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Classifying & Addressing Misconceptions

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!






















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