Students' Misconceptions About Perceived Physiological
Responses. Joel A. Michael.
Department of Molecular Biophysics &
Physiology, Rush Medical College, Chicago, IL 60612.
APStracts 5:0001S, 1998.
ABSTRACT
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 about 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 increased cardiac output or minute ventilation. One third
of those surveyed incorrectly predicted that heart rate would increase
but that the strength of contraction would decrease or stay unchanged.
Approximately 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.
Received 10 May 1997; accepted in final form 17 February 1998.
APS Manuscript Number S22-7.
Article publication pending Advances in Physiology Education.
ISSN 1080-4757 Copyright 1998 The American Physiological Society.
Published in APStracts on 9 March 1998