{"pk":27483,"title":"Relations Between Intuitive Biological Thought and Scientific Misconceptions","subtitle":null,"abstract":"Students enter educational settings with complex and well-established intuitive conceptual understandings of theworld, which have important educational consequences. In biology, intuitive thinking can be characterized in terms of cogni-tive construals (anthropocentric, teleological, and essentialist thinking, Coley & Tanner, 2015). We examined relations betweenintuitive thinking and biological misconceptions, and how formal biology education might influence such relations. 137 bi-ology and non-science majors completed measures of anthropocentric, teleological, and essentialist thinking, and indicatedagreement/disagreement with common misconceptions and explained their responses. Teleological thinking (but not anthro-pocentric or essentialist thinking) predicted teleological misconceptions. Anthropocentric and teleological thinking (but notessentialist thinking) predicted anthropocentric misconceptions. Agreement with essentialist misconceptions was unrelated tointuitive thinking. Similar patterns for non-majors and majors suggests formal biology education may have little influence onrelations between intuitive reasoning and misconceptions. These findings demonstrate a clear impact of intuitive thinking onlearning biology at the university level.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3mz5j26m","frozenauthors":[{"first_name":"John","middle_name":"","last_name":"Coley","name_suffix":"","institution":"Northeastern University","department":""},{"first_name":"Nicole","middle_name":"","last_name":"Betz","name_suffix":"","institution":"Northeastern University","department":""},{"first_name":"Jessica","middle_name":"","last_name":"Leffers","name_suffix":"","institution":"Northeastern University","department":""},{"first_name":"Yian","middle_name":"","last_name":"Xu","name_suffix":"","institution":"Northeastern University","department":""},{"first_name":"Michal","middle_name":"","last_name":"Fux","name_suffix":"","institution":"Northeastern University","department":""},{"first_name":"Kristin","middle_name":"","last_name":"de Nesnera","name_suffix":"","institution":"San Francisco State University","department":""},{"first_name":"Kimberly","middle_name":"","last_name":"Tanner","name_suffix":"","institution":"San Francisco State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27483/galley/17119/download/"}]}