Misconceptions - believing something to an extent that isn’t completely correct.
“An idea or view inconsistent with the scientific understanding because it is based on faulty thinking or understanding”.
Similar terms: Alternative conceptions, intuitive ideas, preconceptions, preconceived notions, non-scientific concepts, erroneous beliefs.
This impacts the students’ learning through their personal teaching, reinforcement from family/friends, conflict with the teacher, etc.
For example, “just because you taught it, doesn’t mean they learned it”, “experience is not always the best teacher”.
If a misconception makes sense to students, it’ll be very hard to change: strongly held, differ from experts’ notions, have a strong influence in students’ understanding.
Types:
Preconceived notions: “popular” conceptions rooted in everyday observations.
Non-scientific beliefs: views learned by students from sources other than scientific education, such as religious or mythical teachings.
Conceptual misunderstandings: over-generalisation or doesn’t help with other preconceived notions/non-scientific beliefs.
Vernacular misconceptions: word-use in everyday life and scientific contexts conflicting.
Factual misconceptions: false information at an early age unchallenged into adulthood.
Conceptual change - presenting new concepts or theories:
Intelligible: using (bridging) analogies, models, etc.
Plausible: linked to existing knowledge.
Fruitful: be useful in the future.
Cognitive conflict by presenting data that does not match their misconception to increase their adaptability to change - just using rote learning will not be substantial.