Sentence examples for used misconception from inspiring English sources

The most commonly used misconception in this study, Directed Variation (MC2), appeared in 45% of student pretests (Table 1).

While some of the LSE authors used misconception in passing, without defining its use, others made a distinct effort to articulate how they conceptualized the term and, in some cases, openly acknowledged the lack of consensus regarding its meaning (Fisher et al., 2011; Andrews et al., 2012).

Fig. 7 Relative proportion of beginner and advanced students who used misconceptions Willful Change (MC1), Directed Variation (MC2), Intra-Generational Change (MC3), and Population Change (MC4) prior to instruction.

We contend that any other term will be just as fraught with ambiguity and misunderstanding, and so we favor the suggestion that researchers continue to use misconception and explicitly define what they mean (Crowther and Price, 2014; Leonard et al., 2014).

Beginner students were more likely to use misconceptions before instruction.

Here, we observe the LA viewing the integration of new knowledge with current knowledge as a critical resource for learning; however, they also use "misconceptions" terminology which implies more of an obstacle framing of student ideas.

Out of 356 student responses analyzed, few defined or attempted to apply the concept of genetic drift without using misconceptions.

Many researchers, as discussed earlier in this essay, use misconceptions to refer to understandings or explanations that differ from what is known to be scientifically correct (NRC, 2012).

However, M&L misrepresented the biology education literature that uses misconceptions, as well as the education literature they argued was underappreciated.

While today most education researchers use misconceptions as described above, yesterday the term was associated with certain perspectives in scholarly debates about student knowledge and learning.

In summary, the status of misconceptions today is this: using misconceptions does not communicate an outdated view of student learning, and using alternative terms does not communicate a more contemporary view.