Sentence examples for science misconception from inspiring English sources

According to McComas (1998), understanding the knowledge construct of theory is a nature of science misconception that is frequently associated with misconceptions of biological evolution.

The nature of science misconception questioning the validity of a scientific theory was detected in the lesson ideas presented by one of the math majors and one of the science majors.

This seems to be analogous to the nature of science misconception in which individuals conflate the everyday use of the term theory with the application of the term within science.

The frequently argued phase, "evolution is only a theory and not a fact," reflects the application of a nature of science misconception to reinforce a misconception of biological evolution (Miller 2008).

Science misconceptions were investigated by comparison of the answers given to the same problem using different representations of the problem.

Second, when teachers hold science misconceptions, they may critically impede student conceptual development of scientific explanations (Crawford et al. 2005; Fisher 2004; Jarvis et al. 2003; Kikas 2004).

This suggests that when teachers have incomplete science knowledge or hold science misconceptions, or both, they may critically impede student conceptual development of scientific explanations (Crawford et al. 2005, Fisher 2004, Jarvis et al. 2003, Kikas 2004).

There is evidence indicating that many science misconceptions may actually have been taught by teachers to their students (Alters and Nelson 2002, Driver et al. 1994, Fisher 2004), which makes evident that misconceptions are, in part, perpetuated by teachers (Haidar 1997, Lawrenz 1986).

This context effect has been observed with other science misconceptions; for example, in physics where Mildenhall and Williams (2001) found that students' use of Aristotelian or Newtonian concepts of motion was not consistent and, in fact, depended on the magnitudes of the quantities (forces, masses, etc).

Our research has affirmed that many of the life sciences misconceptions discussed in the research literature are prevalent even after exposure to life sciences instruction in grades K 4 and 5 8.

Within the community of learning sciences, misconceptions are yesterday's news, because the term has been aligned with eradication and/or replacement of conceptions, and our knowledge about how people learn has progressed past this idea.