Sentence examples for misconceptions compared to from inspiring English sources

While UMC students differ in their misconceptions compared to California students, they do hold many of the common misconceptions found among students nationwide.

Female teachers had a lower level of misconceptions compared to the other groups excluding female members of the defense forces where the number was too small.

Veal and Kubasko (2003) reported that biology teachers were better able to identify students' misconceptions when compared to geology teachers.

ANOVA conducted to evaluate the relationship between the mean difference in number of pre- and post-instruction misconceptions when compared to student ethnicities, grade level, and pre- and post-instruction ratings of biological evolution knowledge proved to be non-significant.

The impracticality and insensitivity of these methods [ 22, 23] resulted in the misconception that compared to influenza virus and respiratory syncytial virus, for example, HRVs had straightforward and relatively minor roles in illness.

It is interesting to note, however, students (n = 324) of teachers possessing terminal bachelor's degrees had a mean increase of 0.27 (SD = 3.36) misconceptions following instruction as compared to a mean increase of 0.45 (SD = 3.28) misconceptions for students (n = 169) of teachers possessing terminal master's degrees.

Respondents from the Northern Region were less likely to hold myths and misconceptions about TB transmission compared to those from the other regions (Table  1).

The respective cohorts became adolescents in the 1960s and 70s when myths and misconceptions about TB were widespread compared to the younger generations who most probably have experienced more information, education communication (IEC) messages on TB.

Results from bivariate analysis show that a disproportionately higher percentage of males compared to females have misconceptions about how HIV/AIDS can be prevented and transmitted.

Students whose teachers possessed the misconception associated with statement 1 had a statistically significant (p <.05) -0.19 decrease in the mean number of misconceptions from pre- to post-instruction as compared to a -0.01 decrease in the mean number of misconceptions for students whose teachers possessed the accurate biological evolution concept for the statement.

We documented a 26.3% decline in a key misconception in California women in 2003 compared to 2000; declines varied significantly by education level.