Sentence examples for incorrect idea of from inspiring English sources

The emphasis on the (in my opinion incorrect) idea of coupling of activation and inactivation means that the manuscript cannot be published in this form.

For example, many students who correctly say the mass is lost as carbon dioxide and water also discuss the incorrect ideas of converting matter to energy or losing mass as waste.

In addition, we show that students follow numerous paths in their discussion: paths that consider multiple answers and result in a correct answer, as well as paths that lead to an incorrect answer due to exchange of incorrect reasoning, one convincing person with an incorrect idea, or an absence of discussion.

It's easy to understand how Robinson arrived at this incorrect idea: when a measurement of one electron here can instantaneously affect the measurement of another electron on the opposite side of the universe, faster than the speed of light, it does seem as though causality has been thrown out the window.

An often-used example is the seventeenth-century investigation by Jean Baptiste van Helmont, which debunked the common thinking of the time that plants gain their mass from the soil only to replace it with another incorrect idea attributing the entirety of the mass gain to water (e.g., Ebert-May et al., 2003).

This might invoke the incorrect idea that the concrescence implies a fusion of adult teeth formed by mineralized tissues.

Each idea unit was awarded with a score of 2, 1 or 0. A score of 2 was given for a completely correct idea unit, 1 for a partially correct idea unit and 0 for a completely incorrect idea unit.

Reviewing discussions of this nature revealed that this scenario often occurs when one or more students begin with an incorrect idea and are able to use evidence to convincingly support this idea, even though the evidence is not factually correct.

A major incorrect idea related to equilibrium was that biological systems are at equilibrium.

Using examples of students' incorrect ideas about evolution and ecology, the authors show that students' naive ideas can provide the resources from which to build scientific understanding.

Using examples of students' incorrect ideas about evolution and ecology, we show that students' naïve ideas can provide the resources from which to build scientific understanding.