Related Experiment Video
Updated: Apr 9, 2026

Setting Limits on Supersymmetry Using Simplified Models
Published on: November 15, 2013
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.
Abstract:
A recent essay in CBE-Life Sciences Education criticized biology education researchers' use of the term misconceptions and recommended that, in order to be up-to-date with education research, biology education researchers should use alternative terms for students' incorrect ideas in science. We counter that criticism by reviewing the continued use and the meaning of misconceptions in education research today, and describe two key debates that account for the controversy surrounding the term. We then identify and describe two areas of research that have real implications for tomorrow's biology education research and biology instruction: 1) hypotheses about the structure of student knowledge (coherent vs. fragmented) that gives rise to misconceptions; and 2) the "warming trend" that considers the effects of students' motivation, beliefs about the nature of knowledge and learning (their epistemic beliefs), and learning strategies (their cognitive and metacognitive skills) on their ability to change their misconceptions in science. We conclude with a description of proposed future work in biology education research related to misconceptions.
More Related Videos
Related Concept Videos
The Scientific Method
Generally, predictions are tested using carefully-designed experiments. Based on the outcome of these...
The Scientific Method
The Scientific Method
Scientific Laws and Theories
Random and Systematic Errors
Models, Theories, and Laws

