Michael J A
Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA.
Am J Physiol. 1998 Jun;274(6 Pt 2):S90-8. doi: 10.1152/advances.1998.274.6.S90.
Students' misconceptions about scientific phenomena can arise from at least two possible sources, the students' personal experience with those phenomena and things learned in the classroom. Misconceptions have been studied in a variety of science disciplines, but little attention has been given to the faulty models that students have for physiological processes. In this study 393 undergraduates in three different research universities were asked to predict the changes in heart rate and strength of cardiac contraction and breathing frequency and depth of breathing (physiological parameters that can be directly and personally perceived) under conditions that result in predicted that heart rate would increase but that the strength of contraction would decrease or stay unchanged. Approximately one-half of the students predicted that breathing frequency would increase but depth of breathing would decrease (also erroneous). Explanations for these erroneous predictions were elicited, and the reasons offered revealed significant misconceptions about cardiac and respiratory mechanics. The persistence of such misconceptions was demonstrated in a small group of first-year medical students. A general approach to detecting and remediating misconceptions is discussed.
学生对这些现象的个人体验以及在课堂上学到的知识。人们已经在多种科学学科中对误解进行了研究，但对于学生持有的关于生理过程的错误模型却很少关注。在本研究中，来自三所不同研究型大学的393名本科生被要求预测在导致心率增加但收缩力下降或保持不变的情况下，心率、心脏收缩强度、呼吸频率和呼吸深度（这些生理参数可以直接被个人感知）的变化。大约一半的学生预测呼吸频率会增加但呼吸深度会减小（这也是错误的）。我们引出了对这些错误预测的解释，所给出的理由揭示了对心脏和呼吸力学的重大误解。一小部分一年级医学生中也证实了这种误解的持续性。本文还讨论了检测和纠正误解的一般方法。
