A misconception is well-known as a barrier to students in learning science. Some topics in science learning are always giving misconception to novice students, and there have been various kinds of ...diagnostic assessment used by researchers to identify student misconceptions in science. This present study provides information about an overview of the common topics that students usually get misconception in science, and diagnostic assessment used to identify students’ misconception in science. This review also provides a comparison of every instrument with the weaknesses and the strengths reviewed from a total 111 articles that had published from the year 2015 to 2019 in the leading journal having the topic of students’ misconceptions in science. This study revealed that 33 physics, 12 chemistry, and 15 biology concepts in science that mainly caused misconceptions to students. Furthermore, it found that interview (10.74%), simple multiple-choice tests (32.23%) and multiple tier tests (33.06%), and open-ended tests (23.97%) are commonly used as diagnostic tests. However, every kind of tests has benefits and drawbacks over the other when it is used in assessing student conception. An expert user like teachers and researchers must be aware when using diagnostic assessment in the learning process, exceptionally to construct student conception. This study is expected to help researchers and teachers to decide the best instrument to be used in assessing student misconceptions and to examine the common science topics that caused misconceptions.
Missing data is a problem that occurs frequently in many scientific areas. The most sophisticated method for dealing with this problem is multiple imputation. Contrary to other methods, like listwise ...deletion, this method does not throw away information, and partly repairs the problem of systematic dropout. Although from a theoretical point of view multiple imputation is considered to be the optimal method, many applied researchers are reluctant to use it because of persistent misconceptions about this method. Instead of providing an(other) overview of missing data methods, or extensively explaining how multiple imputation works, this article aims specifically at rebutting these misconceptions, and provides applied researchers with practical arguments supporting them in the use of multiple imputation.
Introduction: Exclusive breastfeeding practices for six months and its continuity, including supplementary foods, is recommended to the child for a particular duration. In addition, antenatal ...counselling on early breastfeeding practices ensures optimum nutrition for the neonates, thereby reducing mortality. Aim: To evaluate the positive effects of antenatal counselling on breastfeeding outcomes in primigravida women. Materials and Methods: This quasi-experimental study was conducted over 18 months on the mothers who attended the Obstetrics Department at Niloufer Hospital in Hyderabad, India. Participants were allocated either to a study group (n=100) (volunteered for antenatal counselling) or a control group (n=100) (did not volunteer for antenatal counselling). The study group received 1-3 breastfeeding counselling sessions during different months of gestation, whereas the control group merely received routine antenatal counselling. A breastfeeding performance checklist was finished, and the outcome of the counselling sessions was observed among the subjects. The procured data was analysed using the Statistical Package for the Social Sciences (SPSS) software version 22.0 for the t-test, odds ratio and Chi- square values, p<0.05 was considered statistically significant. Results: This study monitored the breastfeeding practice of mothers in the first 48 hours and defined corrective timely breastfeeding practice for the following infantile period based on their reflexively formed habits under the impact of counselling improving awareness. Statistically, significant difference was observed in the counselled group concerning duration of breastfeeding, importance, and the benefits of breastfeeding to the mothers and families when compared to the control group (p<0.0001**). In addition, the questionnaire and the breastfeeding assessment scores were statistically significant in the counselled group compared to the control group (p<0.001** and p=0.002*, respectively). Conclusion: The statistically significant results of the study showed that antenatal counselling during pregnancy increases the frequency and duration of exclusive breastfeeding in mothers. Various aspects of counselling sessions on breastfeeding practices cleared the myths and misconceptions that mothers previously had in this study.
Locked-down digital work Richter, Alexander
International Journal of Information Management,
12/2020, Letnik:
55
Journal Article
Recenzirano
Odprti dostop
Covid-19 and the related lockdown in many countries made digital work no longer just an option, but the new norm for many office workers who began to make sense of a new range of benefits of digital ...work tools. Based on my own observations and on observations shared by executives in New Zealand and Europe, I illustrate in this article how the lockdown acted as a facilitator for digital work. Further, I show how the lockdown gave many individuals a flawed impression of digital work, i.e. their experience occurred during exceptional circumstances and led them to draw false conclusions about digital work. I examine some misconceptions of locked-down digital work and discuss the implications of locked-down digital work for research and practice.
Optimizing Aging: A Call for a New Narrative Diehl, Manfred; Smyer, Michael A.; Mehrotra, Chandra M.
The American psychologist,
05/2020, Letnik:
75, Številka:
4
Journal Article
Recenzirano
Odprti dostop
Decades of research have shown that biological and psychosocial aging are not as predetermined as had been thought for a long time. Yet, despite a large and growing evidence base, most individuals ...still hold negative views of aging that keep them from optimizing their chances for healthy and productive aging. Given this general background, this article has three major objectives: (a) to show that the 3 big misconceptions at the heart of the public's negative views of aging can be refuted based on scientific evidence; (b) to illustrate that changing individuals' views of aging calls for the development of a new narrative on aging, one that incorporates the increasing diversity of the aging population; and (c) to discuss how psychologists can contribute to creating this new narrative on aging. We argue that growing old(er) in the United States is not the same old business anymore and that psychologists are uniquely positioned to contribute to the social and cultural transformation that population aging and increasing diversity in the U.S. society require.
Public Significance Statement
This article shows that the general public's negative views of aging reflect three big misconceptions that are not supported by scientific evidence. To change the general public's views of aging will require changing individuals' views of aging and developing a new societal narrative on aging-a narrative that incorporates the increasing diversity of the general population. Psychologists have a great deal to contribute to this long-term effort.
Response surface analysis (RSA) enables researchers to test complex psychological effects, for example, whether the congruence of two psychological constructs is associated with higher values in an ...outcome variable. RSA is increasingly applied in the personality and social psychological literature, but the validity of published results has been challenged by some persistent oversimplifications and misconceptions. Here, we describe the mathematical fundamentals required to interpret RSA results, and we provide a checklist for correctly identifying congruence effects. We clarify two prominent fallacies by showing that the test of a single RSA parameter cannot indicate a congruence effect, and when there is a congruence effect, RSA cannot indicate whether a predictor mismatch in one direction (e.g., overestimation of one’s intelligence) is better or worse than a mismatch in the other direction (underestimation). We hope that this contribution will further enhance the validity and strength of empirical studies that apply this powerful approach.
This study investigated the influence of the demo kit on remediating misconceptions held by senior school students in mitosis and meiosis. The quasi-experimental design of the pre-test, post-test, ...non-equivalent control group was adopted for the study. A multistage sampling technique was used to select 60 male and female biology students from two senior secondary schools in Ilorin metropolis. The instruments used for data collection was the Mitosis and Meiosis Conception Package (MMCP). Frequencies and chi-square were used to answer the research questions and test the null hypothesis, respectively. The findings revealed that biology students held misconceptions on mitosis and meiosis before and after instructions. However, there was a significant difference in the number of misconceptions held by students taught using the demo kit and those taught with the conventional method. It was recommended that biology teachers adopt the use of the demo kit for remediating students’ pre-and post-instructional misconceptions on mitosis and meiosis.
The present study examined effects of presenting a rule showing demarcation that informed learners of the validity of both their past experiences and scientific information, with conditions ...attached. The participants in the research were junior college and university students. It was hypothesized that the rule model would be more effective than presenting only scientific information in inhibiting from rebounding participants' prior responses that had been based on misconceptions. In addition, continuing to assert the misconceptions before the learning session was hypothesized to be more effective than accepting the scientific information in advance, because doing so was hypothesized to control rebound that otherwise might have occurred because of cognitive conflict in the learning session. However, in the first experiment, neither of these hypotheses was supported. Thus, the procedures were changed for the second experiment as follows: (a) information about the learners' past experiences was presented at the beginning, and (b) a picture was used to emphasize the validity of the scientific information. The results of the second experiment identified effects of the rule showing demarcation for controlling rebound and for rectifying the participants' misconceptions. Maintaining the misconceptions before the learning session also appeared to control rebound.
Models that represent meaning as high-dimensional numerical vectors—such as latent semantic analysis (LSA), hyperspace analogue to language (HAL), bound encoding of the aggregate language environment ...(BEAGLE), topic models, global vectors (GloVe), and word2vec—have been introduced as extremely powerful machine-learning proxies for human semantic representations and have seen an explosive rise in popularity over the past 2 decades. However, despite their considerable advancements and spread in the cognitive sciences, one can observe problems associated with the adequate presentation and understanding of some of their features. Indeed, when these models are examined from a cognitive perspective, a number of unfounded arguments tend to appear in the psychological literature. In this article, we review the most common of these arguments and discuss (a) what exactly these models represent at the implementational level and their plausibility as a cognitive theory, (b) how they deal with various aspects of meaning such as polysemy or compositionality, and (c) how they relate to the debate on embodied and grounded cognition. We identify common misconceptions that arise as a result of incomplete descriptions, outdated arguments, and unclear distinctions between theory and implementation of the models. We clarify and amend these points to provide a theoretical basis for future research and discussions on vector models of semantic representation.
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