D differences in danger factors for violentvictimization among the 2 groups.30 Much more investigation must be carried out on solutions for severe violent youth offenders in juvenile detention settings and in adult jails.data interpretation, and report preparation. J. Brown was responsible for study conceptualization. M. Van Brakle was accountable for article preparation.Fifteen years ago, Odom and Barrow (1995; Odom, 1995) designed the Diffusion and Osmosis Diagnostic Test (DODT; out there in Odom [1995] and Odom and Barrow [1995]), developed to assess secondary and college biology students’ understanding of osmosis and diffusion. Odom and Barrow reported that functionality on the DODT by college biology majors was consistently poor, and scores earned by college non iology majors and high school students had been even lower (Odom, 1995). Though understanding how the basic processes of diffusion and osmosis function is crucial to comprehending a wide range of biological functions, the study of Odom and Barrow and other people has demonstrated that student mastery of osmosis and diffusion is incredibly tough to achieve. Inadequate understanding of osmosis and diffusion has been documented among higher college and college students in the United states of america (e.g., Marek, 1986; Westbrook and Marek, 1991; Marek et al., 1994; Zuckerman, 1998; Christianson and Fisher, 1999) and elsewhere (e.g., Friedler et al., 1987; She, 2004). The DODT includes 12 two-tiered, multiple-choice inquiries. The initial tier asks “What happens when . . .” (“What”), and requires students to analyze a situation and/or make a prediction about what will happen in a situation, given particular circumstances. The second tier asks the reason (“Why”) for the first-tier response. Item distracters (incorrect responses) were drawn from 20 prevalent misconceptions held by students, as identified by the DODT authors (Odom, 1995; Odom and Barrow, 1995). Twelve years later, Odom and Barrow (2007) examined responses and levels PubMed ID:http://www.ncbi.nlm.nih.gov/pubmed/20045416 of certainty among 58 high school students who responded to the DODT soon after completing per week of instruction about osmosis and diffusion. Responses amongst subjects had been remarkably MI-538 site similar to these obtained previously. Further, the authors assessed students’ confidence levels and discovered that students displayed higher levels of confidence that their (incorrect) responses on the DODT were accurate. The extended time frame among research (12 yr), the similarities in students’ responses across the years, plus the students’ certainty regarding the correctness of their (incorrect) responses all illustrate the persistence and tenacity of students’ misconceptions (i.e., option suggestions, naive concepts) concerning the processes of osmosis and diffusion. Within this report, we use the original term, “misconception,” even though we recognize that there are other, maybe moreDOI: 10.1187/cbe.11-04-0038 Address correspondence to: Kathy S. Williams (kwilliams@ sciences.sdsu.edu). c 2011 K. M. Fisher et al. CBE–Life Sciences Education c 2011 The American Society for Cell Biology. This short article is distributed by The American Society for Cell Biology below license in the author(s). It is actually readily available to the public below an AttributionNoncommercial hare Alike 3.0 Unported Inventive Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB R ” and “The American Society for Cell Biology R ” are registered trademarks with the American Society for Cell Biology.Osmosis and Diffusion Conceptual Assessmentappropriate.
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