Sentence examples for student misunderstanding from inspiring English sources

A number of previous encounters, for example, centered on student misunderstanding of the definition of a scientific theory versus a law or hypothesis; workshop leaders and teachers discussed the importance of a deep, thorough understanding of the scientific method to help students understand how scientific theories come into existence.

I think this sets the stage for horrific student misunderstanding about one of the most difficult and sensitive subjects to teach.

We believe that this student misunderstanding requires attention in biology instruction.

While student misunderstanding of central dogma has been described by other researchers (Lewis and Kattmann, 2004), we suggest that this observation be interpreted in a broader context.

By following the guidelines outlined by Treagust (1988) for developing diagnostic tests to evaluate student misunderstanding, we created an instrument consisting of 24 multiple-choice questions that are as free of scientific jargon as possible and that include distracters reflecting common student misconceptions.

In this regard, it describes the science content in the context of teaching situations, analyzes common student misunderstandings and difficulties, and describes strengths and weaknesses of common teaching activities, analogies, and content representations.

This positive response was echoed in a study conducted by Porter et al. (2011a), who observed that PI was beneficial because it "enables instructors to dynamically adapt class to address student misunderstandings, engages students in exploration and analysis of deep course concepts, and explores arguments through team discussions to build effective, appropriate communication skills" (p. 142).

We considered the reasons for students' misunderstanding of concepts that we were confident had been addressed in our courses.

As suggested it seems that the reverse-worded factor might be due to the result of students' misunderstanding the double-negative wording in these items.

Students' misunderstanding of concepts associated with photosynthesis have been identified (Wood-Robinson; 1991, Lonergan, 2000; Ozay and Oztas, 2003; Marmaroti and Galanopoulou, 2006).

The consequence of students misunderstanding the underlying breeding scheme, the relatedness of the populations, or the concepts of selection and drift may have resulted in students' lack of ability or missing explanations on the influence of genetics on phenotypic variation in their posters.