Pupils' problems with water potential

Johnstone, A. H.; Mahmoud, N. A.

doi:10.1080/00219266.1980.9654317

Cited by 34 publications

(6 citation statements)

References 2 publications

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“…However, present day science teaching generally ignores alternative conceptions (Hewson, 1981) since existing curricula were written before their importance was appreciated. Similarly, studies which have examined student learning following exposure to instruction (Okeke & Wood-Robinson, 1980;Johnstone & Mahmoud, 1980) have revealed misconceptions of many science concepts.…”

Section: Introductionmentioning

confidence: 99%

Research data necessary for meaningful review of grade ten high school genetics curricula

Hackling¹,

Treagust²

1984

J Res Sci Teach

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Grade 10 high school students' understanding of the mechanisms of inheritance was explored following a course of instruction. A partially standardized interview procedure was developed based on inheritance concepts and propositions which were considered necessary for an understanding of inheritance. Concepts and propositions that were understood, not understood, or misunderstood were identified. Analysis of interviews from 48 students revealed several important implications for science curriculum writers and science teachers of grade 10 genetics topics.

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Section: Introductionmentioning

confidence: 99%

Research data necessary for meaningful review of grade ten high school genetics curricula

Hackling¹,

Treagust²

1984

J Res Sci Teach

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“…It is a plausible assumption that is logically consistent with other prevalent inaccurate conceptions (Friedler et al, 1987;Johnstone & Mahmoud, 1980b;Murray, 1983;Okeke & Wood-Robinson, 1980 Friedler et al, 1987;Johnstone & Mahmoud, 1980b;Murray, 1983;Okeke & Wood-Robinson, 1980 The problem under study is useful for teaching students about osmosis. Solvers have the opportunity to explore a great deal of complex conceptual knowledge about osmosis.…”

Section: Inaccurate Conceptions That Blocked a Correct Answermentioning

confidence: 57%

“…Moreover, various researchers have used this osmometer-like 4 system to explore students' conceptions about osmosis (Johnstone & Mahmoud, 1980b;Murray, 1983).…”

Section: The Problem Condition Has Been Widelymentioning

confidence: 99%

Red Onions, Elodea, or Decalcified Chicken Eggs? Selecting & Sequencing Representations for Teaching Diffusion & Osmosis

Lankford

Friedrichsen

2012

The American Biology Teacher

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This study focused on the knowledge of six outstanding science students who solved an osmosis problem meaningfully. That is, they used appropriate and substantially accurate conceptual knowledge to generate an answer. Three generated a correct answer; three, an incorrect answer. This paper identifies both the accurate ana inaccurate conceptions about osmosis of each correct and incorrect solver. The investigation consisted of a presolving clinical interview, think-aloud solving of the problem, and retrospective report of the solving. Of the 12 accurate conceptions identified here, 2 were especially important in enabling these solvers to generate a correct answer. Of the eight inaccurate conceptions, either of two blocked a correct answer. Four, however, accompanied (and could therefore be concealed by) a correct answer. Teachers could use this information to make a meaningful solving of this problem accessible to more students and to identify more effectively students' inaccurate conceptions about osmosis. (Contains 23 references.) (Author) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** That is, they used appropriate and substantially accurate conceptual knowledge to generate an answer.

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“…Many could not correctly distinguish between osmosis and diffusion, and the majority had misconceived views about the nature of equilibrium. Like the students involved in Johnstone and Mahmoud's (1980b) investigation, they believed that the movement of water molecules would cease when equal concentrations had been reached. When osmotic relations were applied to the plant cell, their difficulties increased due to the increased complexity of the situation caused by the cell vacuole and the cell wall.…”

Section: Water Relationsmentioning

confidence: 97%

“…Several studies have been carried out to document these difficulties. Johnstone and Mahmoud (1980b) used both interviews and written tests in investigating the understanding of Scottish 15-17 year olds. The tests involved questions based both on laboratory models and on plants in their natural situation in the soil.…”

Section: Water Relationsmentioning

confidence: 99%

Young People's Ideas About Plants

Wood‐Robinson

1991

Studies in Science Education

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Pupils' problems with water potential

Cited by 34 publications

References 2 publications

Research data necessary for meaningful review of grade ten high school genetics curricula

Research data necessary for meaningful review of grade ten high school genetics curricula

Red Onions, Elodea, or Decalcified Chicken Eggs? Selecting & Sequencing Representations for Teaching Diffusion & Osmosis

Young People's Ideas About Plants

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