Misconceptions about atoms, compounds and mixtures detected at pre-test persisted or re-emerged at post-test in both experimental and control groups¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental group misconceptions, led by the visible atom misconception (15 students, 55%), were not fully eliminated and new misconceptions emerged. → Ceylan 2018

Evidence¶

Ceylan 2018¶

Ceylan, Ö., & Yiğit, E. A. (2018). Analyzing the Effect of Concept Cartoon Usage on Students’ Cognitive Structures Developments and Science Achievements through Flow Maps. Science Education International, 29(4). https://eric.ed.gov/?id=EJ1205414

q2 · i? · causal · r2

Flow map analysis of the experimental group identified "atomic microscope/telescope/magnifier" in 15 students (55%) and "the compounds are not pure" in 13 (48%); some pre-test misconceptions persisted and new ones emerged.

"It is seen that some of the misconceptions detected in the pre-test of the experiment group are not eliminated in the post-test, and they have new misconceptions."

Discussion¶

Related Claims¶

• Experimental-group students taught with concept cartoons showed significant gains on all four flow map parameters, including correctness (misconception reduction) — reports the opposite
• Analogical instruction reduced students' misconceptions about direct current circuits more than traditional instruction, though not completely — related
• Students in computer-based inquiry environments still held misconceptions about force and energy after instruction — related