1Third Misconceptions Seminar Proceedings (1993) Paper Title: The Value of Good "Wrong " Answers

Abstract: Being able to identify the existing cognitive frameworks of students ' knowledge of the human body is important for those of us who teach anatomy and physiology (or other specializations of biology). Students ' prior understandings can serve as either anchors for (Cognition and Technology Group, 1992) or impediments against (Bloom, 1992; Duit, 1991; Lemke,1990; Stepans, 1985) meaningful learning of the material we present in our courses. The long-term effectiveness of any particular educational experience, or set of experiences, we might devise depends on our successfully using or challenging the prior understandings of our students. Unfortunately students' current knowledge and understanding of any subject is not immediately apparent, neither to the instructor nor, the students themselves, nor the general public (Lord and Rauscher, 1991)