Sentence examples for student alternative from inspiring English sources

A large body of work in science education has delineated a daunting compendium of student alternative conceptions about natural selection (Duit 2004; Nehm and Schonfeld 2007, 2008, 2010).

Student alternative conceptions are common throughout biology; however, few topics are as well explored as evolution.

The multiple definitions for biological terms may also play a role in student alternative conceptions.

To continue to identify key concepts targeted by the various instruments and prevalent student alternative conceptions in the STEM disciplines, the meeting participants identified items from extant multiple-choice concept inventory assessments, such as the GCA and the Comprehensive Assessment of Outcomes from a First Course in Statistics (CAOS) to adapt to constructed-response formats.

In the first stage of this study, we used an iterative process to identify and verify student alternative conceptions in biology topics; this involved rounds of literature searches, interviews with college students, and discussion with colleagues (as in Smith et al., 2008; Abraham et al., 2012; Hiatt et al., 2013; Table 2).

"There's been a tremendous push toward small schools ever since Columbine," said Anthony Arenella, a founder and the teacher in charge of the A School, as Scarsdale High School's 75-student alternative high school is known.

Students' alternative conceptions, such as folk taxonomy groupings, can cause individuals to generate a variety of inaccurate responses when interpreting and explaining scientific concepts.

Developing TTMC items draws on literature on students' alternative conceptions that have been conducted over the past 20 years or so.

Both preservice and practicing teachers had difficulties identifying the underlying conceptual difficulties in students' alternative conceptions, for instance a view of evolution as intentional and purposeful.

We need to focus equally on students' alternative conceptions of science content as well as their attitudes, priorities, and decision-making regarding science learning and environmental issues.

For example within the Singapore context, Chandrasegaran et al. (2007) developed TTMC items that could identify secondary school students' alternative conceptions when describing and reasoning about chemical reactions using multiple representations.