Types Of Misconceptions Research Articles

Gender preference of conceptions toward caloric-balanced living

ABSTRACT Background Caloric-unbalanced lifestyle has been documented as one critical reason for childhood obesity. Educating students with the knowledge about caloric-balanced living with a focus on healthy eating and physical activity may help raise their awareness to address obesity. Gender preference has limited the benefits of acquiring such knowledge for its impacts on the way for students to acquire knowledge. It is necessary, therefore, to identify the extent to which gender preference is associated with caloric-balanced living conceptions to enhance the literature about gender roles and to develop equitable interventions to promote healthful living. Purpose The purpose of this study was to identify the influence of gender preference on high school students’ caloric-balanced living conceptions, including naïve- and mis-conceptions and scientific conceptions. Method This research adopted a mix-method design and recruited 72 students. A semi-structured interview was conducted with each student to acquire their conceptions toward caloric-balanced living. After coding their responses, we tallied the number of responses consistent with naïve- and mis-conceptions as well as the scientific conceptions. Then a χ 2 analysis was conducted to determine the association between gender and naïve-, mis-, and scientific conceptions, respectively. Findings Students possessed three types of naïve conceptions that were specified as power, eating, or exercising to represent caloric-balanced living and two types of misconceptions that were specified as an object and activity. Gender preference was identified in naïve conception; female students preferred to exclusively conceptualize caloric-balanced living as eating, while male students as exercising only. No gender preference was identified in misconceptions and the scientific conception. Conclusion This study is significant in that it revealed potential flaw of the physical education curriculum where the core science of kinesiology may not be taught systematically, and gender-related issues may not address appropriately. It advocates that teaching scientific conceptions should be given the priority in curriculum design and teaching practices to help students acquire scientific conceptions that subsequently develop a coherent knowledge system and behavior of caloric-balanced living.

An Exploration of Grade 12 Learners’ Misconceptions on Solving Calculus Problem: A Case of Limits

This case study explored Grade 12 learners’ misconceptions in limits of functions. The study aimed at understanding problems that learners face in learning the concepts of limit by analyzing misconceptions that learners have and identifying the possible sources of these misconceptions to take remedial action. An exploratory research design was adopted, and purposive sampling employed to select 35 Grade 12 learners (21 females and 14 males) who wrote a test on limits. From the 35 learners who wrote the test, five learners were interviewed guided by their written responses. Theoretically, the study was guided by the constructivism theory and used a systematic error conceptual framework to categories the learners` misconceptions according to extrinsic and intrinsic calculus misconceptions. The study sought to answer the questions: (a) What type of misconceptions do Grade 12 learners exhibit in responding to limit questions? (b) What are the possible sources of these misconceptions? The study found that Learners exhibited misconceptions on the limit concept and related symbolism. Learners who had a flawed understanding of algebraic concepts struggled to apply limits correctly. The weak foundation on algebraic skills impacted negatively on their learning of new concepts on limits. The study recommends that, educators should always check and make sure that learners have appropriate prior knowledge before the teaching of new concepts in calculus. It is recommended that that teaching and learning approaches need to be adjusted to give equal weight to both the procedural and the conceptual understanding of mathematical knowledge in learners.

Mathematics Teachers' Knowledge on Misconceptions and Solution Suggestions: Ratio-Proportion Topic

The aim of this study is to determine the knowledge of secondary school mathematics teachers about their possible misconceptions about ratio-proportion and their solutions to these misconceptions. In the study, a special case study that is one of the qualitative research methods was conducted. Twelve middle school mathematics teachers were included in the study. Besides, data were collected using a semi-structured interview form developed by the researcher. According to the findings obtained through the content analysis, misconceptions were evaluated in 8 categories and the solutions offered for misconceptions were evaluated in 3 categories. The findings indicate that teachers did not mention some of the misconception types mentioned in the literature on ratio and proportion. In addition, it was observed that approximately half of the participant teachers were aware of the misconceptions mentioned, while the other half expressed only a few types of misconceptions. The solution suggestions of the teachers were generally compatible with the methods stressed in the literature. However, it was determined that these solution suggestions were stated by a small number of teachers. From this point of view, it is thought that it is necessary for teachers to obtain information to increase their awareness of misconceptions that they may observe in students.

Economic and Environmental Implications of Biomass Commercialization in Agricultural Processing

Motivated by the agricultural industries, this paper studies the economic and environmental implications of biomass commercialization; that is, converting organic waste into a saleable product from the perspective of a processor that uses a commodity input to produce both a commodity output and biomass. We characterize the economic value of biomass commercialization and examine how input and output spot price uncertainties affect this value. Using a model calibration, we find that lower input spot price variability or higher output spot price variability or correlation between the two spot prices increases this value for a typical palm oil mill. To measure the environmental impact, we use total expected carbon emissions resulting from profit-maximizing decisions and characterize the change in total expected emissions after commercialization. Our analysis reveals that, although higher biomass demand or biomass price always increases the value of biomass commercialization, these changes are not necessarily environmentally beneficial as they may increase the emissions associated with biomass commercialization. We also characterize conditions under which biomass commercialization is environmentally beneficial or harmful; that is, it leads to a reduction or an increase in the total expected emissions, respectively. In comparison with the existing understanding which does not take into account optimization of operational decisions, our analysis highlights two types of misconceptions (and characterizes the specific conditions under which they appear): (i) we would mistakenly think that biomass commercialization is environmentally beneficial when it is not, and (ii) we would mistakenly think that biomass commercialization is environmentally harmful when it is not. This paper was accepted by Victor Martínez-de-Albéniz, operations management. Supplemental Material: The online appendix is available at https://doi.org/10.1287/mnsc.2022.4518 .

Pengembangan Alat Evaluasi Berbasis Three Tier Multiple Choice Menggunakan Wondershare Quiz Creator untuk Mengidentifikasi Miskonsepsi

Evaluation can be used to measure the understanding of students' concepts in geometry material. However, there are still many students who have difficulty in understanding the concept of geometry. This often leads to misconceptions. An effort to identify misconceptions is to conduct a three-tier multiple choice-based evaluation test. Evaluation can take advantage of online question maker technology such as the Wondershare Quiz Creator application. The purpose of this research is to develop a three tier multiple choice based evaluation tool using wondershare quiz creator to identify misconceptions that can be used online. The development research model uses the 4D model. The research subjects were students of class VII-A SMPN 5 Lamongan. The research instruments used were interview sheets, validation sheets, test instruments, and questionnaires. The data analysis technique used qualitative and quantitative analysis. The result of the research is an evaluation tool based on three tier multiple choice using wondershare quiz creator to identify misconceptions as seen from: (1) the appropriateness of the evaluation tool meets the valid and effective criteria which reaches more than 60%. As well as with the statistical tests carried out, the instrument has met the criteria given so that the evaluation tool can be used. (2) Types of misconceptions consist of classification misconceptions, correlational misconceptions, and theoretical misconceptions. Of the three types of misconceptions, students experienced the most misconceptions at level 2, namely answering incorrect choice of reasons.

MISKONSEPSI SISWA DALAM MENYEDERHANAKAN OPERASI PERKALIAN DAN PEMBAGIAN PADA BENTUK ALJABAR MENURUT TEORI BRUNER

This study aims to determine the types of student misconceptions in simplifying multiplications and division operations algebraic form. The research method used is a qualitative method with a descriptive approach, subject in this research were students VIIK at SMPN 1 west Karawang for the 2020/2021 academic year with a total of 20 students in early stages of data collection using test and non test instruments is questionnaires. Then the data are proceed to the second stages, that is taking 4 selected objects by purposive sampling where each objects represents highest,middle,lowest class categories based on test and non-tes result. 4 objects were taken to analyze related to the types of students misconceptions that arise in solving problems by referring to Bruner’s cognitive processes. The result of this study indicates types of misconceptions experienced by students due ti incompability with Bruner’s cognitive processes including; (a) misconceptions of notation due to an error in the transformation stage ; (b) generalization misconceptions due to errors in the information stage ; (c) misconceptions about the application of the rules due to an error in the information stage; (d) Misconceptions about the meaning of letters due to errors in the information stage.

Analisis Miskonsepsi pada Mahasiswa Program Studi Matematika STKIP Harapan Bima

Misconception Analysis in Mathematics Education Department Student of STKIP Harapan Bima. This research is a descriptive qualitative research that aims to explore misconceptions in students and students’ views about their misconceptions. The subject in this study were five students of Mathematics Department at STKIP Harapan Bima. Data collection techniques used in this study are tests and interviews. The test questions consist of geometry, probability theory, algebra, and calculus. Interviews were conducted to obtain information about students’ views on the their misconceptions. The result of the research shows that in every mathematics material, students experience misconceptions. Overall, misconceptions are most common in geometric materials, but they are not significantly different from other materials. The type of misconception that is most often experienced by students is confusion because the do not master the supporting cocepts. The misconception that is most rarely experienced by students is wrong classification of concept examples.

Analisis Miskonsepsi pada Mahasiswa Program Studi Matematika STKIP Harapan Bima

Misconception Analysis in Mathematics Education Department Student of STKIP Harapan Bima. This research is a descriptive qualitative research that aims to explore misconceptions in students and students’ views about their misconceptions. The subject in this study were five students of Mathematics Department at STKIP Harapan Bima. Data collection techniques used in this study are tests and interviews. The test questions consist of geometry, probability theory, algebra, and calculus. Interviews were conducted to obtain information about students’ views on the their misconceptions. The result of the research shows that in every mathematics material, students experience misconceptions. Overall, misconceptions are most common in geometric materials, but they are not significantly different from other materials. The type of misconception that is most often experienced by students is confusion because the do not master the supporting cocepts. The misconception that is most rarely experienced by students is wrong classification of concept examples.

Diagnostic Test to Assess Misconceptions on Photosynthesis and Plant Respiration: Is It Valid and Reliable?

High percentage of secondary school students was found that they were lack of understanding of the relationship between photosynthesis and respiration in plants. They did not fully understand the importance and function about plant respiration. Thus, this study designed to develop a valid and reliable instrument in two- tier multiple choice questions format which called Photosynthesis and Plant Respiration Diagnostic Test (PRDT) to assess the common types of misconceptions related to this topic among form four students (Grade 10) in Malaysia. Survey research method was applied in this study. There were 500 participants from 15 secondary schools were involved. 45 minutes were given to the participants in answering 18 two- tier diagnostic test items. The psychometric properties of the instrument had been tested using Rasch analysis. The result found that the newly developed instrument was valid and reliable. It brought the significant contribution in teaching and learning, especially classroom assessment practice in Biology subject.

Awareness, Adoption, and Misconceptions of Web Privacy Tools

Abstract Privacy and security tools can help users protect themselves online. Unfortunately, people are often unaware of such tools, and have potentially harmful misconceptions about the protections provided by the tools they know about. Effectively encouraging the adoption of privacy tools requires insights into people’s tool awareness and understanding. Towards that end, we conducted a demographically-stratified survey of 500 US participants to measure their use of and perceptions about five web browsing-related tools: private browsing, VPNs, Tor Browser, ad blockers, and antivirus software. We asked about participants’ perceptions of the protections provided by these tools across twelve realistic scenarios. Our thematic analysis of participants’ responses revealed diverse forms of misconceptions. Some types of misconceptions were common across tools and scenarios, while others were associated with particular combinations of tools and scenarios. For example, some participants suggested that the privacy protections offered by private browsing, VPNs, and Tor Browser would also protect them from security threats – a misconception that might expose them to preventable risks. We anticipate that our findings will help researchers, tool designers, and privacy advocates educate the public about privacy- and security-enhancing technologies.

Mental-Health Phenotypes and Patient-Reported Outcomes in Upper-Extremity Illness.

Prior studies have suggested that misconceptions (i.e., unhelpful thoughts or cognitive errors resulting from cognitive bias) and distress (symptoms of anxiety or depression) are key factors associated with variation in health, as quantified with use of patient-reported outcome measures. The primary purpose of the present study was to identify mental-health phenotypes (i.e., combinations of various types of misconceptions and distress) that might help direct care and to test for differences in magnitude of activity tolerance, pain intensity, and self-efficacy in response to pain between phenotypes. We also studied demographic factors and diagnostic categories associated with mental-health phenotypes. In a cross-sectional study, 137 patients seeking upper-extremity musculoskeletal specialty care completed a survey including demographics, mental-health questionnaires, and measures of upper-extremity-specific activity tolerance, pain intensity, and pain self-efficacy. We used cluster analysis to identify groups of patients with similar phenotypes. We used analysis of variance testing to assess differences in activity tolerance, pain intensity, and pain self-efficacy among phenotypes. The cluster analysis yielded 4 unique mental-health phenotypes, which fit the theoretical conceptualizations of "low misconception and low distress," "notable misconception," "notable depression and notable misconception," and "notable anxiety, depression, and misconception." Patients with low bias and low distress had significantly greater activity tolerance and greater pain self-efficacy than the other phenotypes, as well as a significantly lower pain intensity than phenotypes with notable distress. Cluster analysis of mental-health questionnaire data can identify mental-health phenotypes that are associated with greater activity tolerance and pain intensity. This approach might help clinicians to strategize and prioritize approaches that correct unhelpful thoughts and ameliorate symptoms of distress among patients seeking musculoskeletal specialty care. Such strategies have the potential to achieve more comprehensive, whole-person care, more selective operative treatment, and improved outcomes. Prognostic Level IV. See Instructions for Authors for a complete description of levels of evidence.

Writing Equations in Algebra: Investigation of Students’ Misconceptions

Algebra is blamed as an abstract way of thinking in mathematics learning. Writing equations from given text is a skill. Logical and step by step noting information help to write the correct equation. It is transferring text to symbols. This study aimed to investigate secondary school student's misconceptions in writing equations in algebra. 414 secondary school students enrolled at 4 Islamabad Model Schools of sector Islamabad was the sample of the study. A multiple-choice test based on 4 items was used as an instrument. The test has 4 statements and 4 options from which one is the correct answer and others are related to some misconceptions of students. Test was administered during their class. Student's response patterns were observed. Frequency percentages and ratios were used to analyze data. Two types of misconceptions "arithmetic process" and "missing reference" were identified in student's responses whereas the other three misconceptions "pro-numeral as unit", "addictive nature" and "changes" were not reported by students' responses. It is concluded that the main reason behind these misconceptions seems related to classroom practice. Students try to translate words into the arithmetic process to write an equation by given text. Further, they do not focus on reference terms given in text and they ignore/miss it while writing equations. It is recommended to the teachers they need to clear the concept given in word problems and give teach them with logic what is meant by which word in the problem. There is a need for focused classroom activities to overcome these misconceptions.

Comparative Study of Secondary School Students' and Pre-Service Teachers' Misconception about Simple Electric Circuit

The purpose of this study is to compare the misconceptions of secondary school students (junior and senior high school) and pre-service physics teachers about simple electrical circuits. The study involved 92 people consisting of 30 junior high school students, 32 senior high school students, and 30 pre-service physics teachers. The diagnostic misconception instrument was adapted from the Simple Electric Circuits Diagnostic Test (SECDT). Data were analyzed by descriptive and inferential analysis. The results of the study indicated that there are 11 misconceptions types that the student had. The clashing current is a type of misconception that is most often found both in high school students and in pre-service teacher. The inferential test showed that there were significant differences of misconception scores among junior high school students, senior high school students, and pre-service physics teachers (KW=12,689, df=2, p< 0.05). Teachers could use the misconception profile as a consideration in planning classroom instruction.

Misconceptions of student junior high school in Solving Pythagorean Theorem

The learning process in the classroom is said to be successful, if most students understand the concepts conveyed by the teacher. But, in the learning process, teacher found stundents has misconception. Misconceptions gotten by students, will affect students in the use of a concept between concepts in the mathematic. Identification misconception is one way to learning process get successful.
 The purpose of this research was for describe the misconception and the solution of student’s misconception of class IX Junior High School 2 Sedati Sidoarjo at the solve the problem of Pythagorean Theorem. The qualitative research was used as form of this research, with the type of case study research. The data collection technique which was used were 1) Test methods, 2) interview method. The technique of data validation uses triangulation of method, by comparing test result data and interview. The results of this research can be showed as there were three types of misconceptions experienced by students that was classificational misconceptions, Correlational misconception, and Teoritical misconception; (1) students take types correlational misconception. The indicator is writing units incorrectly. Before learning about concept Pythagoras Theorem, students master about unit concept.; (2) students take types classification misconception. The indicator is students missing determine side figure two and three dimentional to Pythagoras Theorem. In this misconception, students difficult illustration skew right triangle.; (3) students take types teoritic misconceptioan. The indicator is students missing giving the reason of problem. In this misconception is about triple Pythagoras concept. Student determine triple Pythagoras with calculate not with concept giving as multiples or formulas. By knowing the description of misconceptions that occur in students, teachers take the steps of the learning process accurately so student do not misconceptions

The Analysis of Students' Misconceptions in Shape Material at SMP Negeri 8 Jember

The study aims to determine the type of misconception and the cause of misconception to occur in shape material at SMPN 8 Jember. The research subject amounted to 20 grade 9 students. Data collection techniques using description questions are disseminated online. Data analysis techniques use the grouping criteria of understanding concepts from Renner and Brumby. Based on research that has been conducted through analysis of the results of student answers and interviews conducted online. Then the results obtained show that students of SMPN 8 Jember experience misconceptions in shape material of Error in determining the square including rhombus, error in specifying square including rectangular, error in determining rectangular including the, and error in determining rhombus including kite. Keywords: miskonsepsi, shape

Modelling of how lotto players select their number combinations dynamically

ABSTRACTBy examining a unique dataset, the authors build a time series model that can describe the dynamics of lotto players’ betting behaviour. The results are derived from a database maintained by a lottery operator in Taiwan, which consists of number combinations selected by players for 203 consecutive draws in 2 years, including those placed through certain systematic schemes. The dynamic models that the authors established show that the players’ number selection over time is influenced by three factors: the numbers that they chose in the last draw, the winning numbers of the previous draw and the numbers with the highest observed winning frequencies in the past. The first factor reflects the mean-reverting nature of the lotto players’ selection behaviour. The second reaffirms the well-known gambler’s fallacy in which players believe that they can improve their chances of winning by avoiding numbers that recently won. The third exhibits the players’ bias towards certain numbers with an above-average probability to be drawn. The two latter types of misconceptions are found to be more predominant in systematic betters, which suggests that the extent of the lotto players’ behavioural biases may vary according to how they place their bets.

MISKONSEPSI MAHASISWA PENDIDIKAN FISIKA PADA MATERI EFEK FOTOLISTRIK

An understanding of the photoelectric effect is the key to understanding the basics of quantum physics. The photoelectric effect can explain the quantization of energy that cannot be explained using classical physics theory. This study aims to determine the level of understanding of the concept of sixth semester physics education students of Semarang State University about the photoelectric effect. The data collection method used is a test method that contains a number of questions to reveal the students' conception of the photoelectric effect. Data analysis techniques in this study are quantitative and qualitative analysis. The results showed that as many as 61% -64% of students still had difficulty in distinguishing the effect of the frequency and intensity of light on the photoelectric effect. In addition, more than 83% of students have not been able to understand the function of the potential difference given between the cathode and anode plate in the photoelectric effect experiment. Based on the results of this study, it can be concluded that the level of understanding of the concept of students is still low, which is characterized by the existence of several types of misconceptions about the photoelectric effect.

Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review.

Student misconceptions are an obstacle in science, technology, engineering, and mathematics courses and unless remediated may continue causing difficulties in learning as students advance in their studies. Writing-to-learn assignments (WTL) are characterized by their ability to promote in-depth conceptual learning by allowing students to explore their understanding of a topic. This study sought to determine whether and what types of misconceptions are elicited by WTL assignments and how the process of peer review and revision leads to remediation or propagation of misconceptions. We examined four WTL assignments in an introductory biology course in which students first wrote about content by applying it to a realistic scenario, then participated in a peer-review process before revising their work. Misconceptions were identified in all four assignments, with the greatest number pertaining to protein structure and function. Additionally, in certain contexts, students used scientific terminology incorrectly. Analysis of the drafts and peer-review comments generated six profiles by which misconceptions were addressed through the peer-review process. The prevalent mode of remediation arose through directed peer-review comments followed by correction during revision. It was also observed that additional misconceptions were elicited as students revised their writing in response to general peer-review suggestions.

Undergraduate chemistry students’ misconceptions about reaction coordinate diagrams

Misconceptions are the “the old, the bad, and the ugly” prior knowledge, ideas or conceptions that the learners have that hinder their further learning in science. Several types of misconceptions that undergraduate students hold about reaction coordinate diagrams (from here on we use the term “reaction coordinate diagrams” and “energy diagrams” interchangeably) are described herein. The rationale of 223 students were coded based on their responses to a multiple-choice question on the topic, and interviews (n = 10) were used to delve deeper into the students’ knowledge structures. The results of the open coding of the rationale and the interviews were used in developing an instrument which was administered to 57 students. In this paper, we present the assessment instrument and the alternate conceptions that students have regarding energy diagrams that have not been reported in the literature yet. Implications for instructional approaches particular to the energy diagram topic are discussed.

EXPLORING MISCONCEPTIONS ABOUT THE CHARACTERISTICS OF SOLID, LIQUID, AND GAS AMONG JUNIOR HIGH SCHOOL STUDENTS IN KAMPOT PROVINCE, CAMBODIA

Research shows that students’ misconceptions interfere with students’ learning of scientific concepts. Meanwhile, the significant effects of students’ misconceptions on their achievement has been a concern for teachers who strive to find ways of dealing with the misconceptions. This study was conducted to explore Cambodian students’ misconceptions of states of matter (Solid, liquid, and gas), which main aimed to investigate what type of misconceptions which they held in the concept of characteristics of solid, liquid, and gas. Data was collected using a 15 multiple-choice two-tier test which was administered on 330 junior high school students in Kampot province, Cambodia. In this test, students’ responses were categorized into three: correct answer, misconception, and incorrect answer. Data analysis through descriptive statistics showed the frequencies of each students’ misconceptions. Students’ responses to the items revealed that 20 misconceptions were held by less than 50% of the students whereas 4 misconceptions were held by more than 50% of the students who took the test. Interviews with some of the students revealed the nature of students’ understanding of the concept of states of matter. Two main conclusions were derived to explain these results: 1) students tend to attribute macroscopic view to microscopic view and 2) students believe matter exist unless they see.