![]() Accordingly, as noted, it is very typical for students (and adults) to have misconceptions in different domains (content knowledge areas). This occurs when the new concept or theory is inconsistent with previously learned material. In addition, things we have already learned are sometimes unhelpful in learning new concepts/theories. In this way, even adults, including teachers, can sometimes have misconceptions of material (Burgoon, Heddle, & Duran, 2010). Hence, our understanding of them is flawed. They may be very abstract, counterintuitive or quite complex. Moreover, some concepts in different content areas are simply very difficult to grasp. We quite naturally form ideas from our everyday experience, but obviously not all the ideas we develop are correct with respect to the most current evidence and scholarship in a given discipline. In fact, they are a normal part of the learning process. Alternative conceptions (misconceptions) are not unusual. These erroneous understandings are termed alternative conceptions or misconceptions (or intuitive theories). Student knowledge, however, can be erroneous, illogical or misinformed. When teachers provide instruction on concepts in various subjects, they are teaching students who already have some pre-instructional knowledge about the topic. With David Naff, Virginia Commonwealth University Joan Lucariello, PhD, City University of New York
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