Sentence examples for students misunderstanding from inspiring English sources

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.

Understanding of the nature of science is critical as students' misunderstandings of the nature of science are used to dismiss evolutionary theory (Dagher and Boujaoude 2005).

Several studies report that K-12 teachers possess misunderstandings of evolution similar to the literature on students' misunderstandings (Abrie 2010; Crawford et al. 2005; Hahn et al. 2005; Nehm et al. 2009; Zuzovsky 1994).

She found that the teachers could identify specific examples for teaching evolution (for example, finches, peppered moths, and dog breeding) but their representations were not always linked specifically to students' misunderstandings.

Also, students' misunderstandings of the nature of science (NOS) itself and their religious beliefs can interfere with understanding evolution (Dagher and BouJaoude 2005; Moore et al. 2011; Sandoval and Morrison 2003).

Such teaching also involves discovering students' misunderstandings, intervening to change them and creating a context of learning that encourages students to engage with the subject matter [ 7].

When instructors are aware of their students' misunderstandings (Smith and Tanner, 2010) and utilize interactive instructional strategies (Woodin et al., 2009, 2010; Brewer et al., 2011), students' comprehension of abstract scientific concepts can be improved.

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.