Sentence examples for the specific misconceptions from inspiring English sources

Our theme of paleontology was chosen to combat the specific misconceptions of evolution that exist in the context of deep time.

For 2016, the theme for our weeklong series of events was paleontology, chosen to celebrate new research in the field and to highlight the specific misconceptions of evolution within the context of geologic time.

This can only be accomplished if we first understand the specific misconceptions our students bring to the classroom (for suggestions on how to do this, see Bishop and Anderson 1990; Wescott and Cunningham 2005; Anderson et al. 2002; Lederman et al. 2002) and then use appropriate pedagogy to allow our students to engage, explore, explain, elaborate, and evaluate their conceptions (Firenze 1997).

Visualizations could be used by teachers as a formative assessment tool to guide further instructional activities and scoring rubrics could allow for the identification of specific misconceptions.

Analysis of student responses on specific questions suggested the frequency of specific misconceptions declined after instruction (Table 3).

The main difference between TEC and the EUC interventions is that the latter promotes acquisition of knowledge in the pain domain but does not correct specific misconceptions, teach in the communication domain, facilitate planning, or encourage rehearsal of new skills.

The drawings and surveys also identified specific misconceptions (e.g., cereal and sandwiches providing food sources for plants) the children had and shed light onto the particular types of experiences and information the children brought to the classroom.

GPs mentioned that they aimed to understand patients' concerns, and in dealing with patients' cognitions they let themselves be guided by specific misconceptions expressed by the patient.

The distractors for each question target students' specific misconceptions of HPI concepts (see Table 5 for an illustrative question).

Students and the general public also hold a wide variety of specific misconceptions about what modern evolutionary biology says (Brumby 1984; Bishop and Anderson 1990; Ferrari and Chi 1998; Antolin and Herbers 2001; Woods and Scharmann 2001; Alters and Nelson 2002; Anderson et al. 2002; Isaak 2006; McVaugh et al. 2011; Shtulman et al. 2008; Wiles et al. 2011).

To assess and compare the local community knowledge of TB and HIV infection in rural western Uganda; 2. To determine predictors of high knowledge of TB and HIV infection; 3. To identify specific misconceptions and beliefs that may influence the utilization and effectiveness of TB services.