Set Of Misconceptions Research Articles

The dichotomy within denationalisation: Perpetuating or emancipating from its discriminatory past?

This article examines the acceptability of the differential treatment of dual citizens within contemporary denationalisation from both doctrinal and normative perspectives with particular focus on the right to non-discrimination as prescribed by the European Convention on Human Rights. The article concludes that denationalisation laws that target only dual citizens very likely have indirect discriminatory effects on particular subgroups of dual citizens along and possibly across discriminatory grounds such as ethnicity, race, gender, religion and national origin. The article contends that prevailing doctrinal justifications are based on a set of misconceptions concerning the suitability, efficacy, necessity and consequently proportionality of denationalisation in Western societies and that the re-emergence of denationalisation in the 21st century is not only illustrative of the inadequacies within current discrimination law norms but enhances them.

Students' understanding of cloud and rainbow formation and teachers' awareness of students' performance

ABSTRACTThis study describes primary school students’ knowledge about rainfall, clouds and rainbow formation together with teachers’ predictions about students’ performance. In our study, primary school students’ (N = 177) knowledge about rainfall and rainbow formation was examined using structured interviews with open-ended questions. Primary school teachers’ (N = 110) awareness of students’ understanding was measured with questionnaires and the results will be discussed in relation to teaching experience and the use of different teaching practices. Our results show that students in every grade hold a wide-ranging set of misconceptions that reflect different combinations of their own understanding and learnt scientific knowledge. Teachers tended to overestimate students’ performance and described second-grade students’ knowledge more accurately than fourth- and sixth-grade students’ knowledge. Teachers with less teaching experience were found to less overestimate and more underestimate sixth-grade students’ knowledge than teachers with more teaching experience.

Orientalism Beyond the Orient

Edward Said’s Orientalism, is one of the seminal sociological studies of the 20th century. Written in 1978, Said’s book makes an extremely convincing argument about how Western societies (the “Occident”) have viewed the Orient over the centuries. The purpose of this paper is to further understand the cause and scope of this phenomenon. Said’s basic underlying thesis is this: the West’s view of the orient is and has been clouded by a set of misconceptions, prejudices and stereotypes that occur in western art, literature, discourse, culture and academic study. In essence, “orientalism, [is] a way of coming to terms with the Orient that is based on the Orient’s special place in European Western experience.” Said goes on to say that this clouded view has had a derogatory effect on the relationship between the two cultures, and continues to negatively impact the relationship to this day. Said’s focus is on the Arab middle East, however his broader implication is that this was a common theme within the Occident-Orient relationship.It would be quite difficult to argue against Said’s thesis. His use of primary sources in Art, literature and scholarship make the argument somewhat impervious to attack. However, that is not the goal here. This paper looks, instead, at the scope of the argument. In particular, it will explore how the phenomenon that Said describes as orientalism, actually goes far beyond the relationship between the west and the east. Instead, it is common to all societal interaction. This paper will first discuss what I will call “supra-orientalism.” This is essentially Said’s thesis expanded, exploring the lens through which the western world views other societies outside the orient (in particular, Africa and the Americas). Next, we will explore what is commonly referred to as “occidentalism.” This section will essentially stand Said’s thesis on its head and explore the view of the west through the eyes of other cultures. Finally, this paper will discuss various conclusions that come out of this study. In particular, the fact that this phenomenon is not limited to Occident-Orient relations, but instead is present in all sociological interactions and relationships. Furthermore, it is not only damaging when done in a dominant-subservient relationship (as in Orientalism) but effects all relationships, from all levels, and has a drastic negative effect to all sides.

The homework myth: why our kids get too much of a bad thing

So why do we continue to administer this modern cod liver oil-or even demand a larger dose? Kohn's incisive analysis reveals how a set of misconceptions about learning and a misguided focus on competitiveness has left our kids with less free time, and our families with more conflict. Pointing to stories of parents who have fought back-and schools that have proved educational excellence is possible without homework-Kohn demonstrates how we can rethink what happens during and after school in order to rescue our families and our children's love of learning.

Overcoming misconceptions in quantum mechanics with the time evolution operator

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 Schrödinger 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 Schrödinger equation by direct integration, i.e. Ψ(x, t) = U(t)Ψ(x, 0), where 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.

Students' perceptions of global warming

In view of the potential significance of global warming to society, education about this issue is important. However, little is known of the preconceptions and misconceptions of young adults in this area. In this study the ideas of a group of first year undergraduate students about the “Greenhouse Effect” have been studied by questionnaire. The results show that although some of the erroneous ideas detected in previous studies with secondary school pupils do not predominate in these undergraduates, other misconceptions do persist. One such misconception is that the use of lead‐free petrol will reduce global warming. Another set of misconceptions indicates that many students confuse the causes and consequences of global warming with those of ozone layer depletion. We suggest that these misconceptions are manifestations of a more general underlying failure to link specific environmental problems with their specific causes and consequences.

Computer‐Aided Misconception‐Based Intelligent Tutoring and Exercise Generation

Abstract This paper explores two uses of a set of possible student misconceptions about how to carry out a particular task. The first use is in computer‐based intelligent tutoring systems, and the second is in computer‐based exercise and test generation. Also considered are methods of acquiring the set of misconceptions and of dealing with unknown and multiple misconceptions.

A deep structure model of students' statistical misconceptions

The present study investigated a model used by non-mathematically oriented students in solving problems in descriptive statistics. Analyses show that college students mistakenly assume that a set of means together with simple mean computation constitutes a mathematical group satisfying the four axioms of closure, associativity, identity, and inverse. This set of misconceptions is so deeply ingrained in a students' underlying knowledge base that mere exposure to a more advanced course in statistics is not sufficient to overcome those misconceptions. However, results of an experiment indicated that most students were able to acquire the appropriate schema of statistical concepts by engaging in diagnostic activities embedded within a feedback-corrective procedure.