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What are some examples of misconceptions in science?
Why are there so many misconceptions about science?
How can I help students understand misconceptions in science?
What is an example of a misconception in elementary school?
- Anne Marie Helmenstine, Ph.D.
- There Is a Dark Side of the Moon. Misconception: The far side of the moon is the dark side of the moon. Science Fact: The moon rotates as it orbits the Sun, much like the Earth.
- Venous Blood Is Blue. Misconception: Arterial (oxygenated) blood is red, while venous (deoxygenated) blood is blue. Science Fact: While some animals have blue blood, humans are not among them.
- The North Star Is the Brightest Star in the Sky. Misconception: The North Star (Polaris) is the brightest star in the sky. Science Fact: Certainly the North Star (Polaris) is not the brightest star in the Southern Hemisphere, since it may not even be visible there.
- Lightning Never Strikes the Same Place Twice. Misconception: Lightning never strikes the same place twice. Science Fact: If you have watched a thunderstorm any length of time, you know this is not true.
Examples of misconceptions held by students (and adults!) Plants get their food from the soil. Particles expand when they are heated. Light travels from students’ eyes to the object. Where Do Trees Get Their Mass? Watch on. Click here to download the video. Other sources of misconceptions.
A misconception about science might also be referred to as preconceived notions, non-scientific beliefs, naive theories, mixed conceptions, or conceptual misunderstandings. Basically, in science these are cases in which something a person knows and believes does not match what is known to be scientifically correct.
Scientific misconceptions are commonly held beliefs about science that have no basis in actual scientific fact. Scientific misconceptions can also refer to preconceived notions based on religious and/or cultural influences.
The teacher and classroom resources include example questions teachers can use in class (Identifying misconceptions) and a student questionnaire (Pupil misconceptions) – both of which can be used to help explore any misunderstandings students may have on the following topics: materials, cells, forces and electricity.
Descriptions and examples of some common misconceptions in science. Methods to identify misconceptions. Methods to break down misconceptions. Teachers can be astonished to learn that despite their best efforts, students do not grasp fundamental ideas covered in class.
MISCONCEPTION: When scientists analyze a problem, they must use either inductive or deductive reasoning. CORRECTION: Scientists use all sorts of different reasoning modes at different times — and sometimes at the same time — when analyzing a problem.
