Undergraduate students' misconceptions about respiratory physiology

American Journal of Physiology

Volumn 277, Issue 6 PART 2, 1999, Pages

  Michael, Joel A ^a   Richardson, Daniel ^b   Rovick, Allen ^a   Modell, Harold ^c   Bruce, David ^d   Horwitz, Barbara ^e   Hudson, Margaret ^f   Silverthorn, Dee ^g   Whitescarver, Shirley ^h   Williams, Steven ⁱ  

^a RUSH MEDICAL COLLEGE   (United States)

^b UNIVERSITY OF KENTUCKY   (United States)

^c National Resource for Computers in Life Science Education   (United States)

^d WHEATON COLLEGE   (United States)

^e UNIVERSITY OF CALIFORNIA   (United States)

^f SEATTLE UNIVERSITY   (United States)

^g UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^h Bluegrass Community and Technical College   (United States)

ⁱ GLENDALE COMMUNITY COLLEGE   (United States)

Author keywords

Mental models

Indexed keywords

ADOLESCENT; ADULT; ARTICLE; ATTITUDE TO HEALTH; EDUCATION; ETHNIC GROUP; FEMALE; HUMAN; MALE; PHYSIOLOGY; QUESTIONNAIRE; RESPIRATORY FUNCTION; STUDENT; UNITED STATES; UNIVERSITY;

ADOLESCENT; ADULT; EDUCATIONAL MEASUREMENT; ETHNIC GROUPS; FEMALE; HEALTH KNOWLEDGE, ATTITUDES, PRACTICE; HUMANS; MALE; PHYSIOLOGY; QUESTIONNAIRES; RESPIRATORY PHYSIOLOGY; STUDENTS; UNITED STATES; UNIVERSITIES;

EID: 18844482075     PISSN: 00029513     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (21)

1. Brna, P. Confronting misconceptions in the domain of simple electrical circuits. Instructional Sci. 17: 29-55, 1988.
2. Ebenezer, J. V., and G. L. Erickson. Chemistry students' conceptions of solubility: a phenomenography. Sci. Educ. 80: 181-201, 1996.
3. Feltovich, P. J., R. J. Spiro, and R. L. Coulson. The nature of conceptual understanding in biomedicine: the deep structure of complex ideas and the development of misconceptions. In: Cognitive Science in Medicine, edited by D. A. Evans and V. L. Patel. Cambridge, MA: MIT Press, 1989, p. 113-172.
4. Glynn, S. M. Explaining science concepts: a teaching-with-analogies model. In: The Psychology of Learning Science, edited by S. M. Glynn, R. H. Yeany, and B. K. Britton. Hillsdale, NJ: Erlbaum, 1991, p. 219-240.
5. Halloun, I. A., and D. Hestenes. The initial knowledge state of college physics students. Am. J. Phys. 53: 1043-1055, 1985.
6. Halloun, I. A., and D. Hestenes. Common sense concepts about motion. Am. J. Phys. 53: 1056-1065, 1985.
7. Jacobs, G. Word usage misconceptions among first-year university physics students. Int. J. Sci. Educ. 11: 395-399, 1989.
8. McCloskey, M. Naive theories of motion. In: Mental Models, edited by D. Gentner and A. L. Stevens. Hillsdale, NJ: Erlbaum, 1983, p. 299-324.
9. Michael, J. A. Students' misconceptions about perceived physiological responses. Am. J. Physiol. 274 (Adv. Physiol. Educ. 19): S90-S98, 1998.
10. Modell, H. I. How can we help students learn respiratory physiology? Am. J. Physiol. 273 (Adv. Physiol. Educ. 18): S68-S74, 1997.
11. Modell, H. I., and J. A. Michael (Editors). Promoting active learning in the life science classroom. Ann. NY Acad. Sci. 701: 1-151, 1993.
12. Neuhoff, J. G., and M. K. McBeath. Overcoming naive mental models in explaining the Doppler shift: an illusion creates confusion. Am. J. Phys. 65: 618-621, 1997.
13. Odom, A. L., and L. H. Barrow. Development and application of a two-tier diagnostic test measuring college biology students' understanding of diffusion and osmosis after a course of instruction. J. Res. Sci. Teach. 32: 45-61, 1995.
14. Richardson, D. R. A survey of students' notions of body function as teleologic or mechanistic. Am. J. Physiol. 258 (Adv. Physiol. Educ. 3): S8-S10, 1990.
15. Rovick, A. R., J. A. Michael, H. I. Modell, D. S. Bruce, B. Horwitz, T. Adamson, D. R. Richardson, D. U. Silverthorn, and S. A. Whitescarver. How accurate are our assumptions about our students' background knowledge? Am. J. Physiol. 276 (Adv. Physiol. Educ. 21): S93-S101, 1999.
16. Spiro, R. J., P. J. Feltovich., R. L. Coulson, and D. K. Anderson. Multiple analogies for complex concepts: antidotes for analogy-induced misconception in advanced knowledge acquisition. In: Similarity and Analogical Reasoning, edited by S. Vosniadou and A. Ortony. Cambridge, UK: Cambridge Univ. Press, 1989, p. 498-531.
17. Tamir, P., and A. Zohar. Anthropomorphism and teleology in reasoning about biological phenomena. Sci. Educ. 75: 57-67, 1991.
18. Treagust, D. F. The development and use of diagnostic instalments to evaluate students' misconceptions in science. Paper presented at the Annual Meeting of the American Education Research Association, San Francisco, CA, March 1989.
19. Veiga, M., D. Costa Pereira, and R. Maskill. Teachers' language and pupils' ideas in science lessons: can teachers avoid reinforcing wrong ideas? Int. J. Sci. Educ. 11: 465-479, 1989.
20. Wandersee, J. H., J. A. Mintzes, and J. D. Novak. Research on alternative conceptions in science. In: Handbook of Research on Science Teaching and Learning, edited by D. L. Gabel. New York: Macmillan, 1994, p. 131-210.
21. Willlamson, V. M., and M. R. Abraham. The effects of computer animation on the particulate mental model of college chemistry students. J. Res. Sci. Teach. 32: 521-534, 1995.