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Misconceptions Yesterday, Today, and Tomorrow
Mary J Leonard1, Steven T Kalinowski2, Tessa C Andrews3
1*Department of Education, Montana State University, Bozeman, MT 59717 mleonard@montana.edu.
CBE Life Sciences Education
|June 19, 2015
Summary
The term "misconceptions" remains relevant in biology education research. Understanding student knowledge structure and factors like motivation and beliefs is key to addressing these incorrect ideas in science.
Area of Science:
- Biology Education Research
- Science Education
Background:
- A recent essay questioned the use of the term "misconceptions" in biology education research, advocating for alternative terminology for students' incorrect scientific ideas.
- This paper defends the continued use and clarifies the meaning of "misconceptions" within the current educational research landscape.
Purpose of the Study:
- To counter criticism regarding the term "misconceptions" in biology education.
- To review the current meaning and use of "misconceptions" in education research.
- To identify key research areas impacting future biology education and instruction.
Main Methods:
- Review of the literature on the term "misconceptions" in education research.
- Analysis of two major debates surrounding the use of the term.
- Identification and description of two emerging research areas relevant to misconceptions.
Main Results:
- The term "misconceptions" continues to be a valuable concept in education research.
- Two critical areas for future research are the structure of student knowledge (coherent vs. fragmented) and the influence of student motivation, epistemic beliefs, and cognitive/metacognitive skills on overcoming misconceptions.
- These factors significantly impact students' ability to change their incorrect ideas in science.
Conclusions:
- The term "misconceptions" is defended as a relevant and useful concept in biology education.
- Future research should focus on how student knowledge structures and affective/cognitive factors influence the persistence and resolution of misconceptions.
- Understanding these elements is crucial for improving biology instruction and student learning outcomes.
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