How Students (Mis-)Understand Science and Mathematics: by Ruth Stavy

By Ruth Stavy

During this quantity, the authors determine 3 ''intuitive rules'' and exhibit how those ideas can be utilized to interpret very important misconceptions many scholars have approximately technological know-how and maths. via exhibiting how freshmen react in comparable how one can scientifically unrelated occasions, the authors make a robust case for a theoretical framework that may clarify those inconsistencies and are expecting scholars' responses to medical and mathematical initiatives. supplied are helpful educating recommendations, grounded during this framework, that could be used to bolster scholars' talents to appreciate medical and arithmetic content material.

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What does the thermometer register after 5 minutes of boiling? Mark with X. â â more than 100°C â â 100°C â â less than 100°C Please explain your thinking! , Avrams, 1989; Linn, Layman, & Nachmias, 1987). Andersson (1979), for instance, reported that 40%, 24%, 13%, and 16% of Swedish students in grades 6, 7, 8, and 9, respectively, gave such a response to this question. , â the more you heat-the warmer it getsâ â ). 28 describes this linear relationship. â There is no reason for them to assume that the relationship breaks down at a certain point.

This study was carried out among an Arabic-speaking < previous page page_18 next page > < previous page page_19 next page > Page 19 population in Israel. 17). In each of these tasks, the perimeters of the involved objects before and after the change were the same, while the areas were not. Thus, in both these tasks the change is not relevant to the perimeter. , the threads) was conserved, while in the adding-a-square task the identity of the objects was not conserved because a square was added to one of the polygons.

In these tasks, unlike the ones presented in the previous section, the children were aware of the equality of the two systems in respect to quantity B (amount of water) at the initial stage of the experiment. Yet, unlike in the previous section, after the manipulation, the equality in quantity B could no longer be directly observed; it could, however, be logically derived through the use of the conservation scheme. In this section we consider students' responses to two types of conservation tasks: conservation of extensive quantities and conservation of intensive quantities.

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