Misconceptions about psychological science: a review

This article provides an overview of the available evidence on psychological misconceptions, including key findings, current directions and emerging issues for investigation. We begin by defining misconceptions and then examine their prevalence and persistence, discuss their implications for student learning and highlight potential strategies to eliminate or reduce their influence. Thereafter, several theoretical and methodological issues that have traditionally defined research in this area are discussed. In particular, we highlight the possibility that reported rates of misconceptions may in part be driven by particular features of the measurement procedures employed. On the basis of this analysis, potential avenues for future research are outlined. Those students who come equipped to their studies with accurate pre-existing knowledge demonstrate greater understanding and retention of new information compared to those who harbour inaccurate or incomplete knowledge (Beier & Ackerman, 2005; Thompson & Zamboanga, 2003, 2004). Moreover, students who endorse disciplinary-inconsistent knowledge and beliefs often find their learning of new concepts impaired (Dochy, Segers, & Buehl, 1999). Unfortunately, prior to setting foot in the classroom, many students already hold a spectrum of incorrect preconceptions about the core ideas and concepts relevant to their field of study-- whether it is biology (Nehm &amp