Understanding Of Basic Concepts Research Articles

Teachers’ insight into misconceptions about simple circuits

Teachers’ insight into misconceptions about simple circuits. Many studies on learners’ misconceptions about electricity have been published internationally, but studies on teachers’ awareness of these misconceptions are few. This article reports on a case study to investigate to what extent South African teachers understand learners’ misconceptions about series and parallel circuits, and to what extent such understandings are integrated into their pedagogical content knowledge. Nine teachers from public schools were purposefully selected to participate in the study. Qualitative data were collected from questionnaires and interviews. It was found that teachers often indicate simple misconceptions as sources of learners’ mistakes, but that misconceptions related to incorrect analysis are seldom mentioned. Furthermore, it was found that these teachers’ knowledge about misconceptions was fragmented and not integrated with their understanding of basic concepts. The results indicate that these teachers display inadequate pedagogical content knowledge regarding misconceptions about series and parallel circuits. It is recommended that pedagogical content knowledge regarding misconceptions should be developed during teacher training.

Wound Healing Society 2014 update on guidelines for arterial ulcers.

Wound Healing Society 2014 update on guidelines for arterial ulcers.

Teacher Opinions on Gaining of Basic Skills in the Life Studies Curriculum by Students

Research aims to present the acquisition status of basic skills which are aimed in Life studies Lesson Curriculum by students based on ideas of teachers who are working in public schools. Research was implemented with mixed research model which was formed by using qualitative and quantitative methods together. With this sense sampling of research is formed by 287 classroom teachers who are working in Ordu City Unye Town. According to findings of descriptive analysis participants gain skill of understanding basic concepts at good level and other skills at medium level. According to test results of Kruskal-Walls and One-Way Anova, results indicated that ideas of participants related to acquisition of basic skills in life studies curriculum do not have difference with respect to participant's gender, educational status, occupational experience and class grade which they instruct. Different arrangements and implementations should be developed for providing students acquire basic skills which are included in Life studies Course Training Program.

Mathematical elegance: an approachable guide to understanding basic concepts

The heart of mathematics is its elegance; the way it all fits together. Unfortunately, its beauty often eludes the vast majority of people who are intimidated by fear of the difficulty of numbers. Mathematical Elegance remedies this. Using hundreds of examples, the author presents a view of the mathematical landscape that is both accessible and fascinating. At a time of concern that American youth are bored by math, there is renewed interest in improving math skills. Mathematical Elegance stimulates students, along with those already experienced in the discipline, to explore some of the unexpected pleasures of quantitative thinking. Invoking mathematical proofs famous for their simplicity and brainteasers that are fun and illuminating, the author leaves readers feeling exuberant-as well as convinced that their IQs have been raised by ten points. A host of anecdotes about well-known mathematicians humanize and provide new insights into their lofty subjects. Recalling such classic works as Lewis Carroll's Introduction to Logic and A Mathematician Reads the Newspaper by John Allen Paulos, Mathematical Elegance will energize and delight a wide audience, ranging from intellectually curious students to the enthusiastic general reader.

Application of Cues, Prompts, Probes, Questions and Gestures (CPPQG) in Physics Teaching and Learning

This study was an action research using cues, prompts, probes, gestures and questioning strategy to remediate some learning difficulties of students in some physics concepts. This was done by collecting both quantitative and qualitative data using teacher constructed test. Pre-test, was used to assess students' prior knowledge and post-test to determine the final state of the learners. A sample of 40 Level 200 Geography Education students of the Department of Science Education, Modibbo Adama University of Technology, Yola, Nigeria, participated in the study. The data collected were analysed using descriptive statistics, percentages, paired sample t- test and the correlation statistic. The results obtained showed an improvement in students' understanding of basic concepts in optics, heat and mechanics. Students performed relatively better in optics (80% of the students) scoring 45% and higher; followed by thermal physics (heat) (70 %) and mechanics (50%). The post-test mean score was higher than the pre-test. Also, paired sample t-test was significant at 0.05 alpha level and df of 39. Similarly, a moderately high and significant correlation coefficient of 0.70 was calculated between the pre and post test scores. Based on the findings, it is recommended that teachers should integrate CPPQG into all forms of physics instruction in today's changing world of technologies. This is a major way to make its learning interesting to the average learner who ordinarily may not be able to make the kind of connections expected in maximizing physics teaching and learning.

An Analysis of Teachers’ Concept Confusion Concerning Electric and Magnetic Fields

In an exploratory study, 36 South African physical science teachers’ understanding of basic concepts concerning electric and magnetic fields was studied from a perspective of possible concept confusion. Concept confusion is said to occur when features of one concept are incorrectly attributed to a different concept, in the case of this study to magnetic and electric fields. An example of concept confusion is the perception that a magnetic north pole has an excess of positive charges and consequently attracts negative charges placed in the field. The researchers constructed a framework of 20 interrelated critical aspects of which the scientific topic is composed conceptually. Next, the understanding of concepts and interactions in electric and magnetic fields by 36 teachers of physical science (a subject combining physics and chemistry for grades 10–12), who were enrolled for an in-service subject knowledge upgrading course, was probed through questionnaires and interviews. This approach allowed us to answer the central research question of this study: what alternative understandings do teachers have of the topic of electric and magnetic fields in terms of potential concept confusion? The teachers’ understanding does appear to be interpretable in terms of whether or not they distinguish between the critical aspects identified in this study. The results show six categories of aspects of electric and magnetic fields causing teachers’ inability to distinguish between the two fields, with a consequent confusion of concepts. These categories are: sources of currents; sources of electric fields; sources of magnetic fields; the effects of electric and magnetic fields on materials; electric and magnetic forces; and the direction of the electric and magnetic forces. Results from this research study may contribute to the enhancement of physical science teacher training and consequently school teaching.

The parallel globe: a powerful instrument to perform investigations of Earth’s illumination

Many researchers have documented the difficulties for learners of different ages and preparations in understanding basic astronomical concepts. Traditional instructional strategies and communication media do not seem to be effective in producing meaningful understanding, or even induce misconceptions and misinterpretations. In line with recent proposals for pedagogical sequences and learning progressions about core concepts and basic procedures in physics and astronomy education, in this paper we suggest an intermediate, essential step in the teaching path from the local geocentric view of the Earth–Sun system to a heliocentric one. With this aim we present data collected over a day and a year from an instrument we call the ‘parallel globe’, a globe positioned locally homothetic to the Earth. Some analyses are suggested, in particular of the phenomenon of illumination of the Earth and its variations, that are consistent with the proposed instructional objectives.

Interpretation of basic concepts in theories of human motor abilities

The basic aim of this research is to point to the possible language, logical and knowledge problems in interpretation and understanding of basic concepts in theories of motor abilities (TMA). Such manner of review is not directed only to 'mere understanding', it can lead to a new growth of scientific knowledge. Accordingly, the research question is set, i.e. the research issue: Is there a language, logical and knowledge agreement between basic concepts in the theories of human motor abilities? The answer to the set question direct that a more complete agreement between the basic concepts in the theories of human motor abilities should be searched in a scientific dialog between researchers of various beliefs.

Sex-specific differences in Meiosis: Real-world applications

In traditional classrooms, students are typically presented with facts that they are asked to memorize and recall during an exam.  The rapid explosion of available scientific facts in recent years has made this model of teaching impractical.  In the current informational landscape, students would be better equipped by being able to evaluate and critically analyze scientific data.  As an alternative education approach, we have developed a student-driven lesson plan that utilizes active-learning techniques.  Our lesson plan focuses on teaching the differences in meiosis between human sexes.  Students come to class having read background material.  During class time, they engage in activities that challenge both their basic understanding of concepts as well as how to apply these concepts to real-world situations.  The instructor facilitates and clarifies misunderstandings.  The Lesson was tested at three institutions in different levels of courses and class sizes, which provided learning assessment data that are presented here.  Our data show that the overall learning success of this specific content (meiosis) was similar in a traditionally taught classroom versus our active learning-based lesson.  However, based on our own experiences, we observed that student participation in this active-learning lesson was noticeably higher than in any of our traditionally taught classes.  Our active-learning lesson highlights the benefits of using active learning techniques in achieving not only learning of content but also increasing student ability to apply the learned material to real-life situations.  Although we have applied these principles in Genetics and General Biology courses, they are applicable to a wide range of topics and subjects.          

Chemical Kinetics Laboratory Discussion Worksheet

A laboratory discussion worksheet and its answer key provide instructors and students a discussion model to further the students' understanding of chemical kinetics. This discussion worksheet includes a section for students to augment their previous knowledge about chemical kinetics measurements, an initial check on students' understanding of basic concepts, a group participation model where students work on solving complex-conceptual problems, and a conclusion to help students connect this discussion to their laboratory or lecture class. Additionally, the worksheet has a detailed solution to a more advanced problem to help students understand how the concepts they have put together relate to problems they will encounter during later formal assessments.

Developing Effective Mathematics Teaching: Assessing Content and Pedagogical Knowledge, Student-Centered Teaching, and Student Engagement

Abstract: The Mathematics Teacher Transformation Institutes (MTTI] program attempts to develop math teacher leaders in part by providing content, inquiry and leadership courses aimed at making them more effective teachers. We assessed progress by observing teacher leaders' teaching practices, and encouraging them to introduce or extend studentcentered pedagogy in their classrooms. We found there was little relationship between our measures of mathematics content knowledge and student-centered pedagogy. But teachers who employed student-centered pedagogy tended to have more highly-engaged math students in their classrooms.Keywords: effective mathematics teaching; math content knowledge; student-centered teaching; student engagement.Improving student achievement in mathematics and science has been a concern in the United States of America since the early 1980s when international tests began showing U. S. students falling behind most developed countries in mathematics and science skills. Many U. S. students do not obtain the knowledge and skills, particularly in science, technology, engineering, and mathematics (STEM), which are required for success in the global marketplace of the 21st century (National Academy of Sciences, 2006}.Educators, educational researchers, and policy makers have not always agreed about the reasons for the failure of U. S. students to perform. Some argue many mathematics teachers have inadequate mathematical content knowledge themselves, and thus are unable to teach their students to the highest level (Ahuja, 2006; Ginsburg, Cooke, Leinwand, Noell & Pollock, 2005]. Others (Darling-Hammond, 2007; National Council of Supervisors of Mathematics [NCSM], 2008; National Council of Teachers of Mathematics, 2000; Office of Science and Technology Policy, 2006; U.S. Department of Education, 2004; National Science Board, 2006), in part, relate such an educational failure not only to the lack of qualified teachers with solid content knowledge in STEM, but also to a profound lack of understanding of teaching and learning in grades K-12, which may lead to the use of ineffective teaching practices. For Brown and Borko (1992), and Ball and Bass (2000), understanding content knowledge and methods of inquiry in mathematics are at the core of effective teaching and learning. The use of inquiry-based approaches to instruction, in which students have opportunities to construct their own understanding of basic concepts, is thought by many educational theorists to be most appropriate in developing students' understanding of mathematics and science concepts. Such approaches call for teachers to be able to engage students in critical, in-depth, higher-order thinking through use of manipulatives, technology, cooperative learning and other pedagogical approaches that enable students to construct mathematics concepts on their own through reasoning, verifying, comparing, synthesizing, interpreting, investigating or solving problems, making connections, communicating ideas and constructing arguments (Grouws & Shultz, 1996; National Council of Teachers of Mathematics [NCTM], 2000). These approaches are characteristic of what is often called student-centered teaching as opposed to the so-called approaches in which the predominant view is that mathematics teaching is a show-and-tell as well as a supervision of drills and practice (Davis, 1988). In this view, it is assumed that learning occurs passively when students absorb received knowledge from an all-knowing teacher or expert. This approach is often referred to as teacher-centered. The Mathematics Association of America (MAA, 2008) argues that in order to prepare students for the increasingly complex mathematics of this century, a student-centered approach to teaching is more appropriate than the traditional teacher-centered approach. The MAA (2008) asserts the need to develop pedagogies that could be used effectively to facilitate students' mathematical abilities. …

Strength and adhesion properties of acrylic polyol‐epoxy polyol resin protective coating on mild steel substrate

PurposeThe purpose of this paper is to improve the strength and adhesion properties of modified acrylic polyol resin using epoxy polyol resin (DEGBA).Design/methodology/approachThe hybrid systems were prepared by blending acrylic resin with epoxy polyol resin (Diglycidyl Ether of Bisphenol‐A, DGEBA) and polyisocyanate resin as hardener in various weight ratios with xylene as a solvent. The samples were applied on the pre‐treated cold rolled mild steel panels. The mechanical property of the blend has been evaluated using rapid impact tester (Sheen 806/40) and adhesion tester (Sheen Cross‐Hatch 750). Intended panels were checked for cracks using Dino‐Lite and Pinhole detectors (Elcometer 270/4). Crossed panels were observed for damages using digital polarized microscope (Dino‐Lite, AM413ZT). The thermal properties were studied using thermal analysis system (TGA TA‐Q500, DSC TA‐Q200).FindingsThe modification of acrylic polyol resins using DGEBA showed significant improvement of toughness compared to pure acrylic polyol resins. The blending systems with 10 wt percent of DGEBA and 90 wt percent of acrylic resin showed good adhesion and impact resistance properties on mild steel substrate.Research limitations/implicationsThe hybrid coating system has contributed to the basic conceptual understanding of the corrosion protection property, focusing mainly on recent research available.Practical implicationsThe blending method provided a simple and practical solution to improve the toughness of acrylic polyol resins.Originality/valueThe method for enhanced toughness of cured acrylic was novel and functionality of coating critically depends on adhesion between the coatings and underlying metal substrate.

Application Study of 3D Display Technology in EDA Experiment

Experiment is an important part in the teaching process of electronic technology course, and EDA virtual experiment provides an interactive, active participatory and responsive learning environment for the students by creating a virtual environment. This learning environment can help students to grasp the theoretic knowledge from classroom learning faster and better, deepen the understanding of basic concepts and principles and be familiar with the use of commonly used electronic instruments, which would promote the cultivation of students' quality. Moreover, in the environment of 3D display, students can observe three-dimensional objects from different perspectives and won't be confused with the excessive crosses of conductor design, so as to strengthen their feelings on the actual electronic devices.

The effect of short formative diagnostic web quizzes with minimal feedback

To help students gauge their understanding of basic concepts and encourage good study habits, we administered short online quizzes that use generic questions in the crucial first few weeks of a course. The purpose of the study was to investigate whether the combination of these web quizzes with generic questions with only binary feedback (right or wrong) would be beneficial for students' learning. We implemented these quizzes in three classes in two different subjects at two different universities, one in Sweden and one in the USA. The students' views on the quizzes' effect on their learning was investigated with surveys and interviews. Almost all students appreciated having these quizzes and 38% of them changed their view on how much they knew of the material covered in the course. Furthermore, over 20% of the students reported altering their study habits as a consequence, in particular studying harder or earlier. In conclusion, this study indicated that short quizzes using generic questions with limited correct/incorrect feedback on each question, have positive effects when administered early in courses. The combination of generic questions and short quizzes could be of value for those contemplating automatic formative assessment, particularly if there is some hesitation with respect to the resources needed for constructing and validating the automatic feedback.

Building foundations for numeracy: A qualitative analysis of the basic concept knowledge demonstrated by young deaf children

THE QUALITATIVE STUDY DESCRIBED in this article examines the knowledge of basic concepts demonstrated by six young deaf children* with high/low levels of mathematical ability as measured by performance on a formal (i.e. Bracken Basic Concept Scale) and informal (i.e. classification/sorting task) assessment. Findings indicate that children with lower mathematics ability, as measured by the Test of Early Mathematics Ability (TEMA-3), also demonstrated limited understanding of basic concepts and weaker thinking skills as evidenced by a lack of ability to categorise or classify at a level comparable to their more mathematically able peers. Such performance suggests that a foundation in basic concept knowledge and thinking skills may be critical to the development of early numeracy skills.

Economics in World History: Two Success Stories

The objective of this essay is to assist secondary school world history teachers in helping students develop an understanding basic economic concepts through learning about two successful pre-industrialized economies: The Florentine Republic and Tokugawa Japan. We includes a short introduction about the importance of integrating economic concepts in history instruction; narratives suitable for teachers and many high school students on the economies of the Republic of Florence and Tokugawa Japan; and an annotated list of pedagogical resources suitable for more extensive study of both societies.

Teaching two basic nanotechnology concepts in secondary school by using a variety of teaching methods

A nanotechnology module was developed for ninth grade students in the context of teaching chemistry. Two basic concepts in nanotechnology were chosen: (1) size and scale and (2) surface-area-to-volume ratio (SA/V). A wide spectrum of instructional methods (e.g., game-based learning, learning with multimedia, learning with models, project based learning, and storytelling and narratives) was implemented to support students' understanding. Students' interviews and the content of students' final projects were used and analyzed to learn how using a variety of teaching methods influenced students' understanding of basic concepts in nanotechnology. In addition, the study examined which methods enhance students' understanding and which do not, according to students' perceptions. Students felt that most of the teaching methods facilitated their learning, with the exception of two activities: the Hungarian cube, and nano effect simulation; these two activities were very abstract and confused the students. Finally, we formulated recommendations regarding methods for teaching nanotechnology in the future.

The Effect of Animation Enhanced Worksheets Prepared Based on 5E Model for the Grade 9 Students on Alternative Conceptions of Physical and Chemical Changes

Abstract The aim of this study is to determine the effect of teaching material based on 5E model for overcoming the alternative conceptions related to physical and chemical change. A quasi-experimental design and one control group (CG, N = 40) and one experimental group (EG, N = 40) were used. While the control group taught traditional instruction the experimental group received animation enhanced worksheets-based instruction. Teaching material included worksheet enriched with animations related to physical and chemical changes. The Concept Achievement Test consisting of 17 open-ended questions was used to collect data as pretest and posttest. Results indicate that while there is no statistically significant difference between groups in pretest, performance of EG students is greater than the CG ones in posttest. And also, the EG students are better in remediating their alternative conceptions related to the physical and chemical change. Based on the study, it is concluded that animation enhanced worksheets may be effective way to improve student's understanding of basic concepts and to dispell students’ alternative conceptions.

Topological structure of generalized rough sets

In this paper, we investigate some properties of (X,τθ) such as compactness, separate property, Lindelöf property and connectedness, where (X,τθ) is induced by a reflexive relation θ on X which may be infinite. Moreover, we introduce the concept of approximating spaces and research their characterizations and properties. Particularly, we obtain a sufficient and necessary condition that topological spaces are approximating spaces. These will be not only conducive to better understanding basic concepts and properties of a rough set, but also have theory and actual significance to topology.

교육소외 학생들을 위한 수업모형과 통계이해수준에 관한 연구

We took note of the fact that there were not many studies on improvement of mathematics learning in the field of statistics for the minority students from the families who belonged to the Low-SES. This study was to help them understand the concepts and principles of mathematics, motivate them for mathematics learning, and have them feel familiar with it. The subjects were 12 students from the low-SES families among the sophomores of 00 High School in Gyeonggi-do. Although it could not be achieved effectively in the short-term of learning for the slow learners, their understanding of basic concepts and confidence, interests and concerns in statistical learning were remarkably changed, compared to their work in the beginning period. Our discourse classes using various topics and examples were well perceived by the students whose performance was improved up to the 3rd thinking level of Mooney`s framework. Also, a meaningful instructional model for slow learners(IMSL) was found through the discourse.