Identifying the sources of misconceptions is difficult at best.
This suggests that a possible source of misconceptions of biological evolution may develop from the fallacious understanding of situations of chance (Garvin-Doxas and Klymkowsky 2008, Sadler 2005).
Books and other media, such as Icons of Evolution (Wells 2002), Darwin on Trial (Johnson 1993), Darwin's Black Box (Behe 1996), and Ben Stein's Expelled (Sullivan et al. 2008), offer a rich source of misconceptions, and provide an excellent starting point for refutation.
He explained, that Art is an invention and referenced Kant and Hegel as the source of misconceptions that we have about our cultural aims and the world of Art as investment.
Implications associated with the study's results are explained, including that of teachers serving as sources of student misconceptions.
However, based on this study's results, there is little doubt that teachers may serve as sources of biological evolution-related misconceptions or, at the very least, propagators of existing misconceptions.
Based on this result alone, there is little doubt that teachers may serve as sources of biological evolution-related misconceptions or, at the very least, propagators of existing misconceptions.
A question of particular interest in this study is: are high school biology teachers sources of students' biological evolution misconceptions?
Sources of information on such misconceptions and strategies for helping students to overcome them are briefly sketched.
It is imperative, then, that we as educators identify sources of student biological evolution-related misconceptions, identify or develop strategies to reduce or eliminate such misconceptions, and then implement these strategies at the appropriate junctures in students' cognitive development.
