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1.
Menz Cordelia Spinath Birgit Seifried Eva 《European Journal of Psychology of Education - EJPE》2021,36(2):477-494
Endorsement of educational psychological misconceptions among preservice teachers can be a threat for reaching educational goals. Therefore, it is of societal interest whether preservice teachers hold educational psychological misconceptions and, if they do, whether these misconceptions can be reduced through confrontation with empirical evidence. Prevalence and refutability of misconceptions were analyzed among N = 937 German preservice teachers who participated in an online survey. Results indicated a high prevalence of educational psychological misconceptions but also the possibility of a reduction through refutation-style texts. However, only few preservice teachers shifted their opinions from (rather) endorsing a misconception to (rather) not endorsing it after reading the text. We conclude that educational psychological misconceptions are common among German preservice teachers and that merely presenting empirical evidence is insufficient to effectively counteract misconceptions. Future research should deepen the understanding of why and wherefrom these misconceptions occur and develop efficient interventions to counteract misconceptions among preservice teachers.
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3.
Tzu-Chien Liu Yi-Chun Lin Chin-Chung Tsai 《International Journal of Science and Mathematics Education》2009,7(4):791-820
Correlation is an essential concept in statistics; however, students may hold misconceptions about correlation, even after
receiving instruction. This study aimed to elucidate (1) the misconceptions held by senior high school students about correlation,
using the tool of concept mapping along with interviewing, (2) the possible causes of these misconceptions, and (3) the effectiveness,
advantages, and limitations of the adopted concept mapping using an interviewing technique for identifying student misconceptions.
Twenty-five grade-12 students who had received tuition on correlation were the subjects of this study. Concept mapping through
interviewing was used to collect and analyze data in order to identify the subjects’ misconceptions, and their possible causes.
The major study results are as follows. (1) Seven misconceptions about correlation were detected. Of these seven misconceptions,
five were newly discovered by this study, while the other two are similar to those found by previous studies. Each of the
seven misconceptions was held by 20–68% of the subjects, showing their prevalence and significance. (2) Four major factors
related to the development of misconceptions about correlation were identified: learning materials, language, daily-life experiences,
and existing mathematical concepts. (3) The concept mapping through the interviewing technique adopted in this study was effective
in detecting misconceptions about statistics, especially in revealing new misconceptions, and it was also helpful in exploring
their possible causes. However, tremendous effort and the time consumed are the major limitations of this technique. (4) The
paper concluded by providing some recommendations for researchers and educators. 相似文献
4.
Conceptual change is a gradual process that occurs as students integrate new information into their existing conceptions. Throughout this process, assessing learning requires measures to diagnose misconceptions and understand how knowledge is changing. We developed three measures of misconceptions to assess students' knowledge early in instruction on decimals that measured the: 1) prevalence of misconception errors based on response patterns, 2) existence of misconceptions in a more abstract context, and 3) strength of misconceptions using confidence ratings. Students ages 9–11 (N = 297) completed the assessment at three time points. These measures revealed that whole number and role of zero misconceptions decreased and fraction misconceptions increased over time. The current measures also differentiated between weaker misconceptions that were changed after brief instruction and strongly held misconceptions. The current measures can create a more complete picture of knowledge than only measuring students' accuracy, providing a window into the conceptual change process. 相似文献
5.
We used both student interviews and diagnostic testing to reveal students’ misconceptions about number representations in computing systems. This article reveals that students who have passed an undergraduate level computer organization course still possess surprising misconceptions about positional notations, two's complement representation, and overflow. Contrary to common opinion, these misconceptions are widespread and reveal the need for instruction that specifically targets these misconceptions. In addition, these misconceptions will serve as the basis for the creation of a standard assessment tool called the digital logic concept inventory. This concept inventory will provide a rigorous and quantitative metric to assess the effectiveness of new teaching methods. 相似文献
6.
Research shows that misconceptions are usually detrimental to text comprehension. However, whether misconceptions also impair metacomprehension accuracy, that is, the accuracy with which one self-assesses one’s text comprehension, has received far less attention. We conducted a study in which we examined students’ (N = 47) comprehension and metacomprehension accuracy (prediction accuracy and postdiction accuracy) of a statistics text as a function of their statistical misconceptions. Text comprehension and metacomprehension accuracy referred to both conceptual and procedural aspects of statistics. The results showed that students who had more misconceptions achieved poorer conceptual text comprehension and, at the same time, provided more overconfident predictions of their conceptual and procedural text comprehension than students who had fewer misconceptions. In contrast, postdiction accuracy of conceptual and procedural text comprehension was not affected by misconceptions. 相似文献
7.
Jacob N. Burgoon Mandy L. Heddle Emilio Duran 《Journal of Science Teacher Education》2010,21(7):859-872
There is a large body of research that has explored students’ misconceptions about science phenomena. Less research, however,
has been devoted to identifying teachers’ misconceptions, but the results of the few existing studies demonstrate that teachers
and students possess similar misconceptions. This study explored the physical science conceptions of 103 elementary science
teachers to determine whether, after three decades of misconception research, teachers still possess conceptions similar to
those held by students. We found that our teachers expressed misconceptions regarding gravity, magnetism, gases, and temperature
that were similar to common student misconceptions. Suggestions for improving science professional development programs are
discussed. 相似文献
8.
9.
Students often hold misconceptions about natural phenomena. To overcome misconceptions students must become aware of the scientific conceptions, the evidence that bears on the validity of their misconceptions and the scientific conceptions, and they must be able to generate the logical relationships among the evidence and alternative conceptions. Because formal operational reasoning patterns are necessary to generate these logical relationships, it was predicted that, following instruction, formal operational students would hold significantly fewer misconceptions than their concrete operational classmates. To test this hypothesis 131 seventh-grade students were administered an essay test on principles of genetics and natural selection following instruction. Responses were categorized in terms of the number of misconceptions present. The number of misconceptions was compared to reasoning ability (concrete, transitional, formal), mental capacity (<6, 6, 7), verbal intelligence (low, medium, high), and cognitive style (field dependent, intermediate, field independent). The only student variable consistently and significantly related to the number of misconceptions was reasoning ability; thus, support for the major hypothesis of the study was obtained. 相似文献
10.
Jacob N. Burgoon Mandy L. Heddle Emilio Duran 《Journal of Science Teacher Education》2011,22(2):101-114
There is a large body of research that has explored students’ misconceptions about science phenomena. Less research, however,
has been devoted to identifying teachers’ misconceptions, but the results of the few existing studies demonstrate that teachers
and students possess similar misconceptions. This study explored the physical science conceptions of 103 elementary science
teachers to determine whether, after three decades of misconception research, teachers still possess conceptions similar to
those held by students. We found that our teachers expressed misconceptions regarding gravity, magnetism, gases, and temperature
that were similar to common student misconceptions. Suggestions for improving science professional development programs are
discussed. 相似文献
11.
Kiray Seyit Ahmet Simsek Sena 《International Journal of Science and Mathematics Education》2021,19(5):935-955
This study has two aims. The first one is to reveal the science teacher candidates’ misconceptions about the density by using a four-tier diagnostic test, and the second one is to determine to what extent science teacher candidates have scientific knowledge, lack of knowledge, and misconceptions about the density. In order to achieve these aims, a four-tier density diagnostic test was developed with the KR-20 reliability coefficient of 0.753 based on the correct answers, and the KR-20 reliability coefficient of 0.528 based on the misconceptions. To determine the misconceptions about the density with the developed test, data were collected from a total of 470 science teacher candidates from seven different universities in Turkey. With the developed four-tier diagnostic test, 48 different misconceptions were revealed. The results of the research showed that about one fourth of science teacher candidates had a misconception about the density and that the ratio of six of the resulting misconceptions was over 10%. It may be suggested that this study conducted on science teacher candidates should also be conducted on middle and high school students and experimental studies should be carried out to eliminate the misconceptions that emerged in this study.
相似文献12.
William L. Romine Dane L. Schaffer Lloyd Barrow 《International Journal of Science Education》2013,35(16):2740-2768
We describe the development and validation of a three-tiered diagnostic test of the water cycle (DTWC) and use it to evaluate the impact of prior learning experiences on undergraduates’ misconceptions. While most approaches to instrument validation take a positivist perspective using singular criteria such as reliability and fit with a measurement model, we extend this to a multi-tiered approach which supports multiple interpretations. Using a sample of 130 undergraduate students from two colleges, we utilize the Rasch model to place students and items along traditional one-, two-, and three-tiered scales as well as a misconceptions scale. In the three-tiered and misconceptions scales, high confidence was indicative of mastery. In the latter scale, a ‘misconception’ was defined as mastery of an incorrect concept. We found that integrating confidence into mastery did little to change item functioning; however, three-tiered usage resulted in higher reliability and lower student ability estimates than two-tiered usage. The misconceptions scale showed high efficacy in predicting items on which particular students were likely to express misconceptions, and revealed several tenacious misconceptions that all students were likely to express regardless of ability. Previous coursework on the water cycle did little to change the prevalence of undergraduates’ misconceptions. 相似文献
13.
Guadalupe Martinez-Borreguero Ángel Luis Pérez-Rodríguez María Isabel Suero-López Pedro José Pardo-Fernández 《International Journal of Science Education》2013,35(8):1299-1324
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. 相似文献
14.
Students’ and teachers’ misconceptions are an international concern among researchers in science education; they influence how students learn and teachers’ teach knowledge and are a hindrance in the acquisition of accurate knowledge. This paper reports on a literature synthesis of existing research about ecological misconceptions. One means of improving the application of misconceptions involves using diagnostic tests. These form an important component of a broader conceptual toolkit needed to teach science in conceptually accurate ways. Analysis of the results of a diagnostic test, completed by biology students and pre-service teachers in Ireland, revealed the presence of an unacceptably high level of misconceptions and uncovered flaws in students and teachers’ understanding of ecological concepts. A clear link was observed between the misconceptions present in pre-service teachers’ knowledge base and those dominant in students. In this regard, we discuss implications of these findings for teacher education, from pre-service to continuing education. 相似文献
15.
Misconceptions about science are often not corrected during study when they are held with high confidence. However, when corrective feedback co-activates a misconception together with the correct conception, this feedback may surprise the learner and draw attention, especially when the misconceptions are held with high confidence. Therefore, high-confidence misconceptions might be more likely to be corrected than low-confidence misconceptions. The present study investigates whether this hypercorrection effect occurs when students read science texts. Effects of two text formats were compared: Standard texts that presented factual information, and refutation texts that explicitly addressed misconceptions and refuted them before presenting factual information. Eighth grade adolescents (N = 114) took a pre-reading test that included 16 common misconceptions about science concepts, rated their confidence in correctness of their response to the pre-reading questions, read 16 texts about the science concepts, and finally took a post-test which included both true/false and open-ended test questions. Analyses of post-test responses show that reading refutation texts causes hypercorrection: Learners more often corrected high-confidence misconceptions after reading refutation texts than after reading standard texts, whereas low-confidence misconceptions did not benefit from reading refutation texts. These outcomes suggest that people are more surprised when they find out a confidently held misconception is incorrect, which may encourage them to pay more attention to the feedback and the refutation. Moreover, correction of high-confidence misconceptions was more apparent on the true/false test responses than on the open-ended test, suggesting that additional interventions may be needed to improve learners' accommodation of the correct information. 相似文献
16.
Summaries English The diagnosis of pupils’ misconceptions and the identification of reasons for such misconceptions must be considered the prerequisite for helping the pupils to develop correct scientific conceptions. In the present study, an attempt was made to investigate student teachers’ competency to diagnose pupils’ answers for possible misconceptions. It was found that student teachers are, by and large, not capable of making appropriate diagnoses of misconceptions. In view of this, it is suggested that in science teacher‐training programmes specific training activities be included which are designed to develop the desired diagnostic competence. 相似文献
17.
Sally Hamouda Stephen H. Edwards Hicham G. Elmongui Jeremy V. Ernst 《Computer Science Education》2017,27(2):121-148
Recursion is both an important and a difficult topic for introductory Computer Science students. Students often develop misconceptions about the topic that need to be diagnosed and corrected. In this paper, we report on our initial attempts to develop a concept inventory that measures student misconceptions on basic recursion topics. We present a collection of misconceptions and difficulties encountered by students when learning introductory recursion as presented in a typical CS2 course. Based on this collection, a draft concept inventory in the form of a series of questions was developed and evaluated, with the question rubric tagged to the list of misconceptions and difficulties. 相似文献
18.
《Contemporary educational psychology》2014,39(2):164-174
This study explored how confidence in prior knowledge, self-efficacy, interest, and prior knowledge interact in conceptual change learning. One hundred and sixteen college students completed an assessment of confidence in prior knowledge, self-efficacy, interest, prior scientific understanding, and prior misconceptions before reading a refutation text on seasonal change. Students’ misconceptions and scientific understanding of seasonal change was then assessed before and after reading a refutation text, and again at a two week delayed posttest. Three profiles of students emerged based on their confidence in prior knowledge, self-efficacy, interest, prior scientific understanding, and prior misconceptions. The profiles included: (1) Low (low confidence, self-efficacy, interest, and prior scientific understanding and high prior misconceptions), (2) mixed (high confidence, self-efficacy, and interest, but low prior scientific understanding and high prior misconceptions), and (3) high (high confidence, self-efficacy, interest, and prior scientific understanding and low prior misconceptions). Results indicated that the mixed profile appeared to be most productive for conceptual change and that learner characteristics most productive for conceptual change learning may differ from those most productive in other learning situations. 相似文献
19.
Harika Ozge Arslan Ceyhan Cigdemoglu Christine Moseley 《International Journal of Science Education》2013,35(11):1667-1686
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 procedure as described by Treagust constitutes the framework for this study. To differentiate a lack of knowledge from a misconception, a certainty response index is added as a third tier to each item. Based on propositional knowledge statements, related literature, and the identified misconceptions gathered initially from 157 pre-service teachers, the AREPDiT was constructed and administered to 256 pre-service teachers. The Cronbach alpha reliability coefficient of the pre-service teachers’ scores was estimated to be 0.74. Content and face validations were established by senior experts. A moderate positive correlation between the participants’ both-tiers scores and their certainty scores indicated evidence for construct validity. Therefore, the AREPDiT is a reliable and valid instrument not only to identify pre-service teachers’ misconceptions about GW, GE, OLD, and AR but also to differentiate these misconceptions from lack of knowledge. The results also reveal that a majority of the respondents demonstrated limited understandings about atmosphere-related environmental problems and held six common misconceptions. Future studies could test the AREPDiT as a tool for assessing the misconceptions held by pre-service teachers from different programs as well as in-service teachers and high school students. 相似文献
20.
Mr. A. R. Fetherstonhaugh 《Research in Science Education》1990,20(1):105-113
This paper describes the method used by the author to teach a class of Year 8 students about light and its properties so that
the students’ own ideas were considered and their misconceptions addressed. To achieve this a series of teaching modules were
designed using a model of conceptual change suggested by Posner and his colleagues at Cornell University. Students’ prior
misconceptions about light were identified using a pretest developed by the author. After teaching a posttest was used to
determine if the teaching method resulted in a lower level of misconceptions. Interviews from seven students selected at random
and the observations gathered by a participant observor were used to verify results.
It was found that the teaching method resulted in a lower level of misconceptions in the sample and this was confirmed by
the results of the interviews and participant observation. This paper concentrates on the design and content of one of the
teaching modules.
Specializations: students’ misconceptions in science. 相似文献