Specific Misconceptions Research Articles

Non-STEM majors COVID-19 vaccine impressions improve, and misconceptions resolve, after podcast assignment.

Misinformation regarding vaccine science decreased the receptiveness to COVID-19 vaccines, exacerbating the negative effects of the COVID-19 pandemic on society. To mitigate the negative societal impact of the COVID-19 pandemic, impactful and creative science communication was needed, yet little research has explored how to encourage COVID-19 vaccine acceptance and address misconceptions held by non-Science, Technology, Engineering and Mathematics majors (referred to as non-majors). We have previously demonstrated that including expert guest lectures in the vaccine module in the non-major introductory biology course helps combat students' vaccine hesitancy. In the present study, we further address how learning about vaccines impacts student knowledge and impressions of the COVID-19 vaccines through a podcast assignment. As a part of this assignment, non-majors created podcasts to address COVID-19 vaccine misconceptions of their choice. We coded pre and post, open-ended essay reflections (n = 40) to assess non-majors' knowledge and impressions of the COVID-19 vaccines. Non-majors' impressions of the vaccines improved following the podcast assignment with more than three times as many students reporting a positive view of the assignment than negative views. Notably, eight of the nine interviewed students still ended the course with misconceptions about the COVID-19 vaccines, such as the vaccines being unnecessary or causing fertility issues. In a post semi-structured interview following this assignment, students (n = 7) discussed the impact of looking into the specific misconceptions related to COVID-19 vaccines themselves, including improved science communication skills and understanding of different perspectives. Thus, podcasts can provide opportunities for students to improve engagement in valuable societal topics like vaccine literacy in the non-majors classroom.

Attitude Towards Caesarean Section as a Delivery Option among Pregnant Women in Ogbomoso, Oyo State

This study explored the attitudes toward Caesarean Section (C-section) as a delivery option among pregnant women in Ogbomoso, Oyo State, utilizing a descriptive cross-sectional design. The target population comprised aged 18 to 45years who registered and are attending antenatal clinic of the hospital for their antenatal care services, estimated at approximately 900. The random sampling technique through ballot was employed in the study, and a sample size of 298 participants was selected for the study which was determined using th Fisher’s formula. Data collection was facilitated through a well-structured questionnaire, which boasted reliability coefficients of 0.73 for attitudes towards C-sections. Statistical analyses, including percentage, standard deviation, and Analysis of Variance (ANOVA), were conducted at a 0.05 alpha level. The study unveiled that 675 (67.5%) majority exhibited a generally positive attitude towards C-sections. Age groups 18-30 and 31-40 years showed similar attitudes, with a criterion mean of 2.55, indicating a broadly shared positive perspective across age groups. However, educational attainment and religious beliefs were found not to significantly influence attitudes towards C-sections [F(4,291) = 1.473, p>0.05 for education; F(3,292) = 1.936, p>0.05 for religion]. The study concluded that pregnant women in Ogbomoso have a generally positive attitude towards C-sections as a delivery option, with minor variations across different age groups but no significant differences based on educational attainment or religious affiliation. It is recommended that healthcare providers continue educational efforts to demystify C-sections, addressing specific misconceptions and cultural beliefs, and ensure equitable access to C-section information and services for pregnant women across all demographics in Ogbomoso.

Exploring students’ views about basic concepts in introductory quantum mechanics

Literature in physics education shows that students still experience difficulties learning quantum mechanics, although it is now part of the high school curriculum and many research-based proposals are available. Prior works mostly focused on specific misconceptions and a clearer picture of students’ ideas on general quantum concepts is still lacking. We addressed these issues by inspecting, through multiple correspondence analysis and cluster analysis, the responses given by 408 Italian high school and undergraduate students to a Likert scale questionnaire on quantum physics. From our preliminary results, we can conclude that the majority of students leave high school and enter university without a sound model of the quantum world.

Misconceptions of Intermolecular Forces in General Chemistry Courses

The misconception is the most topic in chemistry learning that is important to analyze. There are many advantages for lecturers and students to know about misconceptions. This research aims to describe misconceptions in general chemistry courses, especially intermolecular forces (IMFs) topic. The two-tier multiple-choice tests have played an important role in helping researchers determine students’ level of understanding and in identifying specific misconceptions. The project used a convenience sample of 88 students (76 female and 12 male) chemistry education program that studied IMFs as participants. Misconception knew from the test’s second tier, which is the student’s reason for the answer. Surprisingly, 29 misconceptions were acquired from the test about IMFs concepts. This needs to be a special concern for lecturers of basic chemistry courses in order to evaluate the learning process that has been carried out. Students misconceptions in basic chemistry courses will have an impact on organic chemistry courses because the concept of intermolecular forces will be studied in depth in organic chemistry courses. The success of students in organic chemistry courses is highly dependent on the initial knowledge of students, especially in basic chemistry courses

Acceptance of Flu Vaccine among Parents of Diabetic Children in Jordan.

There is a critical need to understand vaccine decision-making in high-risk groups. This study explored flu vaccine acceptance among Jordanian parents of diabetic children. Employing a cross-sectional approach, 405 parents from multiple healthcare centers across Jordan were recruited through stratified sampling, ensuring a broad representation of socioeconomic backgrounds. A structured questionnaire, distributed both in-person and online, evaluated their knowledge, attitudes, and acceptance of the flu vaccine for their diabetic children. The results indicated that only 6.4% of the study sample reported vaccinating their children against the flu annually, and only 23% are planning to vaccinate their children this year. A multinomial logistic regression analysis revealed notable variability in responses. Specifically, parents with a positive attitude towards the flu vaccine and those with older children had less odds to reject the vaccine (OR = 0.589, 95% CI (0.518-0.670), p < 0.001 and OR = 0.846, 95% CI (0.736-0.974), p = 0.02, respectively). Conversely, prevalent misconceptions regarding vaccine safety and efficacy emerged as significant barriers to acceptance. Our findings advocate for targeted educational programs that directly address and debunk these specific misconceptions. Additionally, strengthened healthcare communication to provide clear, consistent information about the flu vaccine's safety and benefits is vital to help enhance vaccine uptake among this vulnerable population, emphasizing the need to address specific concerns and misinformation directly.

Unearthing student teachers’ Physics misconceptions during Work-Integrated Learning

This study explored student teachers’ Physics misconceptions during Work-Integrated Learning in high schools in South Africa. The sample in this work comprised eight final-year student teachers pursuing a Bachelor of Education degree and seven Postgraduate Certificate in Education students. An unstructured observation method was utilised to collect data during the lessons that were conducted by the participants. It was observed that a significant number of the participants had some misconceptions about constructs in Physics. Most of the misconceptions were confirmed in Mechanics and Electricity and Magnetism. Some of participants claimed that the misconceptions emanated from prescribed textbooks and equally from their previous studies. A number of suggestions were made to rectify specific misconceptions in the discipline of Physics amongst the student teachers.

The resolution of quadratic inequality problems in mathematics: Discrepancies between thought and action

This research explores the intricate relationship between students' cognitive processes and problem-solving approaches, explicitly focusing on misconceptions in solving quadratic inequalities. This study was conducted among 179 undergraduates in a mathematics education program in Malang, East Java, Indonesia; this mixed-method concurrent explanatory sequential design research employed the DISC questionnaire and quadratic inequality assignments. The DISC questionnaire categorized respondents into Dominance, Influence, Steadiness, and Conscientiousness. Data were generated from these pre-service teacher responses to the questionnaire, task assignment, and follow-up interviews to solicit information. Purposive sampling facilitated in-depth interviews, providing nuanced insights into the interplay between personality types and mathematical misconceptions. The quantitative data analysis results show a significant association between personality type and the type of error experienced by students when completing an open-ended task about quadratic inequalities X2(12) = 26.836, p = 0.008, V = 0.224. Meanwhile, qualitative data analysis findings reveal patterns associating personality types with specific misconceptions. Dominant traits are linked to theoretical misconceptions, while Influence and Conscientiousness traits correspond to conceptual misconceptions. Additionally, Steady traits are associated with classification misconceptions. This study contributes novel perspectives to mathematics education by exploring the influence of personality on mathematical cognition. The aim is to inform tailored teaching strategies for optimized learning outcomes, addressing persistent barriers posed by misconceptions in quadratic inequalities.

The resolution of quadratic inequality problems in mathematics: Discrepancies between thought and action

This research explores the intricate relationship between students' cognitive processes and problem-solving approaches, explicitly focusing on misconceptions in solving quadratic inequalities. This study was conducted among 179 undergraduates in a mathematics education program in Malang, East Java, Indonesia; this mixed-method concurrent explanatory sequential design research employed the DISC questionnaire and quadratic inequality assignments. The DISC questionnaire categorized respondents into Dominance, Influence, Steadiness, and Conscientiousness. Data were generated from these pre-service teacher responses to the questionnaire, task assignment, and follow-up interviews to solicit information. Purposive sampling facilitated in-depth interviews, providing nuanced insights into the interplay between personality types and mathematical misconceptions. The quantitative data analysis results show a significant association between personality type and the type of error experienced by students when completing an open-ended task about quadratic inequalities X2(12) = 26.836, p = 0.008, V = 0.224. Meanwhile, qualitative data analysis findings reveal patterns associating personality types with specific misconceptions. Dominant traits are linked to theoretical misconceptions, while Influence and Conscientiousness traits correspond to conceptual misconceptions. Additionally, Steady traits are associated with classification misconceptions. This study contributes novel perspectives to mathematics education by exploring the influence of personality on mathematical cognition. The aim is to inform tailored teaching strategies for optimized learning outcomes, addressing persistent barriers posed by misconceptions in quadratic inequalities.

A Hybrid Automatic Scoring System: Artificial Intelligence- Based Evaluation of Physics Concept Comprehension Essay Test

Conceptual understanding is one of the keys in physics. The purpose of this research was to develop an artificial intelligence-based system used to assist instructors in evaluating students’ conceptual understanding essay test results. This research used a method with Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model (). The research subjects were lecturers and undergraduate students of physics education at the University of Jambi. Data collection was done through interviews and tests. The instruments used in this research were interview sheets and essay questions. The results of the feasibility test analysis showed that the hybrid automatic scoring system was overall suitable with an average score of 4.40 (very suitable category) in the aspects of software engineering and visual communication. In addition, the analysis of students’ conceptual understanding using the Hybrid Automatic Scoring System showed that only 21.9% of students had good conceptual understanding. The remaining 40.6% of students fell into the partial understanding category, 9.4% fell into the specific misconception category, and 28.2% had poor conceptual understanding. These results are not very different from the results of the manual analysis. The manual analysis showed that 21.9% of the students had good concept understanding, 40.6% had partial understanding, 12.5% had specific misconceptions, and 25% had poor concept understanding. These results indicate that the Automated Hybrid Scoring System can be used as an assessment tool for essay tests of conceptual understanding. The results of this research contribute in the form of a technology that can assist physics instructors in correcting, scoring, and providing feedback on physics test scores based on essay questions.

Adapting Provider Training and Pre-Exposure Prophylaxis Advertising to Increase Pre-Exposure Prophylaxis Awareness and Uptake Among Black Cisgender Women.

Black cisgender women (hereafter referred to as "women") have disproportionately high rates of HIV infection yet low rates of pre-exposure prophylaxis (PrEP) utilization. Barriers to PrEP uptake exist at the system, provider, and individual/client level. To learn how existing training and advertising can be adapted to address race- and sex-based gaps within PrEP service delivery, we conducted focus groups with providers and Black women. Participants were recruited at three health care organizations in the Midwest and South, screened for eligibility, and consented verbally. Focus groups occurred from August 2022 to February 2023. Women were asked about their knowledge and thoughts on PrEP. Providers were asked about factors influencing their decision-making about PrEP. A codebook was developed based on the Consolidated Framework for Implementation Research. Transcripts were coded using the Stanford Lightning Report Method. We completed four focus groups with 10 providers and 9 focus groups with 25 women. Three major themes emerged: (1) low comfort level and limited cultural sensitivity/competency among providers discussing HIV risk and PrEP with Black women, (2) women's concerns about PrEP's side effects and safety during pregnancy, and (3) lack of Black women representation in PrEP advertisement/educational materials. In addition, women in the South reported general medical mistrust and specific misconceptions about PrEP. PrEP trainings for providers need detailed information about the safety of PrEP for women and should include role-playing to enhance cultural competency. Likewise, PrEP advertisements/materials should incorporate information regarding side effects and images/experiences of Black women to increase PrEP awareness and uptake among this population. Clinical Trial Registration Number: NCT05626452.

STEAM-Integrated Problem-Based Learning: Traditional Indonesian Music on Sound Wave Concepts

Conceptual understanding is the level of a student's ability to understand a certain concept and explain it without altering the original meaning. This research aims to determine students' conceptual understanding by using STEAM-integrated Problem-Based Learning on sound wave material. "Mix methods" are used in this research, which is accompanied by an embedded experimental design. The research subject consists of 37 students in 11th grade at SMA Salatiga. Based on the results, it can be concluded that Problem-based learning (PBL) can increase students' conceptual understanding of sound wave material. This is proven by the results of the analysis on their conceptual understanding; where previously it consisted of the partial understanding category (5.41%), partial misconception category (10.81%), specific misconception category (48.65%), and no understood category (35.14%) – and after using STEAM integrated PBL – it consists of sound understood category (35.15%), partial understanding category (48.64%) and partial misconception category (16.21%). In the future, STEAM-integrated PBL can be implemented in other skills, especially the ones needed in the 21st century; such as critical thinking, creativity, communication, and collaboration.

Does nuclear energy produce neodymium? Negative perception of nuclear energy drives the assumption that it is polluting.

The public tends to exaggerate the dangers of nuclear energy, mistakenly associating it with various environmental problems such as ozone depletion and the production of CO₂. First, we investigate the acquisition of misconceptions about nuclear energy. In Experiments 1 (N = 198, United Kingdom) and 2 (N = 204, France), participants were more likely to develop new negative misconceptions about nuclear energy, compared to renewables or even some fossil fuels. Participants were also more likely to attribute the emission of hazardous substances produced by renewables to nuclear energy than to the energy sources actually emitting it. This suggests that specific misconceptions about nuclear energy are likely the by-products of negative perceptions of nuclear energy. Second, we ask whether correcting specific misconceptions leads to less negative attitudes about nuclear energy. In Experiments 3 (N = 296, United Kingdom.) and 4 (N = 305, France), participants were exposed to pronuclear energy arguments, one of which informed them of its low CO₂ emissions. This argument led to a decrease in the perception that nuclear energy contributes to climate change. Thus, even if specific misconceptions about nuclear energy derive from overall negative perceptions, addressing these misconceptions can still help align public opinion with expert opinion. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Awareness and Knowledge of HIV/AIDS Among Senior Secondary School Students in Zaria, Nigeria

Background: Nigeria has one of the largest human immunodeficiency virus (HIV) epidemics in the world and one of the highest rates of new infections in Sub-Saharan Africa. The younger age group has been identified as bearing half of the burden of HIV worldwide. This includes secondary-school children. Objectives: The aim of this study was to determine the awareness and Knowledge of senior secondary-school (SSS) students concerning HIV/AIDS. Materials and Methods: A cross-sectional, descriptive study was conducted among SSS students in Zaria, Kaduna state, Nigeria. Respondents were selected using a multistage sampling technique. Data were collected using a pretested, semi-structured, self-administered questionnaire. Descriptive statistics were used to represent univariate level data, whereas chi-square and Fisher’s exact test where applicable were used to identify the relationship between knowledge of HIV and other categorical variables with a level of significance of P &lt; .05. Results: The mean age (± SD) of respondents was 16.1 ± 1.1 years. All (100%) of the respondents were aware of HIV/AIDS. The majority of the respondents knew HIV/AIDS was caused by a virus (89%). Almost a quarter of the respondents (22.1%) believed that antibiotics can prevent HIV. The mean (±SD) knowledge score was 80.5 (± 15.8) out of a total of 100%. Overall, 62 (84.9%) of the respondents had good knowledge of HIV/AIDS. There was a statistically significant relationship between knowledge and tribe as well as the religion of the respondents (P = 0.008 and P = .016, respectively). No statistically significant relationship was found between knowledge and other sociodemographic factors (P &gt; .05). Conclusion: HIV/AIDS awareness and knowledge were good among respondents though some misconceptions still existed. Respondent’s tribe was significantly associated with the level of knowledge of HIV/AIDS. The school authorities and all other concerned agencies should design campaigns targeted at correcting specific misconceptions and gaps in knowledge for the benefit of the students in the study area and the country at large.

Updating STACK Potential Response Trees Based on Separated Concerns

The STACK system is a computer aided assessment package for mathematics. STACK questions include full algebraic input with validation. Feedback is provided to students using "potential response trees", written by the teacher for each question. In this research, we are updating STACK potential response tree based on students' concerns in learning induction proofs. We have identified a specific misconception in learning mathematical induction from prior educational research, designed STACK question to test if students exhibit this misconception, and then illustrated how we updated STACK potential response tree based on this misconception. One main goal of separating concerns is to understand students’ responses and evaluate the question itself from an academic prospective and ultimately to improve the questions for future years. In addition, one of the contributions of this study is to improve our general understanding of how to design and use STACK potential response trees.&#x0D;

“Every Medicine Is Somewhat Poisonous”: Understanding the reluctance to use oral contraceptives among unmarried women seeking abortion in China

ObjectivesIn this study, I examined the low uptake of oral contraceptives (OCs) in China and the factors affecting the reluctance among unmarried Chinese women seeking abortion to use OCs to prevent unintended pregnancies. Study designI conducted ethnographic and participant observation in multiple medical facilities and interviewed 62 women who were seeking or had had an abortion between 2013 and 2017 in a coastal city in east China. I analyzed data regarding the women's perceptions and experiences of using OCs through a thematic analysis approach. ResultsThe women reported fear of side effects, including infertility, weight gain, and mental health issues and their view on traditional Chinese medicine further validated their skepticism toward Western medicine. Discouragement from male partners and a lack of sexual and reproductive education also caused their hesitancy and misunderstandings of OCs. ConclusionsThis study contributes to a more nuanced understanding of the barriers to OC use in China. It resonates with existing studies that associate the reluctance to use OCs with the fear of side effects and highlights the influence of sociocultural specificities and couple interactions in shaping contraceptive use. ImplicationsTackling premarital abortions is one of the priorities of the Chinese government in the face of the population crisis. Service providers and educators should understand unmarried women's reluctance to use OCs and provide comprehensive sexuality education and postabortion counseling services to women and men to dispel culturally specific misconceptions.

Level of Students Conceptual Understanding and Resource Theory View: Geometric Optics

This study aims to identify the level of understanding (LoU) and resources that students activate. This is a descriptive study. The study used a survey method by distributing ten multiple-choice questions. The focus of the study is geometric optics. The research was conducted on 64 physics students who were taking Basic Physics III courses. Data analysis was carried out by determining descriptive statistics and categorizing students' LoU based on the reasons given. The LoU includes Sound Understanding, Partial Understanding, Partial Understanding with Specific Misconceptions, Specific Misconceptions, and Not Understanding. Based on the analysis of the research results, the average score of students' conceptual understanding was 53.44. Furthermore, the average levels of understanding are 15.9% for Sound Understanding, 28.1% for Partial Understanding, 14.7% for Partial Understanding with Specific Misconceptions, 16.4% for Specific Misconceptions, and 26.2% for Not Understanding. Meanwhile, the resource that is activated by students when showing possible rays in the formation of images on a convex lens is "there are only three possible rays". It means that students do not understand that it is not only "three special rays" reflected by objects towards the lens to form an image.

The Simulated Classroom Biology—A simulated classroom environment for capturing the action‐oriented professional knowledge of pre‐service teachers about evolution

Background The professional knowledge of pre-service teachers is highly important for effective and successful teaching. In recent years, many research groups have been engaged in developing simulated classroom environments to capture especially the pedagogical knowledge (PK) of pre-service teachers, neglecting the content-related facets of professional knowledge such as pedagogical content knowledge (PCK). Objectives In the present study, we describe the development of a simulated classroom environment—the Simulated Classroom Biology (SCRBio)—and provide evidence regarding its validity to assess pre-service biology teachers' action-oriented PCK in the area of evolution. Methods This study examined the evidence supporting the validity of using the SCRBio to investigate action-oriented PCK of pre-service biology teachers. The (1) evidence based on test content (expert ratings) and the (2) evidence based on relation to other variables (known-groups comparison) was obtained. We tested the SCRBio with N = 76 German pre-service biology teachers. Results and Conclusions Our results show the successfully operationalized PCK in the SCRBio through explicit allocation of specific misconceptions to each virtual student's answer and the valid measurement of pre-service biology teachers' action-oriented PCK. This results in a validated simulated classroom environment for pre-service but also in-service teachers. In the future, the SCRBio will be developed from an assessment instrument to a training tool to simulate explicit teaching situations. This allows to complement the predominantly theoretical components of university-based teacher education with practice-based simulated classroom environments.

Developing a Simulation to Foster Prospective Mathematics Teachers’ Diagnostic Competencies: the Effects of Scaffolding

To assess individual students’ abilities and misconceptions in mathematics, teachers need diagnostic competencies. Although research has addressed the quality of teachers’ diagnostic competencies in recent years, it is not very clear how to foster these competencies effectively in the course of prospective teachers’ university education. Research suggests that simulations with instructional support are promising tools for fostering complex competencies. We have developed a simulation that aims at measuring and fostering prospective primary school teachers’ competencies to assess students’ mathematical abilities and misconceptions based on their written task solutions. In this study, we analysed data from prospective primary school mathematics teachers who used one of three different versions of the simulation. Two versions contained a specific type of scaffolding, while the third version did not contain scaffolding. Specifically, the two scaffolding types were content-related scaffolding that emphasized the use of specific pedagogical content knowledge, and strategic scaffolding that emphasized diagnostic activities. The results suggest that integrating scaffolding into the simulation did not substantially influence participants’ overall perception of the simulation regarding presence, authenticity, or perceived cognitive load. Compared to participants in a control group without intervention, participants who used the simulation with scaffolding had higher diagnostic accuracy regarding overall assessment of students’ competence level. However, only content-related scaffolding but not strategic scaffolding or no scaffolding tended to improve participants’ competence in identifying students’ specific misconceptions. The results provide a first empirical basis for further development of the simulation.

Student misconceptions of dynamic programming: a replication study

ABSTRACT Background and Context We replicated and expanded on previous work about how well students learn dynamic programming, a difficult topic for students in algorithms class. Their study interviewed a number of students at one university in a single term. We recruited a larger sample size of students, over several terms, in both large public and private universities as well as liberal arts colleges. Objective Our aim was to investigate whether the results of the previous work generalized to other universities and also to larger groups of students. Method We interviewed students who completed the relevant portions of their algorithms class, asking them to solve problems. We observed the students' problem solving process to glean insight into how students tackle these problems. Findings We found that students generally struggle in three ways, “technique selection,” ”recurrence building,” and “inefficient implementations.” We then explored these themes and specific misconceptions qualitatively. We observed that the misconceptions found by the previous work generalized to the larger sample of students. Implications Our findings demonstrate areas in which students struggle, paving way for better algorithms education by means of identifying areas of common weakness to draw the focus of instructors.

South African men's perceptions of breast cancer: impact of gender norms on health care accessibility.

Women in low- and middle-income countries (LMICs) often present to the health care system at advanced stages of breast cancer (BC), leading to poor outcomes. A lack of BC awareness and affordability issues are proposed as contributors to the delayed presentation. In many areas of the world, however, women lack the autonomy to deal with their health needs due to restrictive gender norms. The role of gender norms has been relatively underexplored in the BC literature in LMICs and little is known about what men know about BC and how they are involved in women's access to care. To better understand these factors, we conducted a qualitative descriptive study in South Africa. We interviewed 20 low-income Black men with current woman partners who had not experienced BC. Interviewees had limited knowledge and held specific misconceptions about BC symptoms and treatment. Cancer is not commonly discussed within their community and multiple barriers prevent them from reaching care. Interviewees described themselves as having a facilitative role in their partner's access to health care, facets of which could inadvertently prevent their partners from autonomously seeking care. The findings point to the need to better consider the role of the male partner in BC awareness efforts in LMICs to facilitate prevention, earlier diagnosis and treatment.