Educational research misconceptions

Other ethnographic chemistry/science education research studies include Driver s classic studies on student misconceptions (id). Barton s studies on science education in urban settings with homeless children (i7), and Hammond s research on bilingual science education (38). 

Misconception—It is possible to prove that a research hypothesis is correct This misconception usually appears when chemical education researchers say that they have proven their research hypotheses were correct. As chemists, we know that it is impossible to prove a theory correct, it can only be proven incorrect. If the data and theory do not agree, then we can be confident that the theory is wrong, assuming the data were properly collected. Howpver, if the theory and data do agree, that does not necessarily mean that the theory is correct, or that it is the only theory that could be correct. As a result, our descriptions in this case are usually more tentative, and we say that the theory is consistent with or supported by the data and could he correct. 

Misconception—Hypothesis testing provides absolute proof that a research hypothesis is correct or incorrect Many novice chemical education researchers don t recognize that results of hypothesis testing using inferential statistics are tentative and based on probabilities, not certainties. This stems from a confusion... 

Misconception—Researchers can eliminate biases from educational research It is impossible to eliminate biases from chemical education research studies (or benchtop chemical research studies), and it is naive to think that simply because a possible source of error (bias) in a study has been found, the study is inherently flawed and therefore useless. The best chemical education researchers can do is to attempt to minimize these errors or biases, and to recognize that these errors or biases may have some effect on the results and the conclusions based on these results. 

Misconception—It is unacceptable for chemical education researchers to ask new research questions while analvzine the data Research questions asked during or after data collection are also referred to as post-hoc research... 

Educational research has shown that students are often confused about the nature of electric current both in metallic conductors and in electrolytes (assuming, for example, that current always involves drifting electrons, even in solution). Misconceptions have also been detected in identifying the anode and the cathode, its sign and its function in electrolytic cells. Students need to remember that an oxidation half reaction occurs always at the anode and a reduction half reaction occurs always at the cathode. 

Nakiboglu, C. (2003). Instructional misconceptions of Turkish prospective chemistry teachers about atomic orbitals and hybridization. Chemistry Education Research and Practice, 4(2), 171-188. 

Much of the research that has been done to date on learning in the domain of thermodynamics has involved the study of populations other than college age physical chemistry students. Thermodynamics is usually first introduced in elementary and introductory physics courses. For this reason, many studies have been conducted from the physics education perspective (56-60). These studies provide insights into the learning of important basic concepts, uncovering misconceptions that students bring into physical chemistry courses. 

Blosser, P. Science misconceptions research and some implications for the teaching to elementary school students. ERIC/SMEAC Science Education (1987), 1... 

Wandersee, J.H. Can the history of science help science educator anticipate student s misconceptions Journal of Research in Science Teaching 23 (1985), 581, 594... 

Increasingly however, researchers are also finding chemical misconceptions in advanced courses. Because they cannot be only attributed to the students but mainly caused by inappropriate teaching methods and materials, they can be called school-made misconceptions. They are clearly different from preconcepts that tend to be unavoidable. Inappropriate teaching methods can be stopped by keeping teachers up-to-date in their subject through advanced education. 

Some misconceptions related to acids and bases are found in the chemical education literature. Examples of more misconceptions appear in the research done by Sebastian Musli [4]. He developed a questionnaire and gave it to about 100 students at the Secondary Level II of German academic high schools [4], Unusual and interesting statements from students have been quoted relating to acids, specifically on the differences between pure acids and acidic solutions, on neutralization, and on differences between strong and weak acids. 

Hand, B.M., Treagust, D.F. Application of a conceptual conflict strategy to enhance student learning of acids and bases. Research in Science Education 18 (1988), 53 Hawkes, S.J. Arrhenius confuses students. Journal of Chemical Education 69 (1992), 542 Ross, B., Munby, H. Concept mapping and misconceptions A study of high school students understandings of acids and bases. International Journal of Science Education 13 (1991), 11 Schmidt, H.-J. A label as a hidden persuader Chemists neutralization concept. International Journal of Science Education 13 (1991), 459... 

Clerk, D., Rutherford, M. Language as a confounding variable in the diagnosis of misconceptions. International Journal of Science Education 22 (2000), 703 De Jong, O., Acampo, J., Yerdonk, A. Problems in teaching the topic of redox reactions Actions and conceptions of chemistry teachers. Journal of Research in Science Teaching 32... 

Runo, J.R., Peters, D.G. Climbing a potential ladder to understanding concepts in electrochemistry. Journal of Chemical Education 70 (1993), 708 Sanger, M.J., Greenbowe, T.J. Common student misconceptions in electrochemistry Galvanic, electrolytic, and concentration cells. Journal of Research in Science Teaching 34 (1997), 377... 

Finally we would like to thank the Fonds of Chemical Industries FCI in Frankfurt, Germany, and the German Society of Research DFG in Bonn, Germany. The financial support of the FCI allowed us to realize and to utilize all the Masters theses as the research basis of the German book on Chemical Misconceptions. The DFG supported our visits to Chemical Education congresses in the United States of America where we met Dr. A1 Hazari, University of Tennessee, Knoxville. 

The authors of DSM-IV further assert that a common misconception is that a classification of mental disorders classifies people, when actually what are being classified are disorders that people have. Then, perhaps in an attempt to forestall the criticism that the psychiatrist s paradigmatic interventions are forensic—civil commitment and the insanity defense—the authors add this disingenuous disclaimer DSM-IV is a classification of mental disorders that was developed for use in clinical, educational, and research settings.. . . When the categories, criteria, and textual descriptions are... 

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