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Peer reviewedPatel, Vimla L.; And Others – International Journal of Science Education, 1991
Examined are first-year medical students' (n=160) explanations of complex concepts in cardiopulmonary physiology following a lecture series. The results revealed systematic misconceptions by the students in developing a pathophysiological model of the problem. The implications for science instruction within a medical curriculum are discussed.…
Descriptors: Causal Models, Cognitive Development, Concept Formation, Concept Teaching
