From Misconceptions to Comprehension

What are Misconceptions?

Growing up, there were a few things that I had thought I knew for certain, like…

• Venous blood is blue
• The North Star is the brightest in the sky
• Lightning never strikes the same place twice

Just to name few, but my favorite is that a penny dropped from the top of the Empire State building could kill a person on the sidewalk, if it hits them. All of these are called misconceptions! Why? These are all ideas that many of us had and probably believed for a long time (or maybe even sill believe!), even though they aren’t true. The definition of “misconception” from Oxford Languages is, “a view or opinion that is incorrect because based on faulty thinking or understanding.”

How are Misconceptions Developed?

Misconceptions are typically developed by…

• Preconceived notions from the natural world
• Religious beliefs that defy scientific reasoning
• Misunderstandings of certain concepts
• Generational myths

These are the most common reasons that attribute to why so many people believe misconceptions, especially in science.

Good teaching practice exposes misconceptions, not hide them.

–Unknown

But How Do I Overcome Misconception in My Science Class?

Firs and foremost, you need to address the misconceptions that student may have about your specific class– whether it’s physicals, chemistry, biology, anatomy, etc. Once you’re ready and have the misconceptions that you’d like to debunk, here’s the following steps you can take…

1. Facts– why is “right is right”
2. Refute– why “wrong is wrong”
3. Inoculation– the logistical behind the “right is right” and “wrong is wrong”