ArticleCBE life sciences education2013
Misconceptions are "so yesterday!".
Article in CBE life sciences education, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 23 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
23 citing papers in PubMed.
- Spontaneous Anthropocentric Language Use in University Students' Explanations of Biological Concepts Varies by Topic and Predicts Misconception Agreement.CBE life sciences education · 2025Article
- Self-regulatory and metacognitive instruction regarding student conceptions: influence on students' self-efficacy and cognitive load.Frontiers in psychology · 2024Article
- Mapping lower secondary school students' conceptions of three aspects critical for understanding the nervous system.PloS one · 2024Article
- What College Biology Students Know about How Vaccines Work.CBE life sciences education · 2022Article
- Putting the Pieces Together: Student Thinking about Transformations of Energy and Matter.CBE life sciences education · 2022Article
- Automated Writing Assessments Measure Undergraduate Learning after Completion of a Computer-Based Cellular Respiration Tutorial.CBE life sciences education · 2021Article
- Article
- Using Framing as a Lens to Understand Context Effects on Expert Reasoning.CBE life sciences education · 2020Article
- Leveraging Multiple Analytic Frameworks to Assess the Stability of Students' Knowledge in Physiology.CBE life sciences education · 2020Article
- What Can We Do for Amphibians and Reptiles at Schools? Between Personal Conceptions, Conceptual Change and Students' Pro-Environmental Attitudes.Animals : an open access journal from MDPI · 2019Article
- Challenging Cognitive Construals: A Dynamic Alternative to Stable Misconceptions.CBE life sciences education · 2018Article
- A Call for Programmatic Assessment of Undergraduate Students' Conceptual Understanding and Higher-Order Cognitive Skills.Journal of microbiology & biology education · 2018Article
- Context-based learning for Inhibition of alternative conceptions: the next step forward in science education.NPJ science of learning · 2018Review
- Investigating Undergraduate Students' Use of Intuitive Reasoning and Evolutionary Knowledge in Explanations of Antibiotic Resistance.CBE life sciences education · 2017Article
- "Trees Live on Soil and Sunshine!"--Coexistence of Scientific and Alternative Conception of Tree Assimilation.PloS one · 2016Article
- Development of the Statistical Reasoning in Biology Concept Inventory (SRBCI).CBE life sciences education · 2016Article
- Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors.CBE life sciences education · 2015Article
- Connections between student explanations and arguments from evidence about plant growth.CBE life sciences education · 2014Article
- Re: misconceptions are "so yesterday!".CBE life sciences education · 2014Article
- The genetic drift inventory: a tool for measuring what advanced undergraduates have mastered about genetic drift.CBE life sciences education · 2014Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.