Misconceptions Yesterday, Today, and Tomorrow

Autor/inn/en	Leonard, Mary J.; Kalinowski, Steven T.; Andrews, Tessa C.
Titel	Misconceptions Yesterday, Today, and Tomorrow
Quelle	In: CBE - Life Sciences Education, 13 (2014) 2, S.179-186 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.13-12-0244
Schlagwörter	Misconceptions; Biology; Educational Research; Hypothesis Testing; Student Motivation; Beliefs; Learning Strategies; Student Attitudes; Attitude Change; Cognitive Ability; Metacognition; Scientific Literacy; Knowledge Level + Suchen Sie Ihr Suchwort? Missverständnis; Biologie; Bildungsforschung; Pädagogische Forschung; Hypothesenprüfung; Hypothesentest; Schulische Motivation; Belief; Glaube; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Attitudinal change; Einstellungsänderung; Denkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Wissensbasis
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. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10