Frequency Of Misconceptions Research Articles

The effects of E-learning units on 13-14-year-old students’ misconceptions regarding some elementary chemical concepts

Students? misconceptions in science can lead to a range of learning difficulties if the teacher does not choose the appropriate teaching strategies to reduce their frequency. In this paper, 13?14-year-old students? misconceptions regarding structure and states of matter, pure substances, and mixtures are explored. The teaching strategy with E-learning material was applied to examine its effects on the frequency of misconceptions. The research was conducted in urban schools in Bosnia and Herzegovina with 7th- and 8th-grade students. Findings pointed to the misconceptions originating in transferring the macroscopic observations into the submicroscopic level and in misinterpretation of the size of particles. Students who used E-learning material at school mostly had lower percentages of misconceptions in comparison to students from the control group and students who accessed the same E-learning material from their home. This indicates that the E-learning strategy could have promising results if applied more extensively at schools. This study aims to direct teachers? attention toward applying E-learning in chemistry teaching, for students to gain scientifically accepted knowledge and to reduce the occurrence of misconceptions.

Prevalence of Misconceptions about Diabetes and their Association with Metabolic and Psychological Variables

Objective: To evaluate misconceptions about diabetes in people who attend the first visit at the CAIPaDi program, as well as its association with metabolic and psychological variables at short and long term. Methods and Analysis: The frequency of misconceptions in diabetes was determined through a true/false survey. We compared sociodemographic, metabolic and psychological variables between people with and without misconceptions at baseline, at 3 months and 1 year after a multidisciplinary educational program. Results: 902 participants answered the survey, with an age of 50 ±10 years old, 54.3% were women, with 1 (0-5) years living with type 2 diabetes. At baseline, 53% of the participants had at least 1 misconception, being more frequent in women (p=0.045) and in population with lower educational level (p<0.001). The most common were "emotional stress and fright cause diabetes" (34.4%), "in the control of my diabetes only matters glucose management" (15.2%) and "women with diabetes should not get pregnant" (11.8%). At basal, patients with misconceptions had higher HbA1c (9.0 ± 2.6 vs 8.4 ± 2.4, p <0.001), lower quality of life (DQOL 95.2 ± 26.2 vs 90.2 ± 23.6, p = 0.03), more problematic areas in diabetes (41.2 [21.2-58.4] vs 35 [17.5-52.6], p = 0.01), more depression (42.6% vs 32.9%, p = 0.003) and anxiety (58.6% vs 40.6%, p = 0.001) compared to patients without misconceptions. With the exception of HbA1c (6.6 ± 1 vs 6.4 ± 0.8, p = 0.025 at 1 year), no differences were observed in the annual visits. Conclusion: We found a high prevalence of people with misconceptions in diabetes. This group had worst glycaemic control, higher scores in PAID questionnaire, lower quality of life and more depression and anxiety symptoms. Participants with misconceptions had lower educational level. An educative program an educational assistance program can minimize differences by eradicating misconceptions.

Investigating Teen Audism: The Development and Use of a Survey Scale to Measure Misconceptions of the Deaf Community in a Hearing High School

The intention of this study was to investigate the patterns and frequency of misconceptions that hearing high school students have towards the Deaf and Hard of Hearing (HoH) community. These misconceptions about the Deaf community commonly involve false beliefs about Deaf intelligence, social norms, and political practices. In this study, a new survey scale was created specifically asking younger students for their opinions on the Deaf and HoH community. The results from the students suggest that misconceptions surrounding American Sign Language (ASL) and cochlear implant surgery are the most frequently occurring, while misconceptions about home ownership and literacy were the least common. Also, the frequency of misconceptions was mediated by the amount of prior exposure the participant had with the Deaf and HoH community. Age did not appear to play a role in mediating the amount of misconceptions participants displayed.

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

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.

A Compilation and Review of over 500 Geoscience Misconceptions

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 frequency of misconceptions by subject matter, group (primary, middle-school, high-school, middle-/high-school, college, pre-service teachers, in-service teachers, and undefined) and source (journal versus web); and (2) the pattern of misconceptions across age groups and (3) directions for future research. A total of 502 misconceptions were discovered, with over 40% targeting a middle- and high-school audience. Plate tectonics comprised 19% of all misconceptions, with another 14% and 13% associated with weathering/erosion and historical geology, respectively. Over 80% of all the misconceptions were derived from peer-reviewed journals or web sources, the rest originated from reliable sources on the World Wide Web. The supernatural origin for many of the geoscience phenomena listed here is abandoned by middle school, but in other cases, some misconceptions seem robust through adulthood. Examples of such misconceptions include the origin/pattern of earthquakes, thickness of the earth's crust, oil's origin, movement mechanisms for glaciers, co-existence of humans and dinosaurs, water movement within karst terrains, the nature of plate boundaries, the power of water as an agent of geomorphic change, what constitutes a mineral and a rock, thickness of the soil layer, the distribution of volcanoes, and the difference between weathering and erosion.

Erroneous Perceptions in Generating Sequences of Random Events1

This paper reports the results of 2 studies that examine the perceptions of individuals attempting to generate random sequences. It was hypothesized that erroneous perceptions dominate probability judgment. The first study demonstrated that subjects verbalized significantly more erroneous than accurate perceptions when generating sequences of random binary events. The second study was designed both to replicate these data and to assess the role of motivation on the frequency of misconceptions. Results showed that the total number of erroneous perceptions again outnumbered accurate perceptions but, motivation did not increase the number of misconceptions. A basic error concerned subjects' inability to consider events as being independent of each other. The theoretical and practical implications of these results are discussed in relation to the psychology of gambling.

Frequency of Misconceptions and Reluctance to Teach Controversial Topics Related to Sex among Teachers

Abstract A sex education opinionnaire was constructed and used to determine the frequency and kind of sexual misconceptions held by elementary and secondary teachers in northern California and how these were affected by the factors of age, sex, and grade taught. It was also used to determine the frequency of reluctance to teach controversial topics related to sex among the teachers. The findings disclosed (a) that teacher preparation curriculums should be deeply concerned with including sociopsychological factors in their school health education courses; (b) more effective means of instruction in school health education is needed for teacher preparation curriculums; (c) the most frequent misconceptions believed by teachers; (d) the existence of differences between the misconception scores of teachers of elementary and secondary schools and of age and grade level taught; (.e) a significant correlation between teachers who had the lowest frequency of misconceptions about sex and their willingness to teach h...