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MISCONCEPTION IN SCIENCE AMONG TEACHER EDUCATORS IN PUNJAB, Halloun and…
MISCONCEPTION IN SCIENCE AMONG TEACHER EDUCATORS IN PUNJAB
almost every student used amalgamation of concepts and appeared to be inconsistent in application of the same concept in different situations concerning linear and projectile motion.
teachers had same range of misconceptions as students and these misconceptions passed through teaching in students.
A general failure of textbooks to teach a rational understanding of chemistry concepts was specified as misconception.
many of the misconceptions could be sketched to misapplication of scientific terminology.
the misconceptions of graduate students related to the concept of rusting of iron.
misconceptions on the concepts of light and sound
misconceptions of students about the conservation of matter under physical and chemical transformations.
misconceptions of secondary students understanding of acid, base and pH concepts.
Various misunderstandings were identified viz. objects could have some quantity of heat in them; objects could get hotter than their surroundings; the temperature of water could exceed the boiling point.
misconceptions to balance an equation and determine the mole amount of each product.
misconception in understanding of some aspects of rigid body motion and it was found that developing an understanding of rigid body motion
the developments of students' understanding of force within the direction of motion's misconception/preconception wherein concluded taht a lot of students had not reached the upper levels of understanding before they went on to contemplate application of Newton's law of motion.
misconceptions regarding electricity resistive electrical circuits
three obstacles within the abstract understanding of moments of forces.
identifying and dealing with misconceptions and errors in primary mathematics with the aid of an assignment
misconceptions in levels of learning in the subject of Mathematical Physics on the topic trigonometry
stated that children held many incorrect ideas about the science topics that could not be sidelined by the teachers to effectively bring about conceptual change in the students.
misconceptions arose from deeply held but largely unexamined beliefs called as conceptual prisms
misconceptions about the image formation still persisted through their schooling years despite the related scientific concepts had been met numerous times.
identified and analyzed plausible features that intervene the effect of gender on ninth grade Turkish students’ misconceptions in relation to electric circuits.
Halloun and Hestenes (1985)
Ameh and Gunstone (1988)
Abraham et al. (1990)
Westbrook and Marek (1990)
Bodner (1991)
Hapkiewicz (1992)
Driver (1993)
Nakhleh and Krajcik (1994)
Grayson et al. (1995)
Huddle and Pillay (1996)
Graham and Peek (1997)
Graham and Berry (1997)
Hardt and Paula (1997)
Rowland et al. (1998)
Houssart and Weller (1999)
Orhun (2001)
Pine et al. (2001)
Kusnick (2002)
Chen and Lin (2003)
Sencar and Eryilmaz (2004)