scholarly journals Overcoming University Students’ Alternative Conceptions in Newtonian Mechanics

2020 ◽  
Vol 9 (2) ◽  
pp. 22
Author(s):  
Ahcene Serhane ◽  
Mahdi Debieche ◽  
Boudhar Karima ◽  
Abdelhamid Zeghdaoui
Keyword(s):  
University Students ◽  
Alternative Conceptions ◽  
Newtonian Mechanics

scholarly journals Are We Aware of What Is Going on in a Student’s Mind? Understanding Wrong Answers about Plant Tropisms and Connection between Student’s Conceptions and Metacognition in Teacher and Learner Minds

2018 ◽  
Vol 8 (4) ◽  
pp. 164
Author(s):  
Ewa Sobieszczuk-Nowicka ◽  
Eliza Rybska ◽  
Joanna Jarmużek ◽  
Małgorzata Adamiec ◽  
Zofia Chyleńska
Keyword(s):  
Teacher Training ◽  
University Students ◽  
Alternative Conceptions ◽  
Sample Survey ◽  
Academic Training ◽  
Biology Students ◽  
Before And After ◽  
Curse Of Knowledge ◽  
Two Stages ◽  
Academic Teacher

Problems with understanding concepts and mechanisms connected to plant movements have been diagnosed among biology students. Alternative conceptions in understanding these phenomena are marginally studied. The diagnosis was based on a sample survey of university students and their lecturers, which was quantitatively and qualitatively exploratory in nature (via a questionnaire). The research was performed in two stages, before and after the lectures and laboratory on plant movements. We diagnosed eight alternative conceptions before the academic training started. After the classes, most were not been verified, and in addition, 12 new conceptions were diagnosed. Additionally, we report that teachers are not aware of students’ possible misunderstandings. They do not perceive students’ troubles with switching between levels of representations, nor their alternative conceptions. A case of “curse of knowledge” was observed and academic teacher training is recommended. Additionally, the need for metacognition as a crucial element in laboratory activities seems supported by our presented results. Such metacognition refers to students as well as teachers, which leads to the conclusion that teachers should be aware of students’ way of thinking and the development of knowledge in one’s own mind.

Microworlds and Direct Manipulation Environments: The Case of Newtonian Mechanics

2002 ◽  
Vol 27 (1) ◽  
pp. 167-183 ◽  
Author(s):  
Ian Stevenson
Keyword(s):  
Mathematical Modeling ◽  
University Students ◽  
Mathematical Reasoning ◽  
Newtonian Mechanics ◽  
Naive Realism ◽  
Direct Manipulation ◽  
Naïve Realism ◽  
Modes Of Interaction ◽  
Physics Knowledge

This article probes some transitions from naive realism to formal mathematical modeling, using a Direct Manipulation Environment (DME) for Newtonian Mechanics. It takes the form of a case study of two pre-university students as they work on a system of connected particles using the DME Interactive Physics (Knowledge Revolution). The article analyses the ways in which students developed an argument to account for the system's behavior. A discussion follows which examines the interplay of mathematical reasoning, modes of interaction with technology, and setting, in the process of formal mathematical modeling. Throughout the article, comparisons are made between the direct manipulation metaphor and interpretations of the microworld notion to aid analysis.

scholarly journals DEVELOPMENT OF AN ONLINE THREE-TIER DIAGNOSTIC TEST TO ASSESS PRE-UNIVERSITY STUDENTS’ UNDERSTANDING OF CELLULAR RESPIRATION

2016 ◽  
Vol 15 (4) ◽  
pp. 532-546 ◽  
Author(s):  
Rohaida Mohd Saat ◽  
Hidayah Mohd Fadzil ◽  
Nor Azlina Abd. Aziz ◽  
Kamariah Haron ◽  
Kamaludin A. Rashid ◽  
...  
Keyword(s):  
University Students ◽  
Diagnostic Test ◽  
Diagnostic Tool ◽  
Quantitative Methods ◽  
Assessment Tool ◽  
Alternative Conception ◽  
Assessment Tools ◽  
Alternative Conceptions ◽  
Cellular Respiration ◽  
Contributing Factors

This research reports the development of an online three-tier diagnostic instrument for pre-university students related to cellular respiration. To date, only few studies have been conducted to identify students’ alternative conception in the topic of cellular respiration. One of the contributing factors is due to lack of instrument developed to measure these alternative conceptions. Three-tier tests are used as assessment tools for lecturers to determine students’ alternative conceptions related to cellular respiration and their knowledge and understanding about the concepts. The research incorporates both qualitative and quantitative methods. The instrument was developed in five phases: (1) construction of items, (2) pilot study, (3) validation of instrument, (4) transforming the instrument into an online assessment tool, and (5) the administration of the Online Diagnostic Tool (ODiT). The Cellular Respiration ODiT consists of three tiers: answer and reasoning tiers to measure “content knowledge” and “explanatory knowledge” respectively, and a third tier that measures the level of confidence of pre-university students. Analysis of the students’ responses demonstrated acceptable reliability and validity of the instrument. The research also shows that both students and lecturers benefit when online diagnostic tests are implemented appropriately. Key words: biology alternative conception, online diagnostic tool, three-tier diagnostic test.

scholarly journals Changing University Students’ Alternative Conceptions of Optics by Active Learning

2013 ◽  
Vol 3 (3) ◽  
pp. 29-48
Author(s):  
Zalkida Hadžibegović ◽  
Josip Sliško
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
University Students ◽  
Scale Up ◽  
Image Formation ◽  
Alternative Conceptions ◽  
Learning Session ◽  
Conceptual Question ◽  
Interactive Lecture ◽  
Positive Effect

Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the truly impressive implementation results of the SCALE-UP learning environment suggest that such beliefs are false (Beichner et al., 2000). In this study, we present a design of an active learning environment with positive effect on students. The design is based on the following elements: (1) helping students to learn from interactive lecture experiment; (2) guiding students to use justified explanation and prediction after observing and exploring a phenomenon; (3) developing a conceptual question sequence designed for use in an interactive lecture with students answering questionsin worksheets by writing and drawing; (4) evaluating students’ conceptual change and gains by questions related to light reflection, refraction, and image formation in an exam held a week after the active learning session. Data were collected from 95 science freshmen with different secondary school backgrounds. They participated in geometrical optics classes organized for collecting research results during and after only one active learning session. The results have showed that around 60% of the students changed their initial alternative conceptions of vision and of image formation. It was also found that a large group of university students is likely to be engaged in active learning, shifting from a passive role they usually play during teacher’s lectures.

Mapping the conceptual space formed by students’ understanding of coordination number of a transition metal complex: an exploratory study

2019 ◽  
Vol 20 (3) ◽  
pp. 468-483
Author(s):  
Bellam Sreenivasulu ◽  
R. Subramaniam
Keyword(s):  
Transition Metal ◽  
University Students ◽  
Metal Complex ◽  
Coordination Number ◽  
Exploratory Study ◽  
Transition Metal Complex ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Alternative Conceptions ◽  
Conceptual Space

We report here on an exploratory study done with a sample of university students (N = 140) which sought to explore their understanding of the term ‘coordination number’, a concept encountered in the topic of transition metals chemistry, through a simple open-ended question. The findings show that the conceptual space related to the conceptions students harbour span the interval from non-canonical to canonical limits. That is, the responses from the students include incorrect, partially correct and correct answers. Additionally, instructor commentary, based on teaching experience acquired with a number of cohorts of students, is provided for the range of conceptions encountered, a departure somewhat from the traditional approach, and among the very few, if any, studies, which use such an approach. Those conceptions that are partially correct cannot strictly be labelled as alternative conceptions as it is argued that these can still be used by students to solve problems set in certain contexts on the topic.

Viewing music videos: Emotion and viewer interpretation

2002 ◽  
Vol 14 (2) ◽  
pp. 69-79 ◽  
Author(s):  
Joan M. Preston ◽  
Michael Eden
Keyword(s):  
University Students ◽  
Emotional Content ◽  
Music Videos ◽  
Music Video ◽  
Mediating Factors ◽  
Comparative Media

Abstract. Music video (MV) content is frequently measured using researcher descriptions. This study examines subjective or viewers’ notions of sex and violence. 168 university students watched 9 mainstream MVs. Incidence counts of sex and violence involve more mediating factors than ratings. High incidents are associated with older viewers, higher scores for Expressivity, lower scores for Instrumentality, and with video orders beginning with high sex and violence. Ratings of sex and violence are associated with older viewers and lower scores for Instrumentality. For sex MVs, inexperienced viewers reported higher incidents and ratings. Because MVs tend to be sexier but less violent than TV and film, viewers may also use comparative media standards to evaluate emotional content MVs.

Emotion Appraisals Predict Neuroticism and Extraversion

2015 ◽  
Vol 36 (1) ◽  
pp. 1-10
Author(s):  
Andrew Comensoli ◽  
Carolyn MacCann
Keyword(s):  
University Students ◽  
The State ◽  
The Relationship

The current study proposes and refines the Appraisals in Personality (AIP) model in a multilevel investigation of whether appraisal dimensions of emotion predict differences in state neuroticism and extraversion. University students (N = 151) completed a five-factor measure of trait personality, and retrospectively reported seven situations from the previous week, giving state personality and appraisal ratings for each situation. Results indicated that: (a) trait neuroticism and extraversion predicted average levels of state neuroticism and extraversion respectively, and (b) five of the examined appraisal dimensions predicted one, or both of the state neuroticism and extraversion personality domains. However, trait personality did not moderate the relationship between appraisals and state personality. It is concluded that appraisal dimensions of emotion may provide a useful taxonomy for quantifying and comparing situations, and predicting state personality.

Assessing Personality With Multi-Descriptor Items

2019 ◽  
Vol 35 (1) ◽  
pp. 117-125
Author(s):  
Johannes Schult ◽  
Rebecca Schneider ◽  
Jörn R. Sparfeldt
Keyword(s):  
University Students ◽  
Construct Validity ◽  
Big Five ◽  
Reliability And Validity ◽  
Personality Inventory ◽  
The Other ◽  
Short Version ◽  
Big Five Inventory ◽  
Personality Inventories

Abstract. The need for efficient personality inventories has led to the wide use of short instruments. The corresponding items often contain multiple, potentially conflicting descriptors within one item. In Study 1 ( N = 198 university students), the reliability and validity of the TIPI (Ten-Item Personality Inventory) was compared with the reliability and validity of a modified TIPI based on items that rephrased each two-descriptor item into two single-descriptor items. In Study 2 ( N = 268 university students), we administered the BFI-10 (Big Five Inventory short version) and a similarly modified version of the BFI-10 without two-descriptor items. In both studies, reliability and construct validity values occasionally improved for separated multi-descriptor items. The inventories with multi-descriptor items showed shortcomings in some factors of the TIPI and the BFI-10. However, the other scales worked comparably well in the original and modified inventories. The limitations of short personality inventories with multi-descriptor items are discussed.

Acceptance of Cosmetic Surgery Among British Female University Students

2012 ◽  
Vol 17 (1) ◽  
pp. 55-62 ◽  
Author(s):  
Viren Swami ◽  
Angela Nogueira Campana ◽  
Rebecca Coles
Keyword(s):  
University Students ◽  
Ethnic Differences ◽  
Cosmetic Surgery ◽  
South Asians ◽  
Ethnically Diverse ◽  
Self Esteem ◽  
Demographic Variables ◽  
Lower Body ◽  
Body Appreciation ◽  
African Caribbean

Although patients of cosmetic surgery are increasingly ethnically diverse, previous studies have not examined ethnic differences in attitudinal dispositions toward cosmetic surgery. In the present study, 751 British female university students from three ethnic groups (Caucasians, South Asians, and African Caribbeans) completed measures of acceptance of cosmetic surgery, body appreciation, self-esteem, and demographic variables. Initial between-group analyses showed that Caucasians had lower body appreciation and self-esteem than Asian and African Caribbean participants. Importantly, Caucasians had higher acceptance of cosmetic surgery than their ethnic minority counterparts, even after controlling for body appreciation, self-esteem, age, and body mass index. Further analyses showed that ethnicity accounted for a small proportion of the variance in acceptance of cosmetic surgery, with body appreciation and self-esteem emerging as stronger predictors. Possible reasons for ethnic differences in acceptance of cosmetic surgery are discussed in Conclusion.

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