Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 6 |
Descriptor
Experiments | 7 |
Misconceptions | 7 |
Physics | 3 |
Hypothesis Testing | 2 |
Probability | 2 |
Simulation | 2 |
Animation | 1 |
Bayesian Statistics | 1 |
Calculators | 1 |
Chemistry | 1 |
College Students | 1 |
More ▼ |
Source
Contributions from Science… | 1 |
EURASIA Journal of… | 1 |
Learning and Instruction | 1 |
Mathematics Teacher | 1 |
Physics Education | 1 |
Psychological Methods | 1 |
Science & Education | 1 |
Author
Cepic, Mojca | 1 |
Décamp, Nicolas | 1 |
Eilks, Ingo | 1 |
Flores, Alfinio | 1 |
Iverson, Geoffrey J. | 1 |
Korner, Christof | 1 |
Lee, Michael D. | 1 |
Pietzner, Verena | 1 |
Razpet, Nada | 1 |
Stuewer, Roger H. | 1 |
Susman, Katarina | 1 |
More ▼ |
Publication Type
Reports - Descriptive | 7 |
Journal Articles | 6 |
Education Level
High Schools | 1 |
Higher Education | 1 |
Secondary Education | 1 |
Audience
Location
Austria | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Viennot, Laurence; Décamp, Nicolas – Contributions from Science Education Research, 2020
This chapter illustrates the main warning signals that could help us to detect the flaws of an explanation in physics: internal contradiction (two examples); direct contradiction of a law of physics (one example); indirect contradiction of a law of physics (one example); logical incompleteness of an explanation (three examples); overgeneralization…
Descriptors: Critical Reading, Critical Thinking, Physics, Misconceptions
Flores, Alfinio – Mathematics Teacher, 2014
Tossing a fair coin 1000 times can have an unexpected result. In the activities presented here, players keep track of the accumulated total for heads and tails after each toss, noting which player is in the lead or whether the players are tied. The winner is the player who was in the lead for the higher number of turns over the course of the game.…
Descriptors: Mathematics Instruction, Learning Activities, Numbers, Mathematical Concepts
Razpet, Nada; Susman, Katarina; Cepic, Mojca – Physics Education, 2009
We describe an experiment which enables the observation of longitudinal magnification for the real image of a three-dimensional (3D) object formed by a converging lens. The experiment also shows the absence of longitudinal inversion. Possible reasons for misconceptions with respect to real images and longitudinal inversions are discussed and a…
Descriptors: Science Activities, Misconceptions, Experiments, Physics
Iverson, Geoffrey J.; Wagenmakers, Eric-Jan; Lee, Michael D. – Psychological Methods, 2010
The purpose of the recently proposed "p[subscript rep]" statistic is to estimate the probability of concurrence, that is, the probability that a replicate experiment yields an effect of the same sign (Killeen, 2005a). The influential journal "Psychological Science" endorses "p[subscript rep]" and recommends its use…
Descriptors: Effect Size, Evaluation Methods, Probability, Experiments
Eilks, Ingo; Witteck, Torsten; Pietzner, Verena – EURASIA Journal of Mathematics, Science & Technology Education, 2009
This paper discusses what chemistry students might see while working with animations found on the Internet and how these electronic illustrations can potentially interact to reinforce rather than resolve misconceptions about chemical principles that a student may possess. The Daniell voltaic cell serves as an example to illustrate the ways in…
Descriptors: Visual Learning, Visual Aids, Chemistry, Internet
Stuewer, Roger H. – Science & Education, 2006
The capsule histories of physics that students learn in their physics courses stem basically, I believe, from a linear view of history--that physicists in making fundamental discoveries follow a Royal Road to them, as Hermann von Helmholtz put it in 1892. The actual routes they follow, however, are generally nonlinear, and when historians display…
Descriptors: Physics, Science History, Scientists, Experiments
Korner, Christof – Learning and Instruction, 2005
Hierarchical graphs represent relationships between objects (like computer file systems, family trees etc.). Graph nodes represent the objects and interconnecting lines represent the relationships. In two experiments we investigated what concepts are necessary for understanding hierarchical graphs, what misconceptions evolve when some of the…
Descriptors: Prior Learning, Misconceptions, Graphs, Concept Formation