---
title: "Scientific misconceptions"
chunk: 1/2
source: "https://en.wikipedia.org/wiki/Scientific_misconceptions"
category: "reference"
tags: "science, encyclopedia"
date_saved: "2026-05-05T04:21:32.885109+00:00"
instance: "kb-cron"
---

Scientific misconceptions are commonly held beliefs about science that have no basis in actual scientific fact. Scientific misconceptions can also refer to preconceived notions based on religious and/or cultural influences. Many scientific misconceptions occur because of faulty teaching styles and the sometimes distancing nature of true scientific texts. Because students' prior knowledge and misconceptions are important factors for learning science, science teachers should be able to identify and address these conceptions.

== Types ==
Misconceptions (a.k.a. alternative conceptions, alternative frameworks, etc.) are a key issue from constructivism in science education, a major theoretical perspective informing science teaching. A scientific misconception is a false or incorrect understanding of a scientific concept or principle, often resulting from oversimplifications, inaccurate information, or the misapplication of intuitive knowledge. Misconceptions can arise due to a variety of factors, such as personal experiences, cultural beliefs, or the way information is presented in educational settings. Addressing scientific misconceptions is crucial for developing a more accurate understanding of the natural world and improving scientific literacy. In general, scientific misconceptions have their foundations in a few "intuitive knowledge domains, including folkmechanics (object boundaries and movements), folkbiology (biological species' configurations and relationships), and folkpsychology (interactive agents and goal-directed behavior)", that enable humans to interact effectively with the world in which they evolved. That these folksciences do not map accurately onto modern scientific theory is not unexpected. A second major source of scientific misconceptions are educational misconceptions, which are induced and reinforced during the course of instruction (in formal education).
There has been extensive research into students' informal ideas about science topics, and studies have suggested reported misconceptions vary considerably in terms of properties such as coherence, stability, context-dependence, range of application etc. Misconceptions can be broken down into five basic categories:

preconceived notions
nonscientific beliefs
conceptual misunderstandings
vernacular misconceptions
factual misconceptions
Preconceived notions are thinking about a concept in only one way. Once a person knows how something works it is difficult to imagine it working a different way. Nonscientific beliefs are beliefs learned outside of scientific evidence. For example, one's beliefs about the history of world based on the bible. Conceptual misunderstandings are ideas about what one thinks they understand based on their personal experiences or what they may have heard. One does not fully grasp the concept and understand it. Vernacular misconceptions happen when one word has two completely different meanings, especially in regard to science and everyday life. Factual misconceptions are ideas or beliefs that are learned at a young age but are actually incorrect.
While most student misconceptions go unrecognized, there has been an informal effort to identify errors and misconceptions present in textbooks.

== Identifying student misconceptions ==
In the context of Socratic instruction, student misconceptions are identified and addressed through a process of questioning and listening. A number of strategies have been employed to understand what students are thinking prior, or in response, to instruction. These strategies include various forms of "real type" feedback, which can involve the use of colored cards or electronic survey systems (clickers). Another approach is typified by the strategy known as just-in-time teaching. Here students are asked various questions prior to class, the instructor uses these responses to adapt their teaching to the students' prior knowledge and misconceptions.
Finally, there is a more research-intensive approach that involves interviewing students for the purpose of generating the items that will make up a concept inventory or other forms of diagnostic instruments. Concept inventories require intensive validation efforts. Perhaps the most influential of these concept inventories to date has been the Force Concept Inventory (FCI). Concept inventories can be particularly helpful in identifying difficult ideas that serve as a barrier to effective instruction. Concept inventories in natural selection and basic biology have been developed.
While not all the published diagnostic instruments have been developed as carefully as some concept inventories, some two-tier diagnostic instruments (which offer multiple choice distractors informed by misconceptions research, and then ask learners to give reasons for their choices) have been through rigorous development. In identifying students' misconceptions, first teachers can identify their preconceptions. "Teachers need to know students' initial and developing conceptions. Students need to have their initial ideas brought to a conscious level." However, teachers' ability to diagnose misconceptions needs to be improved. When confronted with misconceptions about evolution, they only diagnose approximately half of these misconceptions. Thus, another approach for identifying misconceptions could be that not only teachers do it but the students themselves. With the help of lists with common misconceptions and examples, students can identify their own misconceptions and become metacognitively aware of these.