelial cells (ECs were endowed with features consistent with BECs, including a high expression of nutrient transporters (CAT3, MFSD2A and efflux transporters (ABCA1, BCRP, PGP, MRP5, and strong barrier function based on tight junctions. Neuron-derived Dll1, which activates Notch signaling in ECs, was essential for the BEC specification. We performed in vitro BBB permeability tests and assessed ten clinical drugs by nanoLC-MS/MS, finding a good correlation with the BBB permeability reported in previous cases. This technology should be useful for research on human BBB physiology, pathology, and drug development.

Rugby headgear and concussion prevention: misconceptions could increase aggressive play.

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Menger, Richard; Menger, Austin; Nanda, Anil

2016-04-01

OBJECTIVE Multiple studies have illustrated that rugby headgear offers no statistically significant protection against concussions. However, there remains concern that many players believe rugby headgear in fact does prevent concussions. Further investigation was undertaken to illustrate that misconceptions about concussion prevention and rugby headgear may lead to an increase in aggressive play. METHODS Data were constructed by Internet survey solicitation among United States collegiate rugby players across 19 teams. Initial information given was related to club, age, experience, use of headgear, playing time, whether the rugger played football or wrestling in high school, and whether the player believed headgear prevented concussion. Data were then constructed as to whether wearing headgear would increase aggressive playing style secondary to a false sense of protection. RESULTS A total of 122 players responded. All players were male. The average player was 19.5 years old and had 2.7 years of experience. Twenty-three of 122 players (18.9%) wore protective headgear; 55.4% of players listed forward as their primary position. Overall, 45.8% (55/120) of players played 70-80 minutes per game, 44.6% (54/121) played football or wrestled in high school, 38.1% (45/118) believed headgear prevented concussions, and 42.2% (51/121) stated that if they were using headgear they would be more aggressive with their play in terms of running or tackling. Regression analysis illustrated that those who believed headgear prevented concussions were or would be more likely to engage in aggressive play (p = 0.001). CONCLUSIONS Nearly 40% of collegiate rugby players surveyed believed headgear helped to prevent concussions despite no scientific evidence that it does. This misconception about rugby headgear could increase aggressive play. Those who believed headgear prevented concussion were, on average, 4 times more likely to play with increased aggressive form than those who believed

Checklist of flora along tourist trails to Mt. Lamongan, East Java (Indonesia: misconception of restoration and ecotourism programs in mountain region?

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Luchman Hakim

2018-04-01

Full Text Available The aim of this research was to evaluate the diversity of plant species along the tourist trails to Mt. Lamongan and combat any misconceptions about ecosystem restoration and the ecotourism development program in Mt. Lamongan. A floristic survey was done through flora identification along the hiking trail from the gate of Mt. Lamongan nature recreation area in Papringan Village to the slopes of Mt. Lamongan. The identified species were listed and their taxonomic status analyzed using information from the GRIN website. This study found that exotic plant species are abundant along the tourist tract. Human activities were identified as contributing to the introduction and establishment of exotic plant species. Result of the research indicate that restoration knowledge and techniques do not exist in the Mt. Lamongan region. A comprehensive evaluation of flora should be implemented to enhance the restoration program and protect forest area, especially the tourist corridor to the peak of Mt. Lamongan. Integrated actions to enhance restoration and promote tourism are needed. It encompasses strengthening the restoration concept and technology, eradication of exotic plant species, and establishing a proper tourism interpretive tract.

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

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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…

"I passed the test!" Evidence of diagnostic misconception in the recruitment of population controls for an H3Africa genomic study in Cape Town, South Africa.

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Masiye, Francis; Mayosi, Bongani; de Vries, Jantina

2017-02-15

Advances in genetic and genomic research have introduced challenges in obtaining informed consent for research in low and middle-income settings. However, there are only few studies that have explored challenges in obtaining informed consent in genetic and genomic research in Africa and none in South Africa. To start filling this gap, we conducted an empirical study to investigate the efficacy of informed consent procedures for an H3Africa genomic study on Rheumatic Heart Disease (RHDGen) at the University of Cape Town in South Africa. The main aim of the study was to understand ethical challenges in obtaining informed consent in the RHDGen study. We used a qualitative study methodology involving in-depth interviews and participant observations. Our study participants were RHDGen cases (patients), healthy controls and research staff involved in the recruitment of RHDGen cases and controls. In total, we conducted 32 in-depth interviews with RHDGen cases and controls, 2 in-depth interviews with research staff and 57 direct observations of the consent procedures of RHDGen cases and controls. The interviews were conducted in English, audio-recorded and transcribed verbatim. Data were analyzed using thematic content analysis. The study was conducted in 3 sites within Cape Town, South Africa. Most healthy controls joined the RHDGen study in order to be screened for rheumatic heart disease (diagnostic misconception). A majority of RHDGen cases decided to join the RHDGen study because of therapeutic misconception. The ethical challenges that impacted on obtaining informed consent in the RHDGen study were complex. In this study, the main challenges were diagnostic misconception among RHDGen controls and therapeutic misconception among RHDGen cases.

Regression assumptions in clinical psychology research practice-a systematic review of common misconceptions.

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Ernst, Anja F; Albers, Casper J

2017-01-01

Misconceptions about the assumptions behind the standard linear regression model are widespread and dangerous. These lead to using linear regression when inappropriate, and to employing alternative procedures with less statistical power when unnecessary. Our systematic literature review investigated employment and reporting of assumption checks in twelve clinical psychology journals. Findings indicate that normality of the variables themselves, rather than of the errors, was wrongfully held for a necessary assumption in 4% of papers that use regression. Furthermore, 92% of all papers using linear regression were unclear about their assumption checks, violating APA-recommendations. This paper appeals for a heightened awareness for and increased transparency in the reporting of statistical assumption checking.

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

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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…

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

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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.

Students’ conceptions on white light and implications for teaching and learning about colour

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Haagen-Schützenhöfer, Claudia

2017-07-01

The quality of learning processes is mainly determined by the extent to which students’ conceptions are addressed and thus conceptual change is triggered. Colour phenomena are a topic within initial instruction of optics which is challenging. A physically adequate concept of white light is crucial for being able to grasp the processes underlying colour formation. Our previous research suggests that misconceptions on white light may influence the conceptual understanding of colour phenomena. For the design of a learning environment on light and colours, the literature was reviewed. Then an explorative interview study with participants (N  =  32), with and without instruction in introductory optics, was carried out. In addition, the representations used for white light in Austrian physics schoolbooks were analysed. Based on the results of the literature review, the interview study and the schoolbook analysis, a learning environment was designed and tested in teaching experiments. The results indicate that learners often lack an adequate concept of white light even after instruction in introductory optics. This seems to cause learning difficulties concerning colour phenomena. On the other hand, the evaluation of our learning environment showed that students are able to gain a good conceptual understanding of colour phenomena if instruction takes these content specific learning difficulties into account.

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

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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.

Adolescence: myths and misconceptions.

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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

Concepções e concepções alternativas de média: Um estudo comparativo entre professores e alunos do Ensino Fundamental Conception and alternative conception of mean: a comparative study among teachers and students from basic school

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Sandra Magina

2010-01-01

Full Text Available O presente estudo analisa concepções de estudantes e professores sobre média, tanto aquelas válidas quanto as alternativas, com validade para alguns casos. Um teste, em lápis e papel, composto de 3 questões foi elaborado e aplicado com 287 estudantes e professores brasileiros, dos quais: 54 eram alunos da 4ª série e 47 eram da 5ª série do ensino fundamental, 61 eram estudantes iniciantes e 82 eram estudantes concluintes do curso de pedagogia, e 43 eram professores das séries iniciais do ensino fundamental. O teste foi aplicado de forma coletiva, em sala de aula. Excetuando-se o grupo de professores, todos os grupos tendem a confundir média com adição dos valores ou com o valor máximo. Os resultados mostram que, apesar da evolução no entendimento do conceito de média em relação ao nível de escolaridade, algumas confusões ainda são identificadas entre o grupo de professores.The present study aims to analyze students and teachers conceptions and misconceptions of average. A paper and pencil test, comprised of three questions, was designed. 287 Brazilian students and teachers undertook the test. They were: 54 pupils from 4th grade, 47 from 5th grade, 61 students beginning undergraduation on Pedagogy, 82 students finishing their undergraduation on Pedagogy and 43 elementary school teachers. The test was undertaken in a collective way. Excepting to the teachers group, all the groups tend to confuse average to addition of the values, or to the maximum value. The result points that, in spite of an evolution on the understanding of the concept of average according to the educational level of the groups, some misconceptions are found within the teachers' group.

Misconceptions in Electricity and Conceptual Change Strategy

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Yunus Karakuyu

2011-12-01

Full Text Available This research is about the contribution of conceptual change texts in accompanying with the concept mapping instruction to tenth-grade students‟ understanding of electricity concepts, and their retention of this understanding. Electricity concepts test are improved as a result of interview with teachers who observe students problems and literature search about this topic. The test was applied as pre-test, post-test, and delayed post-test total of 66 tenth-grade students in two classes of the same high school in center of Afyonkarahisar, taught by the same teacher. Electricity is the subject of tenth-grade according to the new secondary physics program. The experimental group was 32 students who received conceptual change texts in accompanying with concept mapping instruction in a class. The control group was a class of 34 students who received traditional instruction. In this study besides practice, previous information and the ability of logical thinking formed the other independent variations. Conclusions show that logical thinking, treatment and previous knowledge about concepts of electricity make a major contribution on students‟ understanding of these concepts. Result shows that in terms of keeping in mind, concept change texts in accompanying with concept map teaching better than traditional education

Regression assumptions in clinical psychology research practice—a systematic review of common misconceptions

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Ernst, Anja F.

2017-01-01

Misconceptions about the assumptions behind the standard linear regression model are widespread and dangerous. These lead to using linear regression when inappropriate, and to employing alternative procedures with less statistical power when unnecessary. Our systematic literature review investigated employment and reporting of assumption checks in twelve clinical psychology journals. Findings indicate that normality of the variables themselves, rather than of the errors, was wrongfully held for a necessary assumption in 4% of papers that use regression. Furthermore, 92% of all papers using linear regression were unclear about their assumption checks, violating APA-recommendations. This paper appeals for a heightened awareness for and increased transparency in the reporting of statistical assumption checking. PMID:28533971

Regression assumptions in clinical psychology research practice—a systematic review of common misconceptions

Directory of Open Access Journals (Sweden)

Anja F. Ernst

2017-05-01

Full Text Available Misconceptions about the assumptions behind the standard linear regression model are widespread and dangerous. These lead to using linear regression when inappropriate, and to employing alternative procedures with less statistical power when unnecessary. Our systematic literature review investigated employment and reporting of assumption checks in twelve clinical psychology journals. Findings indicate that normality of the variables themselves, rather than of the errors, was wrongfully held for a necessary assumption in 4% of papers that use regression. Furthermore, 92% of all papers using linear regression were unclear about their assumption checks, violating APA-recommendations. This paper appeals for a heightened awareness for and increased transparency in the reporting of statistical assumption checking.

Transforming "Ecosystem" from a Scientific Concept into a Teachable Topic: Philosophy and History of Ecology Informs Science Textbook Analysis

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Schizas, Dimitrios; Papatheodorou, Efimia; Stamou, George

2017-04-01

This study conducts a textbook analysis in the frame of the following working hypothesis: The transformation of scientific knowledge into school knowledge is expected to reproduce the problems encountered with the scientific knowledge itself or generate additional problems, which may both induce misconceptions in textbook users. Specifically, we describe four epistemological problems associated with how the concept of "ecosystem" is elaborated within ecological science and we examine how each problem is reproduced in the biology textbook utilized by Greek students in the 12th grade and the resulting teacher and student misunderstandings that may occur. Our research demonstrates that the authors of the textbook address these problems by appealing simultaneously to holistic and reductionist ideas. This results in a meaningless and confused depiction of "ecosystem" and may provoke many serious misconceptions on the part of textbook users, for example, that an ecosystem is a system that can be applied to every set of interrelated ecological objects irrespective of the organizational level to which these entities belong or how these entities are related to each other. The implications of these phenomena for science education research are discussed from a perspective that stresses the role of background assumptions in the understanding of declarative knowledge.

Therapeutic Misconception in Psychiatry Research: A Systematic Review.

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Thong, Ivan Sk; Foo, Meng Yee; Sum, Min Yi; Capps, Benjamin; Lee, Tih-Shih; Ho, Calvin; Sim, Kang

2016-02-29

Therapeutic misconception (TM) denotes the phenomenon in which research subjects conflate research purpose, protocols and procedures with clinical treatment. We examined the prevalence, contributory factors, clinical associations, impact, and collated solutions on TM within psychiatric research, and made suggestions going ahead. Literature search for relevant empirical research papers was conducted until February 2015. Eighty-eight reports were extracted, of which 31 were selected, summarised into different headings for discussion of implications and collated solutions of TM. We found variable and high rates of TM (ranging from 12.5% to 86%) in some psychiatry research populations. Contributory factors to TM included perceived medical roles of researchers, media, research setting and subject factors. Greater TM in affective, neurodevelopmental and psychotic spectrum conditions were associated with demographic variables (such as lower education, increased age), clinical factors (such as poor insight, cognitive deficits, increased symptoms, poorer self-rated quality of health), and social functioning (such as decreased independence). Inattention to TM may lead to frustration, negative impression and abandonment of participation in psychiatry research. Strategies such as the employment of a neutral educator during the informed consent process and education modules may be effective in addressing TM. Further research is warranted to examine the different TM facets, specific clinical correlates and more effective management strategies.

Misconceptions regarding the pathogenicity of silicas and silicates.

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Feigin, D S

1989-01-01

Several inhaled substances, from occupational or other environmental exposure, produce significant pulmonary disease and abnormalities demonstrated by pulmonary imaging. Areas of controversy and misconception relate principally to the extent and nature of both the clinical disease and the imaging abnormalities specific to each substance. The size and shape of the inhaled particles is an important determinant of the nature and severity of the disease produced, with fibrous shapes usually being the most pathogenetic. Fibrogenicity is another important pathogenetic characteristic of talc and kaolin, as well as asbestos. Talc produces four distinct forms of pulmonary disease, depending not only on the other substances with which it is inhaled, but also whether it is inhaled or injected intravenously. When inhaled alone, talc does not appear to produce significant pulmonary fibrosis or malignancy. Kaolin, mica, fuller's earth, zeolite, and fiberglass all vary in disease production according to their shape and fibrogenicity. Silica, diatomaceous earth, and other forms of silica are all highly fibrogenic and thus produce clinically obvious disease with sufficient inhalation. The largest particles usually produce nodular patterns in the upper pulmonary fields, as is typical of silicosis. The fibrous particles are more likely to manifest themselves as interstitial patterns in the lower pulmonary fields.

The MTT assays of bovine retinal pericytes and human microvascular endothelial cells on DLC and Si-DLC-coated TCPS.

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Okpalugo, T I T; McKenna, E; Magee, A C; McLaughlin, J; Brown, N M D

2004-11-01

MTT (Tetrazolium)-assay suggests that diamond-like carbon (DLC) and silicon-doped DLC (Si-DLC) films obtained under appropriate deposition parameters are not toxic to bovine retinal pericytes, and human microvascular endothelial cells (HMEC). The observed frequency distributions of the optical density (OD) values indicative of cell viability are near Gaussian-normal distribution. One-way ANOVA indicates that at 0.05 levels the population means are not significantly different for the coated and control samples. The observed OD values depend on the cell line (cell growth/metabolic rate), possibly cell cycle stage, the deposition parameters-bias voltage, ion energy, pressure, argon precleaning, and the dopant. For colored thin films like DLC with room temperature photoconductivity and photoelectric effects, it is important to account for the OD contribution from the coating itself. MTT assay, not surprisingly, seems not to be highly sensitive to interfacial cellular interaction resulting from the change in the film's nanostructure, because the tetrazolium metabolism is mainly intracellular and not interfacial. The thin films were synthesized by 13.56 MHz RF-PECVD using argon and acetylene as source gases, with tetramethylsilane (TMS) vapor introduced for silicon doping. This study could be relevant to biomedical application of the films in the eye, peri-vascular, vascular compartments, and for cell-tissue engineering. (c) 2004 Wiley Periodicals, Inc.

Investigating Novice and Expert Conceptions of Genetically Modified Organisms.

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Potter, Lisa M; Bissonnette, Sarah A; Knight, Jonathan D; Tanner, Kimberly D

2017-01-01

The aspiration of biology education is to give students tools to apply knowledge learned in the classroom to everyday life. Genetic modification is a real-world biological concept that relies on an in-depth understanding of the molecular behavior of DNA and proteins. This study investigated undergraduate biology students' conceptions of genetically modified organisms (GMOs) when probed with real-world, molecular and cellular, and essentialist cues, and how those conceptions compared across biology expertise. We developed a novel written assessment tool and administered it to 120 non-biology majors, 154 entering biology majors, 120 advanced biology majors (ABM), and nine biology faculty. Results indicated that undergraduate biology majors rarely included molecular and cellular rationales in their initial explanations of GMOs. Despite ABM demonstrating that they have much of the biology knowledge necessary to understand genetic modification, they did not appear to apply this knowledge to explaining GMOs. Further, this study showed that all undergraduate student populations exhibited evidence of essentialist thinking while explaining GMOs, regardless of their level of biology training. Finally, our results suggest an association between scientifically accurate ideas and the application of molecular and cellular rationales, as well as an association between misconceptions and essentialist rationales. © 2017 L. M. Potter et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Increasing the understanding of chemical concepts: The effectiveness of multiple exposures

Science.gov (United States)

Bius, Janet H.

Chemistry is difficult because it has multilevels of knowledge with each level presenting challenges in vocabulary, abstract thinking, and symbolic language. Students have to be able to transfer between levels to understand the concepts and the theoretical models of chemistry. The cognitive theories of constructivism and cognitive-load theory are used to explain the difficulties novice learners have with the subject of chemistry and methods to increase success for students. The relationship between external representations, misconceptions and topics on the success of students are addressed. If students do not know the formalisms associated with chemical diagrams and graphs, the representations will decrease student success. Misconceptions can be formed when new information is interpreted based on pre-existing knowledge that is faulty. Topics with large amount of interacting elements that must be processed simultaneously are considered difficult to understand. New variables were created to measure the number of times a student is exposed to a chemical concept. Each variable was coded according to topic and learning environment, which are the lecture and laboratory components of the course, homework assignments and textbook examples. The exposure variables are used to measure the success rate of students on similar exam questions. Question difficulty scales were adapted for this project from those found in the chemical education literature. The exposure variables were tested on each level of the difficulty scales to determine their effect at decreasing the cognitive demand of these questions. The subjects of this study were freshmen science majors at a large Midwest university. The effects of the difficulty scales and exposure variables were measured for those students whose exam scores were in the upper one-fourth percentile, for students whose test scores were in the middle one-half percentile, and the lower one-fourth percentile are those students that scored the

COMMUNICATIVE LANGUAGE TEACHING AND ITS MISCONCEPTIONS ABOUT THE PRACTICE IN ENGLISH LANGUAGE TEACHING (ELT

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Sri Diana

2014-04-01

Full Text Available Communicative Language Teaching (CLT has been accepted as one of the teaching methods by numerous language teachers due to its major focus on developing learners’ communicative competence. This paper aims to describe communicative language teaching, misinterpretations about its practice and the factors leading to teachers’ misconceptions. It shows four misinterpreted beliefs of the implementation of communicative language teaching: communicative skills, teacher’s role in communicative activities, fluency and accuracy as the main goals and teaching techniques. It then presents three reasons that might lead to teachers’ misinterpretations concerning the practice of CLT. Teachers do not have enough training and  adequate resources.

Student Teacher Understanding of the Greenhouse Effect, Ozone Layer Depletion, and Acid Rain.

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Dove, Jane

1996-01-01

Describes the results of a survey designed to ascertain details of student teachers' knowledge and misconceptions about the greenhouse effect, acid rain, and ozone layer depletion. Results indicate familiarity with the issues but little understanding of the concepts involved and many commonly held misconceptions. (JRH)

Identification of Conceptual Understanding in Biotechnology Learning

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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.

Evaluation of the Knowledge and Misconceptions of Science Teacher Candidates in Turkey Regarding the Greenhouse Effect through the Use of Drawings

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Aksan, Zeynep; Çelikler, Dilek

2015-01-01

The aim of this study was to identify, through the use drawings, the knowledge and misconceptions of science teacher candidates regarding the greenhouse effect, and to thereby categorize their level of knowledge on this subject. The study was conducted with a group of 327 science teacher candidates. In this study, science teacher candidates were…

Understanding the physics of functional fibers in the gastrointestinal tract: an evidence-based approach to resolving enduring misconceptions about insoluble and soluble fiber

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Enduring misconceptions about the physical effects of fiber in the gut have led to misunderstandings about the health benefits attributable to insoluble and soluble fiber. This review will focus on isolated functional fibers (eg, fiber supplements) whose effects on clinical outcomes have been readil...

A Three-Tier Diagnostic Test to Assess Pre-Service Teachers' Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain

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Arslan, Harika Ozge; Cigdemoglu, Ceyhan; Moseley, Christine

2012-01-01

This study describes the development and validation of a three-tier multiple-choice diagnostic test, the atmosphere-related environmental problems diagnostic test (AREPDiT), to reveal common misconceptions of global warming (GW), greenhouse effect (GE), ozone layer depletion (OLD), and acid rain (AR). The development of a two-tier diagnostic test…

WWC Review of the Report "Conceptualizing Astronomical Scale: Virtual Simulations on Handheld Tablet Computers Reverse Misconceptions." What Works Clearinghouse Single Study Review

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What Works Clearinghouse, 2014

2014-01-01

The 2014 study, "Conceptualizing Astronomical Scale: Virtual Simulations on Handheld Tablet Computers Reverse Misconceptions," examined the effects of using the true-to-scale (TTS) display mode versus the orrery display mode in the iPad's Solar Walk software application on students' knowledge of the Earth's place in the solar system. The…

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

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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.

HIV prevention and low-income Chilean women: machismo, marianismo and HIV misconceptions.

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Cianelli, Rosina; Ferrer, Lilian; McElmurry, Beverly J

2008-04-01

Socio-cultural factors and HIV-related misinformation contribute to the increasing number of Chilean women living with HIV. In spite of this, and to date, few culturally specific prevention activities have been developed for this population. The goal of the present study was to elicit the perspectives of low-income Chilean women regarding HIV and relevant socio-cultural factors, as a forerunner to the development of a culturally appropriate intervention. As part of a mixed-methods study, fifty low-income Chilean women participated in a survey and twenty were selected to participate in prevention, in-depth interviews. Results show evidence of widespread misinformation and misconceptions related to HIV/AIDS. Machismo and marianismo offer major barriers to prevention programme development. Future HIV prevention should stress partner communication, empowerment and improving the education of women vulnerable to HIV.

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 ...

Exploring teacher's perceptions of concept mapping as a teaching strategy in science: An action research approach

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Marks Krpan, Catherine Anne

In order to promote science literacy in the classroom, students need opportunities in which they can personalize their understanding of the concepts they are learning. Current literature supports the use of concept maps in enabling students to make personal connections in their learning of science. Because they involve creating explicit connections between concepts, concept maps can assist students in developing metacognitive strategies and assist educators in identifying misconceptions in students' thinking. The literature also notes that concept maps can improve student achievement and recall. Much of the current literature focuses primarily on concept mapping at the secondary and university levels, with limited focus on the elementary panel. The research rarely considers teachers' thoughts and ideas about the concept mapping process. In order to effectively explore concept mapping from the perspective of elementary teachers, I felt that an action research approach would be appropriate. Action research enabled educators to debate issues about concept mapping and test out ideas in their classrooms. It also afforded the participants opportunities to explore their own thinking, reflect on their personal journeys as educators and play an active role in their professional development. In an effort to explore concept mapping from the perspective of elementary educators, an action research group of 5 educators and myself was established and met regularly from September 1999 until June 2000. All of the educators taught in the Toronto area. These teachers were interested in exploring how concept mapping could be used as a learning tool in their science classrooms. In summary, this study explores the journey of five educators and myself as we engaged in collaborative action research. This study sets out to: (1) Explore how educators believe concept mapping can facilitate teaching and student learning in the science classroom. (2) Explore how educators implement concept

Evidence of The Importance of Philosophy of Science Course On Undergraduate Level

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Suyono

2018-01-01

This study aimed to describe academic impact of Philosophy of Science course in change of students’ conceptions on the Nature of science (NOS) before and after attending the course. This study followed one group pretest-posttest design. Treatment in this study was Philosophy of Science course for one semester. Misconception diagnostic tests of the NOS had been developed by Suyono et al. (2015) equipped with Certainty of Response Index (CRI). It consists of 15 concept questions about the NOS. The number of students who were tested on Chemistry Education Program (CEP) and Chemistry Program (CP) respectively 42 and 45 students. This study shows that after the learning of Philosophy of Science course happened: (1) the decrease of the number of misconception students on the NOS from 47.47 to 19.20% in CEP and from 47.47 to 18.18% in CP and (2) the decrease in the number of concepts that understood as misconception by the large number of students from 11 to 2 concepts on the CEP and from 10 to 2 concepts on CP. Therefore, the existence of Philosophy of Science course has a positive academic impact on students from both programs on undergraduate level.

Knowledge and Misconceptions about Malaria among Pregnant Women in a Post-Conflict Internally Displaced Persons' Camps in Gulu District, Northern Uganda

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James Obol

2011-01-01

Full Text Available Background. In Uganda Malaria continues to be a major public health problem accounting for about 30–50% of all outpatient consultations and 35% of hospital admissions and a leading cause of mortality and morbidity. Pregnant women and their unborn children are vulnerable to malaria. Methods. A cross-sectional survey was conducted in 20 postconflict IDP camps of Gulu district selected randomly as clusters. 769 pregnant women were interviewed. Results. The majority of the respondents 85% have ever heard about malaria. Most (80% 571 respondent attributed malaria to be transmitted by mosquito bites, 15 said cold weather, 53 said dirt, and 35 said not sleeping under net. Most (91% 683 respondents mentioned that malaria was caused by mosquito, 28 mentioned cold food, 3 mentioned playing in the rain, 19 mentioned cold weather, and 6 mentioned eating mangos. Conclusion. Most pregnant women in the post conflict IDP camps have relatively high knowledge about malaria transmission, signs, symptoms, and consequences during pregnancy. However, majority of respondents had misconception about the cause of malaria while a few had misconception about the mode of malaria transmission.

REMEDIASI MISKONSEPSI MAHASISWA CALON GURU FISIKA PADA KONSEP GAYA MELALUI PENERAPAN MODEL SIKLUS BELAJAR (LEARNING CYCLE 5E

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Muhamad Taufiq

2012-10-01

Full Text Available Penelitian ini mengenai upaya identifikasi miskonsepsi mahasiswa berkaitan dengan konsep gaya menggunakan Certainty of Response Index (CRI dan Wawancara. Dari hasil analisis data menunjukkan bahwa mahasiswa mengalami miskonsepsi berkaitan dengan konsep gaya dengan berbagai tingkatan yang berbeda-beda yaitu tingkat tinggi, sedang, dan rendah. Penggunaan tes model Certainty of Response Index (CRI dalam penelitian ini sangat membantu peneliti khususnya untuk memetakan tingkat miskonsepsi yang dialami oleh mahasiswa. Implementasi model pembelajaran siklus belajar (learning cycle 5E mampu menurunkan proporsi siswa yang mengalami miskonsepsi mahasiswa pada konsep gaya, yakni dari 46% menjadi 2,8%. Dengan demikian ada peningkatan proporsi penurunan jumlah siswa yang mengalami miskonsepsi sebanyak 43,2%, Hal ini menunjukkan bahwa model pembelajaran siklus belajar (learning cycle 5E efektif mampu untuk meningkatkan proporsi penurunan jumlah siswa yang mengalami miskonsepsi.   This research is about identification of student misconceptions related to the concept of force using Certainty of Response Index (CRI and Interview. From the analysis of the data showed that students had misconceptions related to the concept of force with a variety of different levels, are: high, medium, and low. The use of model tests Certainty of Response Index (CRI in this study greatly helps researchers to map the particular misconceptions experienced by students. The implementation result of the learning cycle instructional model 5E able to reduce the proportion of students who have misconceptions in the concept of force, from 46% to 2.8%. Thus, there is an increase in the proportion of reduction in the number of students who have misconceptions as much as 43.2%, This result shows that the model of the learning cycle model 5E effectively able to decrease the proportion of students who have misconceptions.

Combining Different Conceptual Change Methods within 5E Model: A Sample Teaching Design of "Cell" Concept and its Organelles

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Urey, Mustafa; Calik, Muammer

2008-01-01

Since students' misconceptions are not completely remedied by means of only one conceptual change method, the authors assume that using different conceptual methods embedded within the 5E model will not only be more effective in enhancing students' conceptual understanding, but also may eliminate all students' misconceptions. The aim of this study…

Comment on ‘Overcoming misconceptions in quantum mechanics with the time evolution operator’

International Nuclear Information System (INIS)

Toyama, F M; Nogami, Y

2013-01-01

In their paper ‘Overcoming misconceptions in quantum mechanics with the time evolution operator’, García Quijas and Arévalo Aguilar (2007 Eur. J. Phys. 28 147) examined the time-dependent wave function of a particle in the one-dimensional harmonic oscillator potential using two different methods. The two wave functions that the authors obtained through the methods have different analytical expressions. The authors showed numerically that the two wave functions lead to the same probability density. When the real parts of the wave functions are compared, however, they are different in their details. That was puzzling because both wave functions are supposed to be solutions of the same time-dependent Schrödinger equation with the same initial condition. We point out that the two wave functions are actually identical. We show this analytically. (letters and comments)

Myths and misconceptions concerning contrast media-induced anaphylaxis: a narrative review.

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Böhm, Ingrid; Morelli, John; Nairz, Knud; Silva Hasembank Keller, Patricia; Heverhagen, Johannes T

2017-03-01

Contrast-enhanced radiological examinations are an increasingly important diagnostic tool in modern medicine. All approved and available contrast media (iodinated and gadolinium-based) are safe compounds that are well-tolerated by most patients. However, a small percentage of patients exhibit contrast medium-induced adverse drug reactions that are dose-dependent and predictable (type A) or an even smaller cohort experience so-called type B (dose-independent, non-predictable). To increase patients' safety, recommendations/guidelines have been put forth in the literature and advice passed down informally by radiologists in practice to ensure contrast media safety. Through these, both reasonable suggestions as well as misinterpretations and myths (such as the misleading terms "allergy-like" reactions, and "iodine-allergy", the wrong assumption that the initial contact to a contrast medium could not induce an allergy, the estimation that an anti-allergy premedication could suppress all possible adverse reactions, and interleukin-2 as a risk/trigger for contrast medium adverse events) have arisen. Since the latter are not only unhelpful but also potentially reduce patients' safety, such myths and misconceptions are the focus of this review.

Can dual processing theory explain physics students’ performance on the Force Concept Inventory?

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Anna K. Wood

2016-07-01

Full Text Available According to dual processing theory there are two types, or modes, of thinking: system 1, which involves intuitive and nonreflective thinking, and system 2, which is more deliberate and requires conscious effort and thought. The Cognitive Reflection Test (CRT is a widely used and robust three item instrument that measures the tendency to override system 1 thinking and to engage in reflective, system 2 thinking. Each item on the CRT has an intuitive (but wrong answer that must be rejected in order to answer the item correctly. We therefore hypothesized that performance on the CRT may give useful insights into the cognitive processes involved in learning physics, where success involves rejecting the common, intuitive ideas about the world (often called misconceptions and instead carefully applying physical concepts. This paper presents initial results from an ongoing study examining the relationship between students’ CRT scores and their performance on the Force Concept Inventory (FCI, which tests students’ understanding of Newtonian mechanics. We find that a higher CRT score predicts a higher FCI score for both precourse and postcourse tests. However, we also find that the FCI normalized gain is independent of CRT score. The implications of these results are discussed.

Middle School Teacher Misconceptions and Anxieties Concerning Space Science Disciplinary Core Ideas in NGSS

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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

Knowledge, attitudes, and practices regarding conception and fertility: a population-based survey among reproductive-age United States women.

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Lundsberg, Lisbet S; Pal, Lubna; Gariepy, Aileen M; Xu, Xiao; Chu, Micheline C; Illuzzi, Jessica L

2014-03-01

To assess overall knowledge, attitudes, and practices related to conception and fertility among reproductive-age women in the United States. Online survey of a cross-sectional sample of 1,000 women. United States, March 2013. Women aged 18-40 years. None. Knowledge, attitudes, and practices regarding selected topics in reproductive health. Forty percent of women across all age groups expressed concerns about their ability to conceive. Yet one-third of women were unaware of adverse implications of sexually transmitted infections, obesity, or irregular menses for procreative success, and one-fifth were unaware of the effects of aging. Approximately 40% were unfamiliar with the ovulatory cycle. Overall, younger women (18-24 years) demonstrated less knowledge regarding conception, fertility, and ovulation, whereas older women tended to believe in common myths and misconceptions. Respondents in all age groups identified women's health care providers (75%) and Web sites (40%) as top sources of reproductive health-related information; however, engagement with providers on specific factors affecting fertility is sparse. Knowledge regarding ovulation, fertility, and conception is limited among this sample of reproductive-age US women. Future initiatives should prioritize improved provider engagement and accurate information dissemination in Web-based venues. Copyright © 2014 American Society for Reproductive Medicine. Published by Elsevier Inc. All rights reserved.

Students’ misconceptions about Newton's second law in outer space

International Nuclear Information System (INIS)

Temiz, B K; Yavuz, A

2014-01-01

Students’ misconceptions about Newton's second law in frictionless outer space were investigated. The research was formed according to an epistemic game theoretical framework. The term ‘epistemic’ refers to students’ participation in problem-solving activities as a means of constructing new knowledge. The term ‘game’ refers to a coherent activity that consists of moves and rules. A set of questions in which students are asked to solve two similar Newton's second law problems, one of which is on the Earth and the other in outer space, was administered to 116 undergraduate students. The findings indicate that there is a significant difference between students’ epistemic game preferences and race-type (outer space or frictional surface) question. So students who used Newton's second law on the ground did not apply this law and used primitive reasoning when it came to space. Among these students, voluntary interviews were conducted with 18 students. Analysis of interview transcripts showed that: (1) the term ‘space’ causes spontaneity among students that prevents the use of the law; (2) students hesitate to apply Newton's second law in space due to the lack of a condition—the friction; (3) students feel that Newton's second law is not valid in space for a variety of reasons, but mostly for the fact that the body in space is not in contact with a surface. (paper)

Most common misconceptions about informational communication technologies in education

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Pešikan Ana Ž.

2016-01-01

Full Text Available The aim of this paper is to discuss analytically the use of informational communication technologies (ICT in education so that education system could have greater benefits from its carefully planned use. In this paper we tried to show the specificity of the relations between education and ICT. Many things in that relation are accepted for granted, often without much analyzing. We selected some of typical misconceptions which contribute to erroneous ideas about education and ICT relation resulting in limited opportunities for using up new technologies in education. When analyzing ICT in education there is no room for the question whether to use new technologies in the teaching/ learning process or not, but when, why and how to use them. In order to bring these decisions and use ICT potentials for educational purposes, thorough understanding of the nature of teaching and learning is necessary. Education should not be just a buyer or a prudent user of numerous ICT possibilities but it should carefully and thoughtfully transform the teaching/learning process in order equip future and nowadays citizens with skills necessary for living and working in the environment with significantly changed technology. Much more researching and theoretical work is needed in order to fully understand how ICT really influences the learning process and how to use that influence in order to enhance the quality of education.

Adult DRG Stem/Progenitor Cells Generate Pericytes in the Presence of Central Nervous System (CNS) Developmental Cues, and Schwann Cells in Response to CNS Demyelination.

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Vidal, Marie; Maniglier, Madlyne; Deboux, Cyrille; Bachelin, Corinne; Zujovic, Violetta; Baron-Van Evercooren, Anne

2015-06-01

It has been proposed that the adult dorsal root ganglia (DRG) harbor neural stem/progenitor cells (NPCs) derived from the neural crest. However, the thorough characterization of their stemness and differentiation plasticity was not addressed. In this study, we investigated adult DRG-NPC stem cell properties overtime, and their fate when ectopically grafted in the central nervous system. We compared them in vitro and in vivo to the well-characterized adult spinal cord-NPCs derived from the same donors. Using micro-dissection and neurosphere cultures, we demonstrate that adult DRG-NPCs have quasi unlimited self-expansion capacities without compromising their tissue specific molecular signature. Moreover, they differentiate into multiple peripheral lineages in vitro. After transplantation, adult DRG-NPCs generate pericytes in the developing forebrain but remyelinating Schwann cells in response to spinal cord demyelination. In addition, we show that axonal and endothelial/astrocytic factors as well astrocytes regulate the fate of adult DRG-NPCs in culture. Although the adult DRG-NPC multipotency is restricted to the neural crest lineage, their dual responsiveness to developmental and lesion cues highlights their impressive adaptive and repair potentials making them valuable targets for regenerative medicine. © 2015 AlphaMed Press.

An Intelligent and Interactive Simulation and Tutoring Environment for Exploring and Learning Simple Machines

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Myneni, Lakshman Sundeep

Students in middle school science classes have difficulty mastering physics concepts such as energy and work, taught in the context of simple machines. Moreover, students' naive conceptions of physics often remain unchanged after completing a science class. To address this problem, I developed an intelligent tutoring system, called the Virtual Physics System (ViPS), which coaches students through problem solving with one class of simple machines, pulley systems. The tutor uses a unique cognitive based approach to teaching simple machines, and includes innovations in three areas. (1) It employs a teaching strategy that focuses on highlighting links among concepts of the domain that are essential for conceptual understanding yet are seldom learned by students. (2) Concepts are taught through a combination of effective human tutoring techniques (e.g., hinting) and simulations. (3) For each student, the system identifies which misconceptions he or she has, from a common set of student misconceptions gathered from domain experts, and tailors tutoring to match the correct line of scientific reasoning regarding the misconceptions. ViPS was implemented as a platform on which students can design and simulate pulley system experiments, integrated with a constraint-based tutor that intervenes when students make errors during problem solving to teach them and to help them. ViPS has a web-based client-server architecture, and has been implemented using Java technologies. ViPS is different from existing physics simulations and tutoring systems due to several original features. (1). It is the first system to integrate a simulation based virtual experimentation platform with an intelligent tutoring component. (2) It uses a novel approach, based on Bayesian networks, to help students construct correct pulley systems for experimental simulation. (3) It identifies student misconceptions based on a novel decision tree applied to student pretest scores, and tailors tutoring to

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.

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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.

Students' and teachers' misapplication of le chatelier's principle: Implications for the teaching of chemical equilibrium

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Quílez-Pardo, Juan; Solaz-Portolés, Joan Josep

The aim of this article was to study the reasons, strategies, and procedures that both students and teachers use to solve some chemical equilibrium questions and problems. Inappropriate conceptions on teaching and a lack of knowledge regarding the limited usefulness of Le Chatelier's principle, with its vague and ambiguous formulation and textbook presentation, may be some of the sources of misconceptions about the prediction of the effect of changing conditions on chemical equilibrium. To diagnose misconceptions and their possible sources, a written test was developed and administered to 170 1st-year university chemistry students. A chemical equilibrium problem, relating to the students' test, was solved by 40 chemistry teachers. First, we ascertained that teacher's conceptions might influence the problem-solving strategies of the learner. Based on this first aspect, our discussion also concerns students' and teachers' misconceptions related to the Le Chatelier's principle. Misconceptions emerged through: (a) misapplication and misunderstanding of Le Chatelier's principle; (b) use of rote-learning recall and algorithmic procedures; (c) incorrect control of the variables involved; (d) limited use of the chemical equilibrium law; (e) a lack of mastery of chemical equilibrium principles and difficulty in transferring such principles to new situations. To avoid chemical equilibrium misconceptions, a specific pattern of conceptual and methodological change may be considered.Received: 16 November 1993; Revised: 21 September 1994;

Middle school teachers' familiarity with, interest in, performance on, and conceptual and pedagogical knowledge of light

Science.gov (United States)

Mbewe, Simeon

The purpose of this study was threefold: Examine middle school teachers' familiarity with, interest in, conceptual knowledge of and performance on light; Examine their ability to identify misconceptions on light and their suggested pedagogical ideas to address the identified misconceptions; and Establish the relationship between the middle school teachers' interest, familiarity, conceptual understanding, performance, misconception identification, and pedagogical ideas for light. Sixty six (66) middle school science teachers enrolled in three math and science teacher professional development projects at Southern Illinois University Carbondale participated in this study. This study used mixed-methods approach to collect and analyze data. The participants responded in writing to four different instruments: Familiarity and Interest Questionnaire, Conceptual Knowledge Test, Two-tier Performance Test, and Misconceptions Identification Questionnaire. Data was analyzed quantitatively by conducting non-parametric (Wilcoxon, Mann-Whitney U, and Kruskal-Wallis) and parametric (paired samples, independent samples, and One-Way ANOVA) tests. Qualitative data was analyzed using thematic analysis and open coding to identify emerging themes and categories. The results showed that the teachers reported high levels of familiarity with and interest in learning more about light concepts. However, they had low conceptual knowledge and performance on light concepts. As such, middle school teachers' perceived knowledge of light concepts was not consistent with their actual knowledge of light. To some extent, the teachers identified students' misconceptions expressed in some scenarios on light and also suggested pedagogical ideas for addressing such misconceptions in middle school science classrooms. However, most teachers did not provide details on their pedagogical ideas for light. Correlations among the four constructs (familiarity, interest, conceptual understanding, and performance

Perceptions and Misconceptions Regarding Climate Change: Politics versus Education

Science.gov (United States)

Gil, Elia O.

Climate change has been increasingly becoming a commonly debated topic among the public (Lambert & Bleicher, 2013). This is especially true with scientists and educators (Cooney, 2010). Terminology, politics, and misconceptions can bias perceptions. Scientists also tend to disagree over the cause of climate change and the data resulting from different studies (Idso, Carter, & Singer, 2016). The pilot study was conducted to examine perceptions of preservice teachers regarding climate change. There were forty participants, comprised of twenty Hispanic, nineteen Anglo American, and one African American, enrolled in a required course for future science educators in a medium-sized south Texas university. The pilot study included pre- and post-tests distributed to all of the participants and one on one interviews with three randomly selected pre-service teachers. The post-test results showed a significant difference in statements about the belief that climate change is real, about there being enough scientific evidence to prove the climate is changing, and the belief we are experiencing an extinction event due to climate change. While one lesson on climate change may not prove to be enough to change all of the participants' perceptions, there were some pre-service teachers who did begin to think differently about the impact of human activities and became more aware of climate change issues. The findings from this research show how beneficial a lesson on climate change can be to the future careers of science educators and in turn contribute considerably to the education of future students.

MODEL REMEDIASI MISKONSEPSI MATERI RANGKAIAN LISTRIK DENGAN PENDEKATAN SIMULASI PhET

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Mursalin -

2013-01-01

Full Text Available Penelitian ini menggunakan metode eksperimen dengan rancangan “One-Group Pretest-Posttest Design”. Sampel penelitian adalah mahasiswa calon guru fisika yang dipilih dengan teknik random sampling. Instrumen penelitian menggunakan tes pilihan ganda dengan pertanyaan (alasan terbuka disertai dengan model Certainty of Response Index. Tujuan penelitian ini adalah meremediasi miskonsepsi mahasiswa calon guru pada topik rangkaian listrik dengan model simulasi PhET berbantuan lembar kerja. Hasil penelitian pasca pretest diperoleh persentase mahasiswa yang miskonsepsi, terbesar pada konsep: (a arus listrik pada lampu-2 pasca lampu-1 dicabut pada rangkaian paralel (53%, (b beda potensial rangkaian terbuka yang mengandung sumber tegangan (48%, (c gaya gerak listrik dan tegangan jepit (47%, (d tegangan jepit dan arus listrik rangkaian yang mengandung sumber tegangan paralel (37%, dan (e arus listrik pada hubungan singkat (28%. Pasca treatment dengan model simulasi PhET berbantuan lembar kerja, hasil posttest menunjukkan 9 konsep (90% berhasil dipahami dengan baik oleh mahasiswa termasuk yang berstatus menebak konsep, kurang paham konsep, dan miskonsepsi; sedangkan konsep ggl dan tegangan jepit (1 konsep hanya berhasil meminimalkan pemahaman konsep dan miskonsepsi mahasiswa dengan persentase menebak konsep 22%, kurang paham konsep 17%, dan miskonsepsi 11%. This research used the experiment method withOne-Group Pretest-Posttest Design. The research samples were students of physics teacher candidates that selected by random sampling technique. The research instrument used a multiple-choice test accompanied by Certainty of Response Index model. The aims of this research was to remediate misconceptions of students of physics teacher candidates on the electrical circuits topic with the PhET simulation model. The results of this research after pretest showed that the largest percentage of students’ misconceptions was on the concept of (a an

Diffuse sound field: challenges and misconceptions

DEFF Research Database (Denmark)

Jeong, Cheol-Ho

2016-01-01

Diffuse sound field is a popular, yet widely misused concept. Although its definition is relatively well established, acousticians use this term for different meanings. The diffuse sound field is defined by a uniform sound pressure distribution (spatial diffusion or homogeneity) and uniform...... tremendously in different chambers because the chambers are non-diffuse in variously different ways. Therefore, good objective measures that can quantify the degree of diffusion and potentially indicate how to fix such problems in reverberation chambers are needed. Acousticians often blend the concept...... of mixing and diffuse sound field. Acousticians often refer diffuse reflections from surfaces to diffuseness in rooms, and vice versa. Subjective aspects of diffuseness have not been much investigated. Finally, ways to realize a diffuse sound field in a finite space are discussed....

The Astronomy and Space Science Concept Inventory: Assessment Instruments Aligned with the K-12 National Science Standards

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Sadler, Philip M.

2011-01-01

We report on the development of an item test bank and associated instruments based on those K-12 national standards which involve astronomy and space science. Utilizing hundreds of studies in the science education research literature on student misconceptions, we have constructed 211 unique items that measure the degree to which students abandon such ideas for accepted scientific views. Piloted nationally with 7599 students and their 88 teachers spanning grades 5-12, the items reveal a range of interesting results, particularly student difficulties in mastering the NRC Standards and AAAS Benchmarks. Teachers generally perform well on items covering the standards of the grade level at which they teach, exhibiting few misconceptions of their own. Teachers dramatically overestimate their students’ performance, perhaps because they are unaware of their students’ misconceptions. Examples are given showing how the developed instruments can be used to assess the effectiveness of instruction and to evaluate the impact of professional development activities for teachers.

Private providers' knowledge, attitudes and misconceptions related to long-acting and permanent contraceptive methods: a case study in Bangladesh.

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Ugaz, Jorge; Banke, Kathryn; Rahaim, Stephen; Chowdhury, Wahiduzzaman; Williams, Julie

2016-11-01

In Bangladesh, use of long-acting and permanent methods of contraception (LAPMs) remains stagnant. Providers' limited knowledge and biases may be a factor. We assessed private providers' knowledge, misconceptions and general attitudes towards LAPM in two urban areas. The ultimate goal is to shape programs and interventions to overcome these obstacles and improve full method choice in Bangladesh. Trained data collectors interviewed a convenience sample of 235 female doctors (obstetricians-gynecologists and general practitioners) and 150 female nurses from 194 commercial (for-profit) health care facilities in Chittagong City Corporation and Dhaka district. Data were collected on the nature of the practice, training received, knowledge about modern contraceptives and attitudes towards LAPM [including intrauterine device (IUDs), implants, female and male sterilization]. All providers, and especially doctors, lacked adequate knowledge regarding side effects for all LAPMs, particularly female and male sterilization. Providers had misconceptions about the effectiveness and convenience of LAPMs compared to short-acting contraceptive methods. Implants and IUDs were generally perceived more negatively than other methods. The majority of providers believed that husbands favor short-acting methods rather than LAPMs and that women should not use a method that their husbands do not approve of. Our findings document knowledge and attitudinal barriers among private for-profit providers in urban areas affecting their provision of accurate information about LAPM choices. Practitioners should be offered the necessary tools to provide women full access to all modern methods, especially LAPMs, in order to contribute to decreasing unmet need and improving full method choice in Bangladesh. Copyright © 2016 Elsevier Inc. All rights reserved.

Investigating Undergraduate Students’ Use of Intuitive Reasoning and Evolutionary Knowledge in Explanations of Antibiotic Resistance

Science.gov (United States)

Richard, Melissa; Coley, John D.; Tanner, Kimberly D.

2017-01-01

Natural selection is a central concept throughout biology; however, it is a process frequently misunderstood. Bacterial resistance to antibiotic medications provides a contextual example of the relevance of evolutionary theory and is also commonly misunderstood. While research has shed light on student misconceptions of natural selection, minimal study has focused on misconceptions of antibiotic resistance. Additionally, research has focused on the degree to which misconceptions may be based in the complexity of biological information or in pedagogical choices, rather than in deep-seated cognitive patterns. Cognitive psychology research has established that humans develop early intuitive assumptions to make sense of the world. In this study, we used a written assessment tool to investigate undergraduate students’ misconceptions of antibiotic resistance, use of intuitive reasoning, and application of evolutionary knowledge to antibiotic resistance. We found a majority of students produced and agreed with misconceptions, and intuitive reasoning was present in nearly all students’ written explanations. Acceptance of a misconception was significantly associated with production of a hypothesized form of intuitive thinking (all p ≤ 0.05). Intuitive reasoning may represent a subtle but innately appealing linguistic shorthand, and instructor awareness of intuitive reasoning’s relation to student misunderstandings has potential for addressing persistent misconceptions. PMID:28821540

Direct transplantation of native pericytes from adipose tissue: A new perspective to stimulate healing in critical size bone defects.

Science.gov (United States)

König, Matthias A; Canepa, Daisy D; Cadosch, Dieter; Casanova, Elisa; Heinzelmann, Michael; Rittirsch, Daniel; Plecko, Michael; Hemmi, Sonja; Simmen, Hans-Peter; Cinelli, Paolo; Wanner, Guido A

2016-01-01

Fractures with a critical size bone defect (e.g., open fracture with segmental bone loss) are associated with high rates of delayed union and non-union. The prevention and treatment of these complications remain a serious issue in trauma and orthopaedic surgery. Autologous cancellous bone grafting is a well-established and widely used technique. However, it has drawbacks related to availability, increased morbidity and insufficient efficacy. Mesenchymal stromal cells can potentially be used to improve fracture healing. In particular, human fat tissue has been identified as a good source of multilineage adipose-derived stem cells, which can be differentiated into osteoblasts. The main issue is that mesenchymal stromal cells are a heterogeneous population of progenitors and lineage-committed cells harboring a broad range of regenerative properties. This heterogeneity is also mirrored in the differentiation potential of these cells. In the present study, we sought to test the possibility to enrich defined subpopulations of stem/progenitor cells for direct therapeutic application without requiring an in vitro expansion. We enriched a CD146+NG2+CD45- population of pericytes from freshly isolated stromal vascular fraction from mouse fat tissue and tested their osteogenic differentiation capacity in vitro and in vivo in a mouse model for critical size bone injury. Our results confirm the ability of enriched CD146+NG2+CD45- cells to efficiently generate osteoblasts in vitro, to colonize cancellous bone scaffolds and to successfully contribute to regeneration of large bone defects in vivo. This study represents proof of principle for the direct use of enriched populations of cells with stem/progenitor identity for therapeutic applications. Copyright © 2015 International Society for Cellular Therapy. Published by Elsevier Inc. All rights reserved.

Culture media-based selection of endothelial cells, pericytes, and perivascular-resident macrophage-like melanocytes from the young mouse vestibular system.

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Zhang, Jinhui; Chen, Songlin; Cai, Jing; Hou, Zhiqiang; Wang, Xiaohan; Kachelmeier, Allan; Shi, Xiaorui

2017-03-01

The vestibular blood-labyrinth barrier (BLB) is comprised of perivascular-resident macrophage-like melanocytes (PVM/Ms) and pericytes (PCs), in addition to endothelial cells (ECs) and basement membrane (BM), and bears strong resemblance to the cochlear BLB in the stria vascularis. Over the past few decades, in vitro cell-based models have been widely used in blood-brain barrier (BBB) and blood-retina barrier (BRB) research, and have proved to be powerful tools for studying cell-cell interactions in their respective organs. Study of both the vestibular and strial BLB has been limited by the unavailability of primary culture cells from these barriers. To better understand how barrier component cells interact in the vestibular system to control BLB function, we developed a novel culture medium-based method for obtaining EC, PC, and PVM/M primary cells from tiny explants of the semicircular canal, sacculus, utriculus, and ampullae tissue of young mouse ears at post-natal age 8-12 d. Each phenotype is grown in a specific culture medium which selectively supports the phenotype in a mixed population of vestibular cell types. The unwanted phenotypes do not survive passaging. The protocol does not require additional equipment or special enzyme treatment. The harvesting process takes less than 2 h. Primary cell types are generated within 7-10 d. The primary culture ECs, PCs, and PVM/M shave consistent phenotypes more than 90% pure after two passages (∼ 3 weeks). The highly purified primary cell lines can be used for studying cell-cell interactions, barrier permeability, and angiogenesis. Copyright © 2017 Elsevier B.V. All rights reserved.

Facilitating conceptual change in students’ understanding of concepts related to pressure

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Ozkan, Gulbin; Sezgin Selcuk, Gamze

2016-09-01

The aim of this research was to explore the effects of three different types of methods of learning physics (conceptual change-based, real life context-based and traditional learning) on high school physics students in the 11th grade in terms of conceptual change they achieved in learning about the various topics (pressure exerted by solids, pressure in stagnant liquids and gases, buoyancy, Bernoulli’s principle). In this study, a pre-test/post-test quasi-experimental method with nonequivalent control group, involving a 3 (group) × 2 (time) factorial design was used. Study group 1 were given the conceptual change texts on the mentioned subjects, study group 2 were offered a teaching approach based on real life context-based learning, whereas the control group was taught in the traditional style. Data for the research were collected with the ‘pressure conceptual test’. As a result of research, the number of misconceptions had been reduced or shifted altogether in all three groups. After the instruction, it was seen that none of the students formed new misconceptions. It was found that the most positive change could be seen in the conceptual change text group followed by context-based and lastly traditional. The fact that none of the students formed new misconceptions is important, particularly since research such as the following shows that conceptual change is tenuous and inconsistent, taking time to shift in a sustained manner.

Marvels, mysteries, and misconceptions of vascular compensation to peripheral artery occlusion.

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Ziegler, Matthew A; Distasi, Matthew R; Bills, Randall G; Miller, Steven J; Alloosh, Mouhamad; Murphy, Michael P; Akingba, A George; Sturek, Michael; Dalsing, Michael C; Unthank, Joseph L

2010-01-01

Peripheral arterial disease is a major health problem and there is a significant need to develop therapies to prevent its progression to claudication and critical limb ischemia. Promising results in rodent models of arterial occlusion have generally failed to predict clinical success and led to questions of their relevance. While sub-optimal models may have contributed to the lack of progress, we suggest that advancement has also been hindered by misconceptions of the human capacity for compensation and the specific vessels which are of primary importance. We present and summarize new and existing data from humans, Ossabaw miniature pigs, and rodents which provide compelling evidence that natural compensation to occlusion of a major artery (i) may completely restore perfusion, (ii) occurs in specific pre-existing small arteries, rather than the distal vasculature, via mechanisms involving flow-mediated dilation and remodeling (iii) is impaired by cardiovascular risk factors which suppress the flow-mediated mechanisms and (iv) can be restored by reversal of endothelial dysfunction. We propose that restoration of the capacity for flow-mediated dilation and remodeling in small arteries represents a largely unexplored potential therapeutic opportunity to enhance compensation for major arterial occlusion and prevent the progression to critical limb ischemia in the peripheral circulation.

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

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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

Rethinking the therapeutic misconception: social justice, patient advocacy, and cancer clinical trial recruitment in the US safety net.

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Burke, Nancy J

2014-09-20

Approximately 20% of adult cancer patients are eligible to participate in a clinical trial, but only 2.5-9% do so. Accrual is even less for minority and medically underserved populations. As a result, critical life-saving treatments and quality of life services developed from research studies may not address their needs. This study questions the utility of the bioethical concern with therapeutic misconception (TM), a misconception that occurs when research subjects fail to distinguish between clinical research and ordinary treatment, and therefore attribute therapeutic intent to research procedures in the safety net setting. This paper provides ethnographic insight into the ways in which research is discussed and related to standard treatment. In the course of two years of ethnographic fieldwork in a safety net hospital, I conducted clinic observations (n=150 clinic days) and in-depth in-person qualitative interviews with patients (n=37) and providers (n=15). I used standard qualitative methods to organize and code resulting fieldnote and interview data. Findings suggest that TM is limited in relevance for the interdisciplinary context of cancer clinical trial recruitment in the safety net setting. Ethnographic data show the value of the discussions that happen prior to the informed consent, those that introduce the idea of participation in research. These preliminary discussions are elemental especially when recruiting underserved and vulnerable patients for clinical trial participation who are often unfamiliar with medical research and how it relates to medical care. Data also highlight the multiple actors involved in research discussions and the ethics of social justice and patient advocacy they mobilize, suggesting that class, inequality, and dependency influence the forms of ethical engagements in public hospital settings. On the ground ethics of social justice and patient advocacy are more relevant than TM as guiding ethical principles in the context of