Lack Of Conceptual Understanding Research Articles

Math misconceptions: Mistakes, misunderstanding, and confusion

In this study, we investigate mathematical misconceptions, particularly prevalent among high school students, and offer solutions. The primary aims of our research include identifying the most common mathematical misconceptions, uncovering their underlying causes, and evaluating research-based solutions that have successfully addressed these issues. For this study, data were collected using a mixed-methods approach in Stirling Schools operating throughout Iraq. Data were gathered via a diagnostic test, as well as teacher interviews and classroom observations. The test revealed conceptual, procedural, and application problems, while interviews and observations gave qualitative information about the sources of misunderstandings and teaching tactics. The data analysis blended quantitative mistake classification with qualitative theme analysis to provide a complete picture of misunderstandings and effective training approaches. In light of the data obtained, we can state that misconceptions typically stem from a lack of conceptual understanding, over-reliance on procedural methods, and contextual misunderstandings. Additionally, it has been shown that conceptual education, visual aids, and peer-supported learning help eliminate mathematical misconceptions. These valuable findings hold significant implications for educators seeking to improve students' mathematical knowledge by emphasizing the importance of concept-based learning and providing opportunities for re-education. Through this study, we offer key insights into how widespread mathematical misconceptions can be effectively addressed, contributing meaningfully to mathematics education.

Analysis of Students' Difficulties in Solving Mathematics Problems in Grade 4 Elementary School

The aim of this study is to analyze the difficulties faced by fourth-grade students in solving mathematical problem-solving tasks based on Polya’s stages: understanding the problem, planning a strategy, implementing the plan, and evaluating the results. This research adopts a descriptive qualitative approach with four fourth-grade students at SDN Lido, Bima Regency, as subjects. Data were collected through observation, written tests, and interviews with the teacher. The findings indicate that students struggle at each stage of problem-solving, particularly in understanding the problem and selecting appropriate strategies. Factors such as lack of conceptual understanding, accuracy in calculations, and limited habit of evaluating answers contribute to these difficulties. These findings suggest the need for a more structured instructional approach and a supportive learning environment to enhance students' problem-solving skills.

The Funnel Transformative Model of Science Education

This theoretical paper proposes a model to address the multifaceted challenges of science education by integrating two evidence-based approaches: the Learner-Generated Digital Media (LGDM) projects framework and the Cognitive Acceleration through Science Education (CASE) framework. The Model is analogous to a funnel, with its wide top representing the broad field of science education and its narrow bottom symbolising transformative learning. It leverages LGDM’s self-regulation benefits and CASE’s structured five-stage approach – Concrete Preparation, Cognitive Conflict, Social Construction, Metacognition, and Bridging. The model categorises the complexity of science learning into six critical pillars: lack of conceptual understanding, cognitive challenges, language barriers, lack of hands-on learning, lack of robust assessments, and social issues. Applying the Funnel Model aims to develop cognitive skills, enhance learning strategies, and foster practical skills. This paper presents the Funnel Model and discusses a methodological approach to validation using Design-Based Research (DBR). The research plans to address three key questions to refine and enhance the Funnel Model in improving science education outcomes.

GenAI in the Context of African Universities: A Crisis of Tertiary Education or Its New Dawn?

The rapid progression of generative artificial intelligence (GenAI) tools has raised significant interest and concern in academia. Instances of students submitting AI-generated assignments prompt investigations into implications for teaching, learning, and academic integrity. Recent publications highlight concerns such as a lack of conceptual understanding, threats to academic integrity, and disruptions to traditional assessment methods. While recognizing benefits like automated scoring and personalized learning, authors stress the responsible use of GenAI, emphasizing the educator's role in guiding students. This commentary identifies opportunities and threats of GenAI in African university contexts. Opportunities include increased operational efficiency, content generation, automated assessment, recognition of accessibility needs, overcoming language barriers, and accelerated research. However, these tools require human correction and cautious consideration of job displacement concerns. Threats encompass job displacement, privacy and security issues, threats to academic integrity, hallucinations/confabulations of GenAI, access and infrastructure challenges, technological overemphasis, lack of customization for local needs and cultural contexts, dependency on external providers, and unaffordable costs. The need for robust guidelines that balance technological advances with traditional teaching methods in African universities is emphasized. Given digital transformation initiatives like the African Union's Agenda 2063 and Botswana's SmartBots strategy, integrating GenAI could shape the future of African tertiary education. Proactive policies should address ethical concerns, ensure access, and make GenAI tools available, requiring a collaborative effort to navigate its impact responsibly.

Identification of Junior High School Students' Conceptual Understanding of Heat and Its Transfer Using CRI (Certainty of Response Index) Diagnostic Essay Tests

Heat and its transfer is one of the physics materials that is useful in everyday life. Therefore, understanding the concept of heat and its transfer is very important for students. Concept understanding is categorized into certain criteria, namely understanding the concept, not understanding the concept and misconceptions. The aim of this research is to identify SMP/MTs students' understanding of the concept of heat and its transfer. The research subjects used were 19 students of MTs Hidayatus Salam Gresik class VIII-B. The research instrument used was an essay diagnostic test assisted by CRI (Certainty of Response Index). The results of the combination of student answers and the selected CRI scale showed that 47.32% of students understood the concept, 40.34% did not understand the concept, and 12.34% had misconceptions. Students' lack of conceptual understanding is more influenced by not understanding the concept than by misconceptions which is indicated by the average percentage value. In this case, misconceptions are not the main problem in the learning difficulties experienced by students regarding heat and transfer material.

Problems of crime prevention by operational-investigative units in Kazakhstan

Relevance. Crime prevention by operational-investigative units is an integral part of effective law enforcement, yet it is increasingly being overshadowed by a punitive approach focused on arrests rather than proactive prevention measures. This reactive approach results in significant societal costs and fails to address the root causes of criminal behavior. Purpose. This study aims to examine the challenges faced in organizing effective crime prevention efforts by operational-investigative units in Kazakhstan and propose clear criteria to evaluate and improve the efficacy of such preventive measures. Methodology. An integrated approach combining theoretical principles from related legal branches and practical insights from the activities of operational-investigative units in Kazakhstan is employed. Various research methods, including system-structural, comparative, logical, and transition from general to particular concepts, are utilized. Results. The study identifies several key issues hindering preventive efforts, such as a lack of conceptual understanding, a prevailing punitive mindset among law enforcement officers, and an absence of clear evaluation criteria. To address these challenges, the authors propose specific criteria focusing on early detection of criminal intent, timely intervention to prevent crime completion, and retrospective analysis of preventive measures' effectiveness. Conclusions. Implementing the proposed criteria consistently can reorient the operational-investigative units' approach toward a stronger emphasis on prevention. This shift is crucial for addressing the root causes of crime, reducing societal costs, and enhancing the overall effectiveness of law enforcement efforts in Kazakhstan.

Do worksite health promotion programs (WHPP) influence presenteeism among employees? A systematic review1.

Worksite health promotion programs (WHPP) aiming to reduce presenteeism are rapidly increasing. However, program-efficacy seems impaired by lack of conceptual understanding and theoretical frameworks related to presenteeism. To study (1) the concept of presenteeism, (2) the causes of the phenomenon and (3) which WHPP affect presenteeism. We followed the PRISMA 2020 guidelines for mapping relevant literature in seven databases. The main search-terms were "worksite", "WHPP", "presenteeism", "employee productivity" and "interventions". Reviews and review of reviews were included and analysed according to research questions and ecological theory. Of 2196 studies identified, 14 reviews were included, comprising 1390 single studies. Conceptually, presenteeism was poorly defined, mostly related to productivity/performance limitations due to ill health. Factors causing presenteeism addressed individual health or lifestyle (78%), and, to a lesser extent work and organisational factors (management/job stress) (22%). Forty-five highly diverse WHPP were identified, about 90% focusing health outcomes. 22/45 WHPP affected presenteeism/productivity positively. Multi-component WHPP implemented at multi levels accounted for 55%. Single-component programs, implemented at individual level, were mostly targeting health-risk subgroups. No specific WHPP seems preferable. Methodological quality seems highly associated with worksite intervention-efficacy. Increased telework opportunities due to COVID-19 experiences has affected working conditions worldwide, for better and worse, requiring adaptions at employee, management, organisational and socio-cultural levels. Our results showed high program diversity, several adaptable to future needs (e.g., digital solutions), however hampered by narrow focus on individual health. Future research should focus on theory-based high quality multilevel WHPP comprising contextual, work, and organisational factors.

Conceptual understanding and analysis conceptual difficulties of nervous system: from the perspective of pre-service biology teachers

<p><span lang="EN-GB">The aims of this study were to describe level of conceptual understanding and conceptual difficulties on the nervous system from the perspective of pre-service biology teachers. This research was used cross-sectional research design with a sample of 30 participants was selected randomly. The six essays that were created using the conceptual understanding indicator, and twelve multiple-choice questions that were created in the form of three-tier examinations, and the open questionnaires developed to detect challenging concepts in the nervous system make up the instrument. Data has been analysed using descriptive statistics. Data analysis indicates that the average score of conceptual understanding of pre-service biology teachers is 67.33 belongs to the medium category. For the highest percentage of conceptual understanding indicator is ability to exemplify concepts (86.67%) and the other hand, lower percentage is indicators of ability to connect various concepts (46.67%). The best concept for conceptual understanding especially about sub-matter of structure and function of neurons, central and autonomy nerves. Conversely, for the nervous system concepts that are recognized as challenging, particularly the concepts of physiology, impulse transmission mechanism, and somatic nerve inertia. The lack of conceptual understanding caused by complexity of subject, abundance of terminology, and intangible things. The study is expected to be used mainly for development of various learning methods or media that viewed as suitable for improving conceptual understanding of and reducing conceptual difficulties.</span></p>

Teaching Mathematics to Students with Visual Impairment Studying at the Primary Level: Role of Multisensory Approach

Purpose: The study of mathematics helps students develop their cognitive abilities. By emphasizing the quantitative and dimensional characteristics of the objects, it establishes the basis for logical reasoning. In mathematics, students who are visually challenged often struggle with a lack of conceptual understanding and difficulties with the disequilibrium stage of the reasoning process. (Jones, 2018).
 Design/Methodology/Approach: The purpose of this research is to inquire into the difficulties and solutions utilized by primary school educators who work with students who have vision problems. The main objective of the research was to provide an overview of mathematics educators' current efforts to incorporate a multi-sensory approach into their pedagogy for students with impaired vision. It was a quantitative research and descriptive research design was used. The study comprised 100 school-level VI special education teachers. Data for this study was collected via convenient sampling.
 Findings: The statistical analysis showed that the majority of teachers were not utilizing the multisensory approach (tactile, auditory & kinesthetic etc.) and helping material to improve the mathematical skills of the VI students. Most of the teachers lacked specialization in mathematics, and learning conditions were unsuitable while teaching mathematics to SWVI. Majority of Teachers were not utilizing multisenses while teaching mathematics to students with visual impairment.
 Implications/Originality/Value: This study indicates that SWVI were facing problems because their teachers were not utilizing appropriate teaching material while teaching mathematics, lacked effective teaching skills and there was an inappropriate use of adaptive tools while teaching mathematics to SWVI. p-Value 0.016 is < 0.05. displays that there is a statistically significant difference in the opinion of the teachers based on their educational qualifications on the importance of using a multisensory approach to enhance the mathematical skills of SWVI.

Unlocking Students Areas of Difficulties in Mathematics through the Teachers Creativity Fostering Behaviours

Creativity fostering behaviours of teachers are essential in every teaching and learning environment. It promotes teachers’ consistent efforts that are aimed at enhancing independent and flexible thinking. It also equips students with a variety of knowledge and materials for divergent thinking, encourages novel ways of solving problems and helps students cope with obstacles and failures. Unlocking students’ academic potential is a priority for many researchers and practitioners within the educational context. Reports on students’ academic achievement in mathematics revealed that there are areas of difficulties among the students. It could be that these areas of difficulties have led to poor academic achievement in mathematics over the years. On issues relevant to this study, teachers should give students direct feedback, encourage autonomy, re-word assignments to promote creativity and also create an accepting environment. Mathematics anxiety, inadequate problem-solving skills, lack of conceptual understanding and language barriers in mathematics were all highlighted as challenges of students’ difficulties in mathematics. Theoretically, this study was anchored on Self-Determination Theory. Practically, students, teachers, parents, educational administrators, government and researchers are all expected to benefit from the findings of this study. The ability to be creative, to create something from personal feelings and experiences, can reflect, nurture and unlock students’ understanding of mathematical concepts. The educational implications was highlighted and it was recommended among others that teachers should provide opportunities for students to share strengths and weaknesses as this in turn increases students’ active participation in the classroom.

The Relationship Between Self-Regulated Learning and Technology Literacy With Conceptual Understanding of Salt Hydrolysis

The problems faced with learning chemistry at SMA Negeri Gondangrejo are students' low self-regulated learning and technology literacy, along with the student's lack of conceptual understanding. This research aimed to determine whether there is a relationship between self-regulated learning and technology literacy toward the conceptual understanding of salt hydrolysis subject matter. The research subject was 60 students of the 11 th IPA SMA Negeri Gondangrejo. The research method used was a quantitive descriptive method with a correlational approach. The instrument used was a self-regulated learning and technology literacy questionnaire, also a two-tier multiple-choice question. The result of this research showed: 1) there was a positive relationship between self-regulated learning toward conceptual understanding, 2) there was a positive relationship between technology literacy to conceptual understanding, and 3) there was a positive relationship between self-regulated learning and technology literacy towards conceptual understanding.

Socio-Legal Aspects of Sexual and Gender-Based Violence Survivors’ Victimization in Kosovo1

In Kosovo, violence against women is both a ground for and a result of socialized norms of victimization. Men socialize violent and toxic behavior toward women from a young age, and when they commit sexual and gender-based violence, victimizing norms are reinforced by the state structure during judicial processes, casting survivors back into the circle of maltreatment. Lack of conceptual understanding, violence relativization, and victim-blaming are components of structural violence perpetrated by the police, prosecutors, and judges when addressing sexual and gender-based offenses. Available research suggests that the majority of femicides are preceded by domestic abuse or intimate partner violence; thus, when gender-discriminatory norms are socialized both among people and institutions, and when socio-legal impunity is the norm, survivors of sexual and gender-based violence are exposed to an in-time developing spiral of violence. This spiral is determined by the constructivist relation of interdependence between agents – here individual people, the sum of whom constitutes society – and the state’s structure – here the politico-legal institutions of the police, prosecution, and judiciary. Agents and structure, on the one hand, continuously reinforce the socialization of various types of violence against women within society, and on the other hand, they are only the ones who can interrupt the spiral. I argue that Kosovo’s current state of affairs favors reinforcement over interruption.

Interpretation of Students\u2019 Errors as Part of the Diagnostic Competence of Pre-Service Primary School Teachers

Understanding students’ thinking and learning processes is one of the greatest challenges teachers face in the classroom. Misconceptions and errors have the potential to be a rich source of information for identifying students’ thinking and reasoning processes. However, empirical studies show that pre-service teachers (PSTs) and teachers find it challenging to focus their interpretations and pedagogical decisions on students’ thinking processes when they identify students’ mathematical errors.Based on the theoretical approach of noticing, the study described in this paper examines primary PSTs’ diagnostic competence in error situations before and after they participated in a seminar sequence implemented at several Chilean universities. Our analyses focus on PSTs’ competence with regard to formulating hypotheses about the causes of students’ errors. The proposed hypotheses were categorized into those that attributed errors to students’ lack of conceptual understanding, those that explained errors in terms of lack of procedural understanding, and those that assumed a failure of instructional strategies. In addition, the relationships between PSTs’ diagnostic competence, their beliefs and university learning opportunities were examined. The results indicate that PSTs’ diagnostic competence in error situations and the changes of this competence were related to PSTs’ beliefs, practical experiences, and learning opportunities. Overall, the findings suggest that it is possible to promote changes on PSTs’ diagnostic competence during initial teacher education. The paper concludes with implications for teacher education and future research.

Continuity and coordination of care: conceptual interface and nurses' contributions.

This is a theoretical-reflective study, with the objective of discussing the concepts of continuity and coordination of care, its conceptual interface and nurses' actions for its effectiveness in health services, based on international and national scientific publications. The concepts have been studied for decades and, although they are interrelated, they are used in a similar way, indicating a lack of conceptual understanding. The concept of continuity underwent paradigm shifts and began to adopt patients' perspectives. Currently, it involves interpersonal, longitudinal, management and informational domains. Coordination consists of establishing connections between the possible elements involved in care. It is classified as horizontal and vertical and is organized into categories: sequential, parallel and indirect. Nurses stand out through actions aimed at coordination and continuity at different levels of care, which contributes to strengthening a cohesive and people-centered care. The interface between concepts indicates that, in order to achieve integrated and continuous services, continuity and coordination of care need to be interconnected and act together.

Analysis of mathematical connection ability of elementary school students

Mathematical connection ability is one of the important abilities that students have. This study aims to analyze the mathematical connection ability of elementary school students. The research method was carried out qualitatively with a purposive sampling technique. The sample was taken as many as two elementary school students. Data collection using written tests and interviews. The data analysis was done qualitatively by analyzing the results of the students’ answers in the written test and then the verification stage was carried out during the interview. The results showed that the students’ ability to connect mathematics topics and mathematics applications was still lacking. This is motivated by the students’ lack of conceptual understanding. In addition, it is necessary to consider students’ self-efficacy in developing mathematical connection skills.

Students’ visual literacy: a study from plant anatomy learning

Plant anatomy is a branch of plant biology that focuses on the internal structures and development of a plant. This topic relies heavily on visual representations such as photographs and drawings as teaching and learning tools. Therefore, visual literacy is a core skill for biology students to study plant anatomy effectively. However, do biology students have a sufficient level of visual literacy particularly in the case of plant anatomy? This current study was conducted to provide answers to this question. To collect relevant information, this study involved 79 university sophomores studying plant anatomy in Indonesia. Using a case study design, two data collection methods included a test and semi-structured interviews to investigate to what extent biology students are visually literate in interpreting plant anatomy-based photographs. The author-designed test, Plant Anatomy Diagnostic Test (PADI), consisted of two sections. Section 1 comprised five four-tier multiple choice items linked to photographs of a plant, whereas section 2 was a drawing task. The test was distributed to all student participants, while the interview sections involved a subgroup of 15 students. All collected data were analysed separately, then the results were compared and compiled to triangulate the findings. The results of this current study supported and triangulated the fact that the biology students had difficulties to interpret, understand, and generate visualizations of the presented plants’ photographs, indicating that their visual literacy in plant anatomy was insufficient. The primary reason for students’ insufficient visual literacy was lack of conceptual understanding that resulted in their inability to apply and integrate knowledge. The implications of the research findings are also discussed.

The ability of Junior High School Science Teacher in Solving The Problems of Torque

Understanding the concept is an important aspect of solving various physics problems. Understanding the concept will help in understanding the problems, determining problem-solving strategies, and using mathematics appropriately as a problem-solving tool. Lack of conceptual understanding results in the tendency to solve problems by relying solely on formulas without knowing the proper use of formulas according to the underlying concepts of the problem. Various problems related to rotational motion can be explained through the concept of torque. To solve the problem of torque, understanding the concept of torque and mastering the concept of vectors are needed to find solutions to the problems Many of the science teachers have a background in physics education. Science teachers who are a bachelor of physics education should master various physics concepts even though the material is not taught at the junior high school level. Therefore, the authors conducted research to determine the ability of science teachers with an education background in physics education in solving the problems of torque. The study involved 10 science teachers who teach in 10 different schools. This research was a descriptive study with data collection techniques in the form of a questionnaire using an essay question to test the science teacher's ability in solving the problems of torque. The results showed that most of the participants could not solve the problem of torque due to a lack of understanding of the concept in determining the torque generated by forces with various positions.

The institutional dynamics behind limited human health considerations in environmental assessments of coal mining projects in New South Wales, Australia

Coal extraction remains supported in many countries despite a global context challenging the industry. A large evidence base links coal with negative consequences for human health. Environmental assessments (EAs) are regulated in nearly every country to assess and set conditions for large industry projects, including coal mines, but tend to exclude health impacts. This study investigated the institutional dynamics surrounding the inclusion of health in coal mining EAs in New South Wales, Australia. Semi-structured interviews with varied stakeholders were supported by a review of legislation, relevant case law and media analysis. Using insights from theories on power and institutions the findings show how EA practice is influenced by the politicization of coal mining that excludes potentially negative narratives surrounding the known human health impacts of coal. Poor EA practice is compounded by legislative ambiguity and lack of conceptual understanding about assessing health. EA's legislative purpose of approving projects undermines confidence that a balanced assessment of impacts has been made. EA is seen as a pro-industry process that disempowers those with dissenting voices. The research explains how the institutional dynamics of a policy process like EA challenge its potential to meaningfully engage with the impact of coal mining on human health.

Using open reasoned Three-tier Test to identify acid-base conceptual understanding of senior high school student

Acid-base is one of the first abstract chemistry course that high school student encounter. Research shows that many students find difficulty on the definition, macroscopic and microscopic conceptual comprehend. This research has the aim to identify the student’s conceptual understanding in acid-base course. The subject for this research is 145 students from government school 2018/2019 school year. The data collected through 16 questions of the three-tier diagnostic test and questionnaire. Three validators validate the question with an average score of 159 from 176. The average score for the questionnaire is 39.75 with good category, and the Alpha Cronbach reliability is 0.714. Analysis of the result shows that the student has several difficulties with acid-base conceptual. Classical result for 145 students are 28% of the student understands the concept, 4% lack of conceptual understanding, 43% misconception and 21% don’t understand the concept of acid-base.

Concept mapping as a strategy to scaffold concept literacy in accounting for extended programmes

While great strides have been made to improve accessibility to higher education in South Africa, successful completion of bachelor's degrees within the prescribed time remains a challenge. Research suggests that a lack of conceptual understanding by students might be at the heart of the problem. This study, which is grounded in Ausubel's Assimilation Theory as applied by Joseph Novak and his colleagues, investigates the value of concept mapping as a scaffolding technique to improve conceptual understanding. The research involved a quasi-experiment with a test and a control group. It was hypothesised that accounting students in an extended programme who had been introduced to the concept mapping technique would demonstrate an improved grasp of accounting concepts, indicated by an improvement in their marks when composing an explanatory paragraph of accounting concepts after a teaching intervention. However, the post-intervention marks of the test group showed no improvement, and therefore no proof can be offered to support the claim that concept mapping improves conceptual understanding. Pre-and post-intervention questionnaires were used to collect data on confounding variables and also to assess student experiences of concept mapping. An analysis of student experiences indicated enthusiasm for the technique. Limitations of the study included the absence of a pilot study and insufficient time to become familiar with concept mapping. An unforeseen constraint on the study was low student participation.