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They defined misconceptions as understanding that is not scientifically accurate, and we follow that convention in this study as well (Crowther and Price 2014; Leonard et al. 2014).
A recent report from the National Research Council NRCC) on discipline-based education research defined misconceptions in this vein as "understandings or explanations that differ from what is known to be scientifically correct" (NRC, 2012, p. 58).
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For example, in our own work, we define misconceptions as inaccurate ideas that can predate or emerge from instruction (e.g., Andrews et al., 2012).
The lack of common meaning of the term is noteworthy, in that the manner in which the authors define misconceptions has direct bearing on how they perceive and enact relevant instructional strategies.
While scoring answers, we defined a misconception as an idea that: (1) is inconsistent with a scientific understanding of natural selection, (2) represents a misunderstanding of one of the major aspects of natural selection, and (3) is commonly held.
We defined a misconception as a scientifically inaccurate idea about a scientific concept.
Andrews and her colleagues (2012), for example, defined a misconception as "a scientifically inaccurate idea about a scientific concept" that "may occur before and after instruction" (pp. 249 250).
A similar misconception defined genetic drift as the separation or isolation of populations.
The therapeutic orientation gives way to " therapeutic misconception ", defined as the tendency for patients/subjects to confuse their participation in clinical trials with personalized medical care [ 34, 35 ].
In the context of this study, myths and misconceptions are defined as beliefs or opinions about a particular phenomenon that are commonly held to be true but which are, indeed, erroneous [ 24].
In the literature on natural selection misconceptions, the term misconception is often defined more narrowly than we have defined it in this study.
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CEO of Professional Science Editing for Scientists @ prosciediting.com