Learning difficulties, alternative conceptions and misconceptions of student teachers about respiratory physiology

References

• Abd-El-Khalic, F. (2012). Teaching with and about nature of science, and science teacher knowledge domains. Science & Education, 22(9), 2087–2107. doi: 10.1007/s11191-012-9520-2
   Web of Science ®Google Scholar
• Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1105–1149). New York, NY: Routledge.
   Google Scholar
• Afzal, M. N. (2014). Students’ misconception in respiratory physiology. Journal of Ayub Medical College Abbottabad, 16, 14–16.
   Google Scholar
• Andrews, T. M., Price, R. M., Mead, L. S., McElhinny, T. L., Thanukos, A., Perez, K. E., & Lemons, P. P. (2012). Biology undergraduates’ misconceptions about genetic drift. CBE – Life Sciences Education, 11, 248–259. doi: 10.1187/cbe.11-12-0107
   PubMed Web of Science ®Google Scholar
• Ausubel, D. (1981). Psicología educativa. Un punto de vista cognoscitivo [Educational psychology. A cognitive point of view]. México: Editorial Trillas.
   Google Scholar
• Badenhorst, E., Mamede, S., Abrahams, A., Bugarith, K., Friedling, J., Gunston, G., & Schmidt, H. G. (2016). First-year medical students’ naïve beliefs about respiratory physiology. Advances in Physiology Education, 40, 342–348. doi: 10.1152/advan.00193.2015
   PubMed Web of Science ®Google Scholar
• Badenhorst, E., Mamede, S., Hartman, N., & Schmidt, H. G. (2015). Exploring lecturers’ views of first-year health science students’ misconceptions in biomedical domains. Advances in Health Sciences Education, 20, 403–420. doi: 10.1007/s10459-014-9535-3
   PubMed Web of Science ®Google Scholar
• Bahar, M. (2003). Misconceptions in biology education and conceptual change strategies. Educational Sciences, 3, 55–64.
   Google Scholar
• Caballero, M. (2008). Algunas ideas del alumnado de secundaria sobre conceptos básicos de genética [Some secondary pupils’ preconceptions of basic concepts]. Enseñanza de las ciencias, 26(2), 227–244.
   Google Scholar
• Campanario, J. M. (2003). De la necesidad, virtud: cómo aprovechar los errores e imprecisiones de los libros de texto para enseñar física [From the need, virtue: how to use the errors and the inaccuracies of the textbooks to teach physics]. Enseñanza de las Ciencias, 21(1), 161–172.
   Google Scholar
• Chevallard, Y. (1991). La transposición didáctica: Del saber sabio a saber enseñado [The didactic transposition: From wise knowledge to knowledge taught]. Buenos Aires: Aique.
   Google Scholar
• Chi, M. T. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14(2), 161–199. doi: 10.1207/s15327809jls1402_1
   Web of Science ®Google Scholar
• Chi, M. T. H., & Roscoe, R. D. (2002). The processes and challenges of conceptual change. In M. Limon, & L. Mason (Eds.), Reconsidering conceptual change: Issues in Theory and Practice (pp. 3–27). Dordrecht: Kluwer Academic.
   Google Scholar
• Cliff, W. H. (2006). Case study analysis and the remediation of misconceptions about respiratory physiology. Advances in Physiology Education, 30, 215–223. doi: 10.1152/advan.00002.2006
   PubMed Web of Science ®Google Scholar
• Coley, J. D., & Tanner, K. (2015). Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors. CBE—Life Sciences Education, 14, 1–19. doi: 10.1187/cbe.14-06-0094
   Web of Science ®Google Scholar
• Core Team, R. (2018). R: A language and environment for statistical computing. Vienna: R Foundation for Statistical Computing.
   Google Scholar
• Cortés, A. L., De la Gándara, M., Calvo, J. M., Martínez, M. B., Gil, M. J., Ibarra, J., & Arlegui, J. (2012). Expectativas, necesidades y oportunidades de los maestros en formación ante la enseñanza de las ciencias en educación primaria [Expectations, needs and opportunities of pre-service teachers in view of science teaching in primary education]. Enseñanza de las ciencias, 30(3), 155–176.
   Google Scholar
• Danielson, K. I., & Tanner, K. D. (2015). Investigating undergraduate science students’ conceptions and misconceptions of ocean acidification. CBE – Life Sciences Education, 14, 1–11. doi: 10.1187/cbe.14-11-0209
   Web of Science ®Google Scholar
• Dikmenli, M. (2010). Misconceptions of cell division held by student teachers in biology: A drawing analysis. Scientific Research and Essay, 5(2), 235–247.
   Web of Science ®Google Scholar
• Driver, R., & Easley, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science student. Studies in Science Education, 5, 61–84. doi: 10.1080/03057267808559857
   Google Scholar
• Furió, C., & Furió, C. (2016). Dificultades conceptuales y epistemológicas de futuros profesores de física y química en las explicaciones energéticas de fenómenos físicos y químicos [Conceptual and epistemological difficulties of future teachers of physics and chemistry in the energetic explanations of physical and chemical phenomena]. Enseñanza de las Ciencias, 34(3), 7–24.
   Google Scholar
• García-Carmona, A. (2011). Aprender física y química mediante secuencias de enseñanza investigadoras [Learn physics and chemistry through research teaching sequences]. Málaga: Ediciones Aljibe.
   Google Scholar
• García-Carmona, A. (2012). «¿Qué he comprendido? ¿qué sigo sin entender?»: promoviendo la autorreflexión en clase de ciencias [«What have I understood? what do not I still understand?»: promoting self-reflection in science classroom]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 9(2), 231–240. doi: 10.25267/Rev_Eureka_ensen_divulg_cienc.2012.v9.i2.05
   Google Scholar
• Gómez, M. R., & Sanmartí, N. (2002). El aporte de los obstáculos epistemológicos [The contribution of epistemological obstacles]. Educación Química, 13(1), 61–68.
   Google Scholar
• González, M.T., & Sierra, M. (2004). Metodología de análisis de libros de texto de Matemáticas. Los puntos críticos en la enseñanza secundaria en España durante el siglo XX [Methodology of textbook analysis of mathematics. The critical points in secondary education in Spain during the 20th century]. Enseñanza de las Ciencias, 22(3), 389–408.
   Google Scholar
• Halim, A. S., Finkenstaedt-Quinn, S. A., Olsen, L. J., Ruggles, A., & Shultz, G. V. (2018). Identifying and remediating student misconceptions in introductory biology via writing-to-learn assignments and peer review. CBE – Life Sciences Education, 17(28), 1–12.
   Google Scholar
• Helm, H. (1980). Misconceptions about physical concepts among South African pupils studying physical science. South African Journal of Science, 74, 284–290.
   Web of Science ®Google Scholar
• Lazarowitz, R., & Lieb, C. (2006). Formative assessment pre-test to identify college students’ prior knowledge, misconceptions and learning difficulties in biology. International Journal of Science and Mathematics Education, 4(4), 741–762. doi: 10.1007/s10763-005-9024-5
   Google Scholar
• Leonard, M. J., Kalinowski, S. T., & Andrews, T. C. (2014). Misconceptions yesterday, today, and tomorrow. CBE-Life Sciences Education, 13, 179–186. doi: 10.1187/cbe.13-12-0244
   PubMed Web of Science ®Google Scholar
• Malińska, L., Rybska, E., Sobieszczuk-Nowicka, E., & Adamiec, M. (2016). Teaching about water relations in plant cells: An uneasy struggle. CBE – Life Sciences Education, 15(78), 1–12.
   Google Scholar
• Maskiewicz, A. C., & Lineback, E. L. (2013). Misconceptions are “So yesterday!”. Life Sciences Education, 12, 352–356. doi: 10.1187/cbe.13-01-0014
   PubMed Web of Science ®Google Scholar
• Maturano, C., Mazzitelli, C., Núñez, G., & Pereira, R. (2005). Dificultades conceptuales y procedimentales en temas relacionados con la presión y los fluidos en equilibrio [Conceptual and procedural difficulties in topics related to pressure and fluids in equilibrium]. Revista Electrónica de Enseñanza de las Ciencias, 4(2), http://reec.uvigo.es/volumenes/volumen4/ART6_Vol4_N2.pdf
   Google Scholar
• Mazzitelli, C., Maturano, C., Núñez, G., & Pereira, R. (2006). Identificación de dificultades conceptuales y procedimentales de alumnos y docentes de EGB sobre la flotación de los cuerpos [Identification of conceptual and procedural difficulties of students and teachers of EGB on the floating of bodies]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 3(1), 33–50. doi: 10.25267/Rev_Eureka_ensen_divulg_cienc.2006.v3.i1.03
   Google Scholar
• Michael, J. A. (2007). What makes physiology hard for students to learn? Results of a faculty survey. Advances in Physiology Education, 31, 34–40. doi: 10.1152/advan.00057.2006
   PubMed Web of Science ®Google Scholar
• Michael, J.A., Richardson, D., Rovick, A., Modell, H., Bruce, D., Horwitz, B., … Williams, S. (1999). Undergraduate students’ misconceptions about respiratory physiology. Advances in Physiology Education, 22, 127-135. doi: 10.1152/advances.1999.277.6.S127
   Web of Science ®Google Scholar
• Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (2005). Teaching science for understanding: A human constructivist view. San Diego, CA: Academic.
   Google Scholar
• Modell, H. I. (1997). How can we help students learn respiratory physiology? Advances in Physiology Education, 18(1), 68–74. doi: 10.1152/advances.1997.273.6.68
   Web of Science ®Google Scholar
• Modell, H. I. (2000). How to help students understand physiology? Emphasize general models. Advances in Physiology Education, 23, 101–107. doi: 10.1152/advances.2000.23.1.S101
   PubMed Web of Science ®Google Scholar
• Modell, H. I., Michael, J. A., Adamson, T., & Horwitz, B. (2004). Enhancing active learning in the student laboratory. Advances in Physiology Education, 28, 107–111. doi: 10.1152/advan.00049.2003
   PubMed Web of Science ®Google Scholar
• Moreira, M. (2008). Conceptos en la educación científica: ignorados y subestimados [Concepts in scientific education: ignored and underestimated]. Revista Qurriculum, 21, 9–26.
   Google Scholar
• Pfundt, H., & Duit, R. (2004). Bibliography: Students’ alternative frameworks and science education. Kiel: University of Kiel Institute for Science Education.
   Google Scholar
• Piaget, J. (1973). Psicología y pedagogía [Psychology and pedagogy]. Barcelona: Editorial Ariel.
   Google Scholar
• Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211–227. doi: 10.1002/sce.3730660207
   Google Scholar
• Pozo, J. I., & Gómez-Crespo, M. A. (1998). Aprender y enseñar ciencia [Learn and teach Science]. Madrid: Morata.
   Google Scholar
• Pozo, J. I., Sanz, A., Gómez, M. A., & Limón, M. (1991). Las ideas de los alumnos sobre la ciencia: una interpretación desde la psicología cognitiva [Students’ ideas about science: An interpretation from cognitive psychology]. Enseñanza de las Ciencias, 9, 83–94.
   Google Scholar
• Rodríguez-Moneo, M., & Aparicio, J. J. (2004). Los estudios sobre el cambio conceptual y la enseñanza de las ciencias [The studies about conceptual change and the teaching of sciences]. Educación Química, 15(3), 270–280.
   Google Scholar
• Treagust, D. F., & Duit, R. (2008). Conceptual change: a discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education, 3, 297–328. doi: 10.1007/s11422-008-9090-4
   Google Scholar
• Vosniadou, S. (2007). The cognitive-situative divide and the problem of conceptual change. Educational Psychologist 42, 55–66. doi: 10.1080/00461520709336918
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Pensamiento y lenguaje [Thought and language]. Madrid: Paidós.
   Google Scholar