D variations in risk aspects for violentvictimization amongst the 2 groups.30 A lot more analysis has to be conducted on solutions for serious violent youth offenders in juvenile detention settings and in adult jails.data interpretation, and write-up preparation. J. Brown was accountable for study conceptualization. M. Van Brakle was accountable for write-up preparation.Fifteen years ago, Odom and Barrow (1995; Odom, 1995) made the Diffusion and Osmosis Diagnostic Test (DODT; obtainable in Odom [1995] and Odom and Barrow [1995]), made to assess secondary and college biology students’ understanding of osmosis and diffusion. Odom and Barrow reported that overall performance around the DODT by college biology majors was consistently poor, and scores earned by college non iology majors and high school students have been even reduce (Odom, 1995). While understanding how the basic processes of diffusion and osmosis perform is crucial to comprehending a wide variety of biological functions, the investigation of Odom and Barrow and other people has demonstrated that student mastery of osmosis and diffusion is really tough to realize. Inadequate understanding of osmosis and diffusion has been documented amongst high school and college students inside the Usa (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 consists of 12 two-tiered, multiple-choice queries. The first tier asks “What happens when . . .” (“What”), and calls for students to analyze a circumstance and/or make a prediction about what will take place inside a scenario, offered particular circumstances. The second tier asks the cause (“Why”) for the first-tier response. Item distracters (incorrect responses) have been 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 college students who responded towards the DODT soon after completing per week of instruction about osmosis and diffusion. Responses among subjects were remarkably related to these obtained previously. JNJ-63533054 Further, the authors assessed students’ self-assurance levels and identified that students displayed high levels of self-assurance that their (incorrect) responses around the DODT had been correct. The extended time frame in between studies (12 yr), the similarities in students’ responses across the years, plus the students’ certainty about the correctness of their (incorrect) responses all illustrate the persistence and tenacity of students’ misconceptions (i.e., alternative concepts, naive ideas) with regards to the processes of osmosis and diffusion. In this report, we make use of the original term, “misconception,” while we recognize that you can find other, possibly 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 beneath license from the author(s). It is actually available to the public under 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 on the American Society for Cell Biology.Osmosis and Diffusion Conceptual Assessmentappropriate.