Misconceptions in biology: a meta-synthesis study of research, 2000–2014

Abstract

Teachers need to be aware of biology misconceptions in their classrooms and how to address them. In response, researchers and science educators have suggested and examined effective practices to prevent and ameliorate misconceptions. An extensive review of the literature gives researchers and educators insights into trends, practices, and gaps in the misconceptions research and helps decide which issues to address and why. The current study shares how researchers in Turkey conduct a content analysis of published misconception research in Turkey by using a form. The analysis resulted in a meta-synthesis (thematic content analysis) that inventoried and compared the purposes, research methods, data collection instruments, and findings of the selected publications. Biology educators in other regions of the world can inform their practice by using this instrument and research methods to learn about trends and patterns in misconception research. Researchers will gain insights into effective methods that have been used to examine misconceptions and will be able to identify biology misconceptions that have been under-investigated and need further analysis.

Development and Testing of the Dtsicm Model: A Design Thinking Strategy to Identify and Clear Misconceptions in Science

“…• Effectiveness of CCS has not been empirically and significantly evidenced in the literature Kumandaş, Ateskan and Lane (2018), through a meta-synthesis study, revealed that though many articles showcased the use of CCS to clear misconceptions, only few studies have thoroughly tested the efficiency of the strategy.…”

“Epic-Genetics”: An exploration of preservice helping professionals’ (mis)understanding of epigenetic influences on human development

“…Despite the substantial body of literature on misconceptions in both psychology (Furnham & Hughes, 2014;Lilienfeld, 2012;Lyddy & Hughes, 2012) and biology (Brumby, 1984;Bahar, 2003), little is known about misconceptions that intersect both fields. Specifically, little is known concerning students' understanding (and misunderstanding) of biological and environmental influence on human development and, critically, about their understanding and misunderstanding of how these factors interact.…”

Students’ conceptual understanding in chemistry learning using PhET interactive simulations

“…Misconceptions compromise learning, especially for meaningful learning. More than just memorising facts, it occurs when students make connections and relate between new knowledge and prior knowledge (Kumandaş, Ateskan & Lane, 2019). However, students find it challenging to connect them.…”