Are there different types of misconception? Does thinking about this help us to better identify them, prevent them and address them? I am suggesting here that misconceptions may be classified into two types: - pre-existing misconceptions - instructional phase misconceptions (or ‘miscompletions’) If the student simply does not know something, this shall not be considered a misconception, but rather an ‘incompletion’. They have a gap, and it isn’t filled with something wrong, it’s just empty! This post is in response to a blog named ‘Misconception?’ from Ben Newmark, you can read it here ! Thanks, Ben!