Students’ Misconceptions on Titration

Students' misconceptions about perceived physiological responses.

Students' misconceptions about scientific phenomena can arise from at least two possible sources, the students' personal experience with those phenomena and things learned in the classroom. Misconceptions have been studied in a variety of science disciplines, but little attention has been given to the faulty models that students have for physiological processes. In this study 393 undergraduates...

Misconceptions--what students think they know.

How do you know that a student has a misconception? You ask a question and find that the answer you get is wrong, often in an odd or unexpected way. So, you ask a follow-up question, or you ask the student to explain the previous answer, and again you get an odd answer or explanation. Thus the questions that you have asked, whether in the classroom or in your office, are diagnostic probes, and ...

Misconceptions About Sound Among Engineering Students

Our first objective was to detect misconceptions about the microscopic nature of sound among senior university students enrolled in different engineering programmes (from chemistry to telecommunications). We sought to determine how these misconceptions are expressed (qualitative aspect) and, only very secondarily, to gain a general idea of the extent to which they are held (quantitative aspect)...

Misconceptions in students: how to resolve them?

Misconceptions in Australian Students’ Understanding of Ozone Depletion

Declining levels of stratospheric ozone resulting from anthropogenic source gases is internationally recognized as one of the Earth’s most important environmental issues. In the last twenty years, global ozone trends show that concentrations are decreasing by 2-5% per decade in the middle latitudes. The societal concern is that with decreasing concentrations of ozone, the amount of the Sun’s ul...