Sentence examples for multiple misconceptions from inspiring English sources

These eight individuals, representing 10.5% of all participants, are consistent in their multiple misconceptions, denying the large volume of evidence supporting the theory of evolution while asserting that scientific dating methods are not reliable and the earth is not old enough for evolution to have occurred.

If we're going to truly start a productive conversation about sexual violence on campus, then we must recognize the multiple misconceptions surrounding the issue.

In addition to identifying multiple student misconceptions about trees, these studies also documented that some college-level students do not know how to use trees to determine relationships.

This more complex model of student learning suggests that instructional materials cannot assume a particular learning trajectory, and that tools such as the Ferrets module, wherein multiple concepts and misconceptions can be addressed at once, are important aids for efficient instruction in evolution.

Further, multiple novel student misconceptions about the cause of ocean acidification were revealed without prompting.

Students arrive in the classroom with theories or intuitions about probability that are at odds with conventional thinking (see examples in Table 1) and can even hold multiple mutually contradictory misconceptions about the same situation (Konold, 1995).

Challenging these misconceptions, the Multiple readings algorithm shows that Alpha diagrams do not have to be read off as a sentence with '∧' and '¬' only, but can be directly read off in terms of other connectives as well.

However, research has shown that students need more than deeper understanding; they face multiple roadblocks, including entrenched misconceptions and discomfort, when presented with new ideas that challenge a preconceived worldview (Drake 1998; Forrest 2008; Nelson 2008).

We interviewed students using open-ended questions to identify commonly held misconceptions, formulated multiple-choice questions that included these ideas as distracters, and reinterviewed students to establish validity of the instrument.

Male and female biology students did not differ in their performance on multiple-choice questions, use of misconceptions, or improvement after instruction.

The first major success in incorporating student misconceptions into a multiple-choice format was the Force Concept Inventory in physics (Halloun and Hestenes, 1985).