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Singh, Chandralekha – Physics Education, 2009
Acceleration is a fundamental concept in physics which is taught in mechanics at all levels. Here, we discuss some challenges in teaching this concept effectively when the path along which the object is moving has a curvature and centripetal acceleration is present. We discuss examples illustrating that both physics teachers and students have…
Descriptors: Physics, Mechanics (Physics), Science Instruction, Concept Teaching
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Guisasola, Jenaro; Almudi, Jose M.; Salinas, Julia; Zuza, Kristina; Ceberio, Mikel – European Journal of Physics, 2008
This study aims to analyse university students' reasoning regarding two laws of electromagnetism: Gauss's law and Ampere's law. It has been supposed that the problems seen in understanding and applying both laws do not spring from students' misconceptions. Students habitually use reasoning known in the literature as 'common sense' methodology that…
Descriptors: Misconceptions, College Students, Magnets, Scientific Concepts
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Costu, Bayram – Chemistry Education Research and Practice, 2008
The aim of this study was to elicit students' conceptions about big bubbles in boiling liquids (water, ethanol and aqueous CuSO[subscript 4] solution). The study is based on twenty-four students at different ages and grades. The clinical interviews technique was conducted to solicit students' conceptions and the interviews were analyzed to…
Descriptors: Concept Formation, Misconceptions, Science Instruction, Scientific Concepts
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Falconer, John L. – Chemical Engineering Education, 2007
Examples of conceptests and suggestions for preparing them for use in an undergraduate, chemical engineering thermodynamics course are presented. Conceptests, combined with hand-held transmitters (clickers), is an effective method to engage students in class. This method motivates students, improves their functional understanding of…
Descriptors: Thermodynamics, Chemical Engineering, Scientific Concepts, Handheld Devices
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Orgill, Mary Kay; Thomas, Megan – Science Teacher, 2007
Science classes are full of abstract or challenging concepts that are easier to understand if an analogy is used to illustrate the points. Effective analogies motivate students, clarify students' thinking, help students overcome misconceptions, and give students ways to visualize abstract concepts. When they are used appropriately, analogies can…
Descriptors: Misconceptions, Science Instruction, Logical Thinking, Scientific Concepts
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Topal, Giray; Oral, Behcet; Ozden. Mustafa – International Journal of Environmental and Science Education, 2007
Aromaticity concept is given incorrect or incomplete to the student in secondary education and knowledge based on this basic concept has been caused to another misconception in future. How are the achievement levels relating to the comprehension of various characteristics of aromatic compounds for the first and third grade students attending…
Descriptors: Achievement Tests, Organic Chemistry, Misconceptions, Secondary School Students
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Solovyov, Yury – Quantum, 1992
Discusses how early notions about celestial mechanics were restructured, one by one, involving the following concepts: the celestial sphere and its rotation; the spherical earth; planetary motion; and models for the solar system initiated by Eudoxus, Hipparchus, Ptolemy, and Copernicus. (JJK)
Descriptors: Instructional Materials, Mathematics Education, Misconceptions, Science Education