Sentence examples for substantial misconceptions from inspiring English sources
The first factor was the amount of substantial misconceptions persisting for some students.
Both groups had substantial misconceptions about HIV/AIDS, although FSW had slightly higher scores on average.
Similarly, substantial misconceptions regarding HIV/AIDS knowledge were detected among study participants in the present study.
Darwin developed the theory of natural selection despite having substantial misconceptions regarding inheritance, and Dobzhansky (1937) managed to explain the genetic basis of evolution without knowing what DNA was, but these insights required extraordinary perception and years of effort (Mayr and Provine, 1980).
Both FSW and GMW had a substantial misconception regarding HIV transmission, prevention, diagnosis and treatment, and FSW had a slightly but significantly higher score than GMW (8.21 ± 2.8 vs. 7.64 ± 2.8, p < 0.001).
The well-established finding that substantial confusion and misconceptions about evolution and natural selection persist after college instruction suggests that these courses neither foster accurate mental models of evolution's mechanisms nor instill an appreciation of evolution's centrality to an understanding of the living world.
The fact that substantial confusion and misconceptions about evolution persist after instruction suggests that these courses neither foster accurate mental models of evolution's mechanisms nor instill an appreciation of evolution's centrality to an understanding of the living world (Miller et al. 2006; Nehm and Reilly 2007; Nehm and Schonfeld 2008).
bTwo-level factor: Instructor did or did not use active-learning exercises and otherwise make a substantial effort toward correcting misconceptions.
In a first study substantial unconfirmed beliefs and misconceptions were reported related to AI which were correlated to immediate behavioural responses, such as avoiding visits to hospitals and eating less poultry [ 40].
Yet, students' knowledge structures have been found to approximate those of their teachers (Rutledge and Mitchell [2002]), and currently substantial numbers of biology students become biology teachers while still retaining major misconceptions (Nehm et al. [2008]).
Our analysis revealed the two misconception factors ("explaining why misconceptions are incorrect" and "using active-learning exercises to make a substantial effort toward changing misconceptions") were positively associated with learning gains on the CINS-abbr (p = 0.045 and p = 0.048, respectively).
