Moreover, the issues concerned with the Post-modernist group in this research might also be meaningful to developed countries in addressing the problem of "the global nature" of pervasive misconceptions about the nature of science among citizens and teachers (Miller et al. 2006).
The frequently argued phase, "evolution is only a theory and not a fact," reflects the application of a nature of science misconception to reinforce a misconception of biological evolution (Miller 2008).
According to McComas (1998), understanding the knowledge construct of theory is a nature of science misconception that is frequently associated with misconceptions of biological evolution.
The nature of science misconception questioning the validity of a scientific theory was detected in the lesson ideas presented by one of the math majors and one of the science majors.
This seems to be analogous to the nature of science misconception in which individuals conflate the everyday use of the term theory with the application of the term within science.
I partially attribute this emphasis to the Understanding Evolution nature of science and misconceptions of evolution tutorials.
The first step in helping to facilitate such conceptual change among college students is to understand the nature of the scientific misconceptions.
Twenty years of teaching have taught me that some students who acknowledge the factual nature of evolution hold misconceptions from what they have heard, read, or been mistaught (McComas 1997).
These are amongst the questions which Popper seeks to answer, and in doing so, to show that they are based upon a series of misconceptions about the nature of science, and about the relationship between scientific laws and scientific prediction.
