Tackling Misconceptions Through Conceptual Change – Part 2

3-Star learning experiences

Mirjam Neelen & Paul A. Kirschner

In our last blog, we discussed what misconceptions are and that they’re very hard to eradicate. In this blog, we dive into some examples of misconceptions to make it a bit more concrete and to understand, as learning professionals, what types of misconceptions people can have so that we can design accordingly. To recap: When we learn new concepts, we either have no prior knowledge (although we might have some related knowledge) or we have some prior knowledge. When we have some prior knowledge, this knowledge can be either correct (if so, it’s easy to add new knowledge via assimilation), incorrect and incomplete (also relatively easy to change via accommodation), correct and incomplete (after all, there’s always more to learn 😊) or incorrect and complete/coherent (coherent as in ‘within itself logical and consistent’; really difficult to change).

According to Micki Chi (2008), ‘shifting’…

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