Prevalence of belief in science misconceptions among a group of in-service teachers in Georgia

1952 ◽  
Vol 36 (4) ◽  
pp. 221-227 ◽  
Author(s):  
W. W. E. Blanchet
Keyword(s):  
Science Misconceptions

Public law: a tool for modern management, not an impediment to reform

2005 ◽  
Vol 71 (2) ◽  
pp. 267-277 ◽  
Author(s):  
Jacques Ziller
Keyword(s):  
Public Management ◽  
Public Law ◽  
The State ◽  
State Law ◽  
Modern Management ◽  
Science Misconceptions ◽  
Indispensable Tool

In order to appreciate that public law is capable of operating as a tool for modern public management rather than an impediment to reform, it is necessary to overcome a series of confusions, clichés and misunderstandings relating to the very notions of law, public management and public law. A series of confusions and misunderstandings results as much from the multiplicity of meanings attached to the terms used, as from ignorance of the complexities of both practice and science. Misconceptions as to concepts assumed to be different on either side of the Channel or either side of the Atlantic must be identified and dismantled. If lawyers take the trouble to delve into what law is — and public law in particular — and if the permanent temptation on the part of conservative thinking of every kind to instrumentalize law, as a supposed obstacle to change, is countered, it is possible to demonstrate that, far from being an obstacle to the reform of the state, law — and public law in particular — is capable of providing a considerable incentive to modernization, of which it is an indispensable tool.

scholarly journals The Common Science Misconceptions in Indonesia Junior High School Students

2018 ◽  
Vol 2 (1) ◽  
pp. 21-24
Author(s):  
Putri Anjarsari
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
School Students ◽  
Study Program ◽  
Science Misconceptions ◽  
Descriptive Research ◽  
Reaction Forces ◽  
Relationship Of ◽  
The Relationship

Identifying and correcting the mistake that students make about science concept is very important. The main purpose of this article is to analyse some publications about common science misconceptions in some science topics in junior high schools. Misconceptions are erroneous perceptions of what is universally accepted. The misconception identification in this research is based on the descriptive research using some journal publications in Indonesia university which is held science education study program. Study found that : the concept of photosynthesis,  respirations, the relationship of photosynthesis and respirations, force (action and reaction forces) , and Newton laws are most frequently investigated as misconceptions of science. Students’ interest and learning environments are some reasons of students’ misconceptions.

scholarly journals Identification of Misconceptions in Science Learning During the Covid-19 Pandemic Using the CRI (Certainty of Response Index) Method for Primary school Students

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 145-150
Author(s):  
Elisa Prezilia Dewi ◽  
Fitria Wulandari
Keyword(s):  
Primary School ◽  
Science Learning ◽  
Effect Of Temperature ◽  
School Students ◽  
Index Method ◽  
Class V ◽  
Science Misconceptions ◽  
Response Index ◽  
Object Properties ◽  
Initial Concept

This research aims to identify the science misconceptions of elementary school students using CRI (Certainty of Response Index), as well as to describe the factors of students' misconceptions at Primary school Muhammadiyah 8 Tulangan. This research uses the descriptive qualitative method. The subjects used in this study were class V, totaling 26 students. Data collection techniques using the test, interviews, and documentation. Based on the results obtained from the research as a whole, the highest misconception is about the concept of the effect of temperature on changes in the shape of objects by 44.70%, the concept of temperature and heat by 39.42%, and the lowest misconception is about the concept of object properties by 32.04%. From the results of research using the CRI (Certainty of Response Index) method, several factors cause misconceptions, namely from the students themselves who come from the initial concept and students wrong intuition, then misconceptions from the teacher, as well as incomplete book explanations. So it can be concluded that science learning during the covid-19 pandemic caused misconceptions for students of Primary school Muhammadiyah 8 Tulangan

scholarly journals Transgenic Plants and Biosafety: Science, Misconceptions and Public Perceptions

BioTechniques ◽  
2000 ◽  
Vol 29 (4) ◽  
pp. 832-843 ◽  
Author(s):  
C. Neal Stewart ◽  
Harold A. Richards ◽  
Matthew D. Halfhill
Keyword(s):  
Transgenic Plants ◽  
Public Perceptions ◽  
Science Misconceptions

scholarly journals PPE Model for Misconception Remedial of Science for Junior High School Students

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Rumiyati Rumiyati ◽  
Indrawati Indrawati ◽  
Sutarto Sutarto ◽  
Iwan Wicaksono
Keyword(s):  
High School ◽  
High School Students ◽  
Kinetic Energy ◽  
Potential Energy ◽  
Junior High School ◽  
Junior High ◽  
Evaluation Model ◽  
Junior High School Students ◽  
School Students ◽  
Science Misconceptions

This article is a result of developmental research of PPE (Peer, Tutoring, Presentation, and Evaluation) model for remedy several science misconceptions: work, kinetic energy, the potential energy of junior high school students. The research aims to describe the science misconceptions of students and the effectiveness PPE model to remedy students’ misconceptions. The research was conducted by 31 students of SMP 1 Kencong, Jember Regency, who had misconceptions of those concepts. Technique for collecting data was test and interview. The data collection were analysed qualitatively descriptive. Findings of the research were: Most of the students had three kinds of misconceptions, they said that if a body has a force, it also has work; if velocity of body increased three times, so the kinetic energy increased three times; in freely falling bodies, when an object approaches the ground, it has null kinetic energy and high potential energy. The effectiveness of the PPE model to remedy those students’ misconceptions can be seen from positive students’ responses to the implementation of the model to remedy their misconceptions and the average of the number of students’ misconceptions decrease from 100% to 15,4%. The study can be concluded that the PPE model effective for remedy students’ misconceptions of work, kinetic energy, and potential energy concepts.

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