ArticleCBE life sciences education2014
Misconceptions Yesterday, Today, and Tomorrow.
Article in CBE life sciences education, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
18 citing papers in PubMed.
- Implementing Large Language Models to Support Misconception-Based Collaborative Learning in Health Care Education.JMIR medical education · 2026Article
- Spontaneous Anthropocentric Language Use in University Students' Explanations of Biological Concepts Varies by Topic and Predicts Misconception Agreement.CBE life sciences education · 2025Article
- Mapping lower secondary school students' conceptions of three aspects critical for understanding the nervous system.PloS one · 2024Article
- Neutral theory and beyond: A systematic review of molecular evolution education.Ecology and evolution · 2023Article
- Putting the Pieces Together: Student Thinking about Transformations of Energy and Matter.CBE life sciences education · 2022Article
- Student Thinking in the Professional Development of College Biology Instructors: An Analysis through the Lens of Sociocultural Theory.CBE life sciences education · 2022Article
- Leveraging Multiple Analytic Frameworks to Assess the Stability of Students' Knowledge in Physiology.CBE life sciences education · 2020Article
- Error-Discovery Learning Boosts Student Engagement and Performance, while Reducing Student Attrition in a Bioinformatics Course.CBE life sciences education · 2018Article
- Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review.CBE life sciences education · 2018Article
- Challenging Cognitive Construals: A Dynamic Alternative to Stable Misconceptions.CBE life sciences education · 2018Article
- Towards an Evolutionary Perspective in Teaching and Popularizing Microbiology.Journal of microbiology & biology education · 2018Article
- A Call for Programmatic Assessment of Undergraduate Students' Conceptual Understanding and Higher-Order Cognitive Skills.Journal of microbiology & biology education · 2018Article
- Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking.International journal of STEM education · 2018Article
- Development and Validation of the Homeostasis Concept Inventory.CBE life sciences education · 2017Article
- Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors.CBE life sciences education · 2015Article
- Re: misconceptions are "so yesterday!".CBE life sciences education · 2014Article
- Development of the Biological Experimental Design Concept Inventory (BEDCI).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
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
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.
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What OpenQuestion holds
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.