Misconceptions Yesterday, Today, and Tomorrow

We review the use and meaning of the term misconceptions in education research today, describe yesterday's debates that account for the term's controversy, and identify two areas of research related to misconceptions with implications for tomorrow's biology education research and biology instruction.

[1]  Janice,et al.  Reconceptalizing change in the cognitive construction of knowledge , 1998 .

[2]  Charles W. Anderson,et al.  Student conceptions of natural selection and its role in evolution , 1986 .

[3]  Karen E. Irving,et al.  Exploring Grade 11 students' conceptual pathways of the particulate nature of matter in the context of multirepresentational instruction , 2010 .

[4]  Joel K. Abraham,et al.  Short Lesson Plan Associated with Increased Acceptance of Evolutionary Theory and Potential Change in Three Alternate Conceptions of Macroevolution in Undergraduate Students , 2012, CBE - Life Sciences Education.

[5]  Philip M. Sadler,et al.  The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms , 2013 .

[6]  Donna E. Alvermann,et al.  Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text. , 1995 .

[7]  David Hammer,et al.  Student resources for learning introductory physics , 2000 .

[8]  Sherry A. Southerland,et al.  Intentions and beliefs in students' understanding and acceptance of biological evolution , 2003 .

[9]  Stella Vosniadou,et al.  International handbook of research on conceptual change , 2013 .

[10]  A. Elliot,et al.  A 2 X 2 achievement goal framework. , 2001, Journal of personality and social psychology.

[11]  K. Tanner,et al.  Feature Approaches to Biology Teaching and Learning Considering the Role of Affect in Learning : Monitoring Students ’ Self-Efficacy , Sense of Belonging , and Science Identity , 2014 .

[12]  Sherry A. Southerland,et al.  Understanding students' explanations of biological phenomena: Conceptual frameworks or p‐prims? , 2001 .

[13]  P. K. Murphy,et al.  Changing Knowledge and Beliefs , 2006 .

[14]  P. Winne,et al.  Handbook of educational psychology , 2015 .

[15]  J. Opfer,et al.  Cognitive foundations for science assessment design: Knowing what students know about evolution , 2012 .

[16]  Kenneth Tobin,et al.  International handbook of science education , 1998 .

[17]  R. Sawyer The Cambridge Handbook of the Learning Sciences: Introduction , 2014 .

[18]  Douglas B. Clark,et al.  Comparison of Students' Knowledge Structure Coherence and Understanding of Force in the Philippines, Turkey, China, Mexico, and the United States , 2011 .

[19]  Michael E. Beeth,et al.  Teaching for Conceptual Change , 1998 .

[20]  Ross H. Nehm,et al.  Measuring knowledge of natural selection: A comparison of the CINS, an open‐response instrument, and an oral interview , 2008 .

[21]  Daniel T. Hickey,et al.  Multi-level assessment for discourse, understanding, and achievement in innovative learning contexts , 2012 .

[22]  John J. Clement,et al.  Using Bridging Analogies and Anchoring Institutions to Seal with Students' Preconceptions in Physics , 1993 .

[23]  C. Dweck,et al.  A social-cognitive approach to motivation and personality , 1988 .

[24]  J. Mestre Transfer of learning from a modern multidisciplinary perspective , 2005 .

[25]  Andrea A. diSessa,et al.  A History of Conceptual Change Research , 2014 .

[26]  B. Zimmerman Academic studing and the development of personal skill: A self-regulatory perspective , 1998 .

[27]  A. diSessa Toward an Epistemology of Physics , 1993 .

[28]  Mirjamaija Mikkilä-Erdmann,et al.  The Role of Regulation and Processing Strategies in Understanding Science Text Among University Students , 2013 .

[29]  M Kalantzis,et al.  The conditions of learning , 2005 .

[30]  Minsu Ha,et al.  Item Feature Effects in Evolution Assessment. , 2011 .

[31]  Antje Sommer,et al.  Intentional Conceptual Change , 2016 .

[32]  John K. Gilbert,et al.  Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education , 1983 .

[33]  Andrea A. diSessa,et al.  Knowledge in pieces : An evolving framework for understanding knowing and learning , 1988 .

[34]  D. Treagust,et al.  Conceptual change: A powerful framework for improving science teaching and learning , 2003 .

[35]  Chris S. Hulleman,et al.  Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions , 2011 .

[36]  Nancy C. Rhodes,et al.  Epistemological beliefs and mathematical text comprehension: believing it is simple does not make it so , 1992 .

[37]  Allan Wigfield,et al.  Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes , 2010 .

[38]  Jennifer Evarts Lineback,et al.  Misconceptions Are “So Yesterday!” , 2013, CBE life sciences education.

[39]  P. Pintrich A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). , 1991 .

[40]  Lucia Mason,et al.  On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest. , 2008 .

[41]  Rebecca M. Price,et al.  Re: Misconceptions Are “So Yesterday!” , 2014, CBE life sciences education.

[42]  Susan R. Singer,et al.  Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. , 2012 .

[43]  D. Wood Self-theories: Their Role in Motivation, Personality and Development. By Carol S. Dweck. Psychology Press, Hove, 1999. pp. 195. £29.95 (hb). , 2000 .

[44]  S. Kalinowski,et al.  Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses , 2011, CBE life sciences education.

[45]  Kathleen Hogan,et al.  Comparing the Epistemological Underpinnings of Students' and Scientists' Reasoning about Conclusions. , 2001 .

[46]  J. Piaget Biology and knowledge;: An essay on the relations between organic regulations and cognitive processes , 1971 .

[47]  R. Nehm,et al.  Biology Majors' Knowledge and Misconceptions of Natural Selection , 2007 .

[48]  K. Fisher,et al.  Student Misconceptions in Biology , 2002 .

[49]  Andrea A. diSessa,et al.  Coherence versus fragmentation in the development of the concept of force , 2004, Cogn. Sci..

[50]  Kathleen M. Fisher,et al.  Mapping Biology Knowledge , 2000 .

[51]  David Hammer,et al.  Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure Influence Instructional Perceptions and Intentions , 1996 .

[52]  Keith S. Taber,et al.  Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter , 2010 .

[53]  Marlene Schommer Effects of beliefs about the nature of knowledge on comprehension. , 1990 .

[54]  Kristin L. K. Koskey,et al.  Teaching for Transformative Experiences and Conceptual Change: A Case Study and Evaluation of a High School Biology Teacher's Experience , 2010 .

[55]  Manuel Santos-Trigo,et al.  Mathematical Problem Solving , 2015 .

[56]  S. Frederick Journal of Economic Perspectives—Volume 19, Number 4—Fall 2005—Pages 25–42 Cognitive Reflection and Decision Making , 2022 .

[57]  Krista R. Muis,et al.  To master or perform? Exploring relations between achievement goals and conceptual change learning. , 2013, The British journal of educational psychology.

[58]  Andrea A. diSessa,et al.  The Cambridge Handbook of the Learning Sciences: A History of Conceptual Change Research , 2005 .

[59]  Stephen J. Thoma,et al.  The Challenge of Measuring Epistemic Beliefs: An Analysis of Three Self-Report Instruments , 2008 .

[60]  Andrew Elby,et al.  Resources , framing , and transfer , 2004 .

[61]  A. diSessa,et al.  What changes in conceptual change , 1998 .

[62]  Gita Taasoobshirazi,et al.  A structural equation model of conceptual change in physics , 2011 .

[63]  J. Keller Strategies for stimulating the motivation to learn , 1987 .

[64]  Gita Taasoobshirazi,et al.  Science motivation questionnaire II: Validation with science majors and nonscience majors , 2011 .

[65]  A. Bandura,et al.  Negative self-efficacy and goal effects revisited. , 2003, The Journal of applied psychology.

[66]  G. Forman,et al.  Constructivism in the computer age , 1988 .

[67]  Ruth Stavy,et al.  Persistence of the Intuitive Conception of Living Things in Adolescence , 2010 .

[68]  Barbara J. Guzzetti,et al.  Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education , 1993 .

[69]  Benjamin C. Heddy,et al.  Transforming Misconceptions: Using Transformative Experience to Promote Positive Affect and Conceptual Change in Students Learning about Biological Evolution. , 2013 .

[70]  M. Schommer-Aikins,et al.  Ways of Knowing and Epistemological Beliefs: Combined effect on academic performance , 2006 .

[71]  P. Pintrich,et al.  Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change , 1993 .

[72]  Lucia Mason,et al.  Beyond knowledge: learner characteristics influencing conceptual change , 2013 .

[73]  Piaget’s Theory of Intelligence , 2015 .

[74]  David E. Brown Students’ Conceptions as Dynamically Emergent Structures , 2014 .

[75]  Keith S. Taber,et al.  Conceptual Resources for Learning Science: Issues of transience and grain‐size in cognition and cognitive structure , 2008 .

[76]  Kristin L. K. Koskey,et al.  Developing Conceptual Understanding of Natural Selection: The Role of Interest, Efficacy, and Basic Prior Knowledge , 2012 .

[77]  C. Hmelo‐Silver,et al.  Editors’ Farewell Note , 2013 .

[78]  Joseph D. Novak,et al.  Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners , 2002 .

[79]  Shari L. Britner Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes , 2008 .

[80]  Michelene T. H. Chi,et al.  Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust , 2005 .

[81]  Dorothy L. Gabel,et al.  Handbook of Research on Science Teaching and Learning Project. , 1993 .

[82]  J. Roschelle,et al.  Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition , 1994 .