Scientific misconceptions

Misconceptions can arise due to a variety of factors, such as personal experiences, cultural beliefs, or the way information is presented in educational settings.

[2] In general, scientific misconceptions have their foundations in a few "intuitive knowledge domains, including folkmechanics (object boundaries and movements), folkbiology (biological species' configurations and relationships), and folkpsychology (interactive agents and goal-directed behavior)",[3] that enable humans to interact effectively with the world in which they evolved.

There has been extensive research into students' informal ideas about science topics, and studies have suggested reported misconceptions vary considerably in terms of properties such as coherence, stability, context-dependence, range of application etc.

Vernacular misconceptions happen when one word has two completely different meanings, specially in regard to science and everyday life.

These strategies include various forms of "real type" feedback, which can involve the use of colored cards or electronic survey systems (clickers).

Finally, there is a more research-intensive approach that involves interviewing students for the purpose of generating the items that will make up a concept inventory or other forms of diagnostic instruments.

While not all the published diagnostic instruments have been developed as carefully as some concept inventories, some two-tier diagnostic instruments (which offer multiple choice distractors informed by misconceptions research, and then ask learners to give reasons for their choices) have been through rigorous development.

[22] Scientific inquiry is another technique that provides an active engagement opportunity for students and incorporates metacognition and critical thinking.

Students then use observation, imagination, and reasoning about scientific phenomena they are studying to organize knowledge within a conceptual framework.

According to Magnusson and Palincsan,[28] teachers should allow multiple cycles of investigation where students can ask the same questions as their understanding of the concept matures.

Through strategies that apply formative assessment of student learning and adjust accordingly, teachers can help redirect scientific misconceptions.