Science misconceptions are abundant in elementary, high school, and college classrooms, as well as among the general population. It is important for educators to understand how such misconceptions are formed, how they may be recognized, and how they may be successfully dispelled.
Earth science misconceptions: Misconception of the Seasons
One of the most common science misconceptions is what causes the change in the seasons. An understanding of this concept will ensure that teachers do not continue to perpetuate common myths, and, instead, give students an accurate explanation of the way the seasons change. The following links are additional wiki pages showing how to recognize and address the misconceptions of the seasons.
The video below of typical college students will illustrate a variety misconceptions about how the seasons change:
Life science misconceptions: Misconceptions of evolution
Another misconception held by students and teachers alike is that micro-evolution is the same as macro-evolution. This misconcepton is more strongly entrenched than most, and is perpetuated by many science text books. The following links are additional wiki pages showing how to deal with this misconception in your classroom.
The following video shows the range of understanding on this topic at Southwest Baptist University.
Physical science misconceptions: Misconception of Electricity
Many students and adults alike do not know how electricity operates. Electricity is taken for granted by so many people yet few understand it. Many are unable to complete a simple circuit using a battery, light and wire.
The following links are additional wiki pages showing how to deal with this misconception in your classroom.
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