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Misconceptions Are “So Yesterday!”

At the close of the Society for the Advancement of Biology Education Research conference in July 2012, one of the organizers made the comment: “Misconceptions are so yesterday.” Within the community of learning sciences, misconceptions are yesterday's news, because the term has been aligned wit...

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Detalles Bibliográficos
Autores principales: Maskiewicz, April Cordero, Lineback, Jennifer Evarts
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2013
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3763002/
https://www.ncbi.nlm.nih.gov/pubmed/24006383
http://dx.doi.org/10.1187/cbe.13-01-0014
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author Maskiewicz, April Cordero
Lineback, Jennifer Evarts
author_facet Maskiewicz, April Cordero
Lineback, Jennifer Evarts
author_sort Maskiewicz, April Cordero
collection PubMed
description At the close of the Society for the Advancement of Biology Education Research conference in July 2012, one of the organizers made the comment: “Misconceptions are so yesterday.” Within the community of learning sciences, misconceptions are yesterday's news, because the term has been aligned with eradication and/or replacement of conceptions, and our knowledge about how people learn has progressed past this idea. This essay provides an overview of the discussion within the learning sciences community surrounding the term “misconceptions” and how the education community's thinking has evolved with respect to students’ conceptions. Using examples of students’ incorrect ideas about evolution and ecology, we show that students’ naïve ideas can provide the resources from which to build scientific understanding. We conclude by advocating that biology education researchers use one or more appropriate alternatives in place of the term misconception whenever possible.
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spelling pubmed-37630022013-09-09 Misconceptions Are “So Yesterday!” Maskiewicz, April Cordero Lineback, Jennifer Evarts CBE Life Sci Educ Essays At the close of the Society for the Advancement of Biology Education Research conference in July 2012, one of the organizers made the comment: “Misconceptions are so yesterday.” Within the community of learning sciences, misconceptions are yesterday's news, because the term has been aligned with eradication and/or replacement of conceptions, and our knowledge about how people learn has progressed past this idea. This essay provides an overview of the discussion within the learning sciences community surrounding the term “misconceptions” and how the education community's thinking has evolved with respect to students’ conceptions. Using examples of students’ incorrect ideas about evolution and ecology, we show that students’ naïve ideas can provide the resources from which to build scientific understanding. We conclude by advocating that biology education researchers use one or more appropriate alternatives in place of the term misconception whenever possible. American Society for Cell Biology 2013 /pmc/articles/PMC3763002/ /pubmed/24006383 http://dx.doi.org/10.1187/cbe.13-01-0014 Text en © 2013 A. C. Maskiewicz and J. E. Lineback. CBE—Life Sciences Education © 2013 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society of Cell Biology.
spellingShingle Essays
Maskiewicz, April Cordero
Lineback, Jennifer Evarts
Misconceptions Are “So Yesterday!”
title Misconceptions Are “So Yesterday!”
title_full Misconceptions Are “So Yesterday!”
title_fullStr Misconceptions Are “So Yesterday!”
title_full_unstemmed Misconceptions Are “So Yesterday!”
title_short Misconceptions Are “So Yesterday!”
title_sort misconceptions are “so yesterday!”
topic Essays
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3763002/
https://www.ncbi.nlm.nih.gov/pubmed/24006383
http://dx.doi.org/10.1187/cbe.13-01-0014
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