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Students arrive in the classroom with theories or intuitions about probability that are at odds with conventional thinking (see examples in Table 1) and can even hold multiple mutually contradictory misconceptions about the same situation (Konold, 1995).
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These seemingly contradictory results could be attributed to geographic variations, type of patients included, provider misconceptions about the outcome of patients with multiple comorbidities on dialysis.
Nevertheless, misconceptions remain.
Another involves misconceptions.
"Their misconceptions are amazing.
There were some misconceptions.
The misconceptions come easily.
Misconceptions about me?
There are many misconceptions.
My first conceptions were misconceptions".
It's always contradictory.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com