How should teachers address student misconceptions in science or math?

• A. Elicit prior ideas, design targeted demonstrations or experiments, and provide corrective feedback with evidence.
• B. Ignore misconceptions and proceed.
• C. Correct only with grading pressure.
• D. Provide only direct instruction without addressing prior ideas.

Answer: (A)

Addressing misconceptions in science or math works best when you start by uncovering what students actually think. Elicit their initial ideas so you can see where misunderstandings lie and tailor instruction to address those specific gaps. Then design targeted demonstrations or experiments that confront those ideas and reveal inconsistencies between their thinking and the evidence. Follow up with corrective feedback that is grounded in that evidence, helping students revise their mental models toward scientifically accurate explanations. This formative, evidence-based approach fosters genuine conceptual change and deeper understanding. Ignoring misconceptions, relying on grading pressure, or providing only direct instruction without engaging students’ prior ideas tend to leave faulty ideas intact and limit learning.