I was recently reading the September-October 2024 issue of Science and Children, a journal published by the National Science Teaching Association.

In this issue, I read the “Science 101” section, written by Matthew Bobrowsky.  He wrote an article entitled: “Q: How Can I Address Science Misconceptions Using Phenomena-Driven Instruction?”

A phenomena might just be the best way to address misconception because research has shown that misconceptions are very persistent, and merely teaching the correct information doesn’t automatically remove the misconception.