Sentence examples for use of student misconceptions from inspiring English sources

However, the use of student misconceptions as distracters in multiple-choice questions allows for a more complete assessment of student conceptual knowledge (Anderson et al. 2002; Tanner and Allen 2005; Settlage and Odom 1995).

Target misconceptions directly - Once an instructor has identified student misconceptions and/or has referred to the literature and is aware of student misconceptions, they can encourage students to confront their own misconceptions and restructure their thinking.

This chapter confirms the initial beliefs that a catalog of students' misconceptions of designing can be developed, and interventions can be prescribed to overcome those misconceptions.

The total number of students' misconceptions increased by 260 following instruction, from 4,812 pre-instruction misconceptions to 5,072 post-instruction misconceptions.

Table 1 True/False questions used to identify student misconceptions about evolution 1.

We have discussed how and why DNA sequences can be used to address student misconceptions relating to natural selection.

To have a fighting chance of correcting student misconceptions, instructors must specifically design instruction to address misconceptions.

Additionally, this activity fulfills several recommendations for best practices on teaching evolution more effectively: make extensive use of active learning, directly address student misconceptions, incorporate multi-modal instruction, and introduce opportunities for communication and collaboration (AAAS 2011; Nelson 2008).

In both studies, however, we saw a  lower use of misconceptions after students used the revised module.

Additionally, they were useful in assessing how student misconceptions changed as a result of the course.

Several studies have found that student gender impacts the use of misconceptions or replacement of those misconceptions after instruction (Almquist and Cronin 1988; Pearsall et al. 1996).