D differences in danger components for violentvictimization amongst the two groups.30 More analysis must be carried out on solutions for critical violent youth offenders in juvenile detention settings and in adult jails.data interpretation, and short article preparation. J. Brown was accountable for study conceptualization. M. Van Brakle was accountable for article preparation.Fifteen years ago, Odom and Barrow (1995; Odom, 1995) made the Cenicriviroc chemical information diffusion and Osmosis Diagnostic Test (DODT; readily available in Odom [1995] and Odom and Barrow [1995]), created 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 college students had been even reduced (Odom, 1995). Though understanding how the basic processes of diffusion and osmosis work is crucial to comprehending a wide variety of biological functions, the analysis of Odom and Barrow and other folks has demonstrated that student mastery of osmosis and diffusion is exceptionally hard to realize. Inadequate understanding of osmosis and diffusion has been documented among high school and college students within 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 concerns. The first tier asks “What occurs when . . .” (“What”), and needs students to analyze a circumstance and/or make a prediction about what will happen inside a predicament, given certain circumstances. The second tier asks the purpose (“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 school students who responded to the DODT just after finishing per week of instruction about osmosis and diffusion. Responses among subjects have been remarkably equivalent to these obtained previously. Further, the authors assessed students’ confidence levels and located that students displayed high levels of self-assurance that their (incorrect) responses around the DODT were precise. The extended time frame involving studies (12 yr), the similarities in students’ responses across the years, plus the students’ certainty in regards to the correctness of their (incorrect) responses all illustrate the persistence and tenacity of students’ misconceptions (i.e., alternative suggestions, naive concepts) regarding the processes of osmosis and diffusion. Within this report, we make use of the original term, “misconception,” although 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 under license in the author(s). It is actually obtainable for the public under an AttributionNoncommercial hare Alike three.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB R ” and “The American Society for Cell Biology R ” are registered trademarks from the American Society for Cell Biology.Osmosis and Diffusion Conceptual Assessmentappropriate.