Teachers' Conceptions and Misconceptions Concerning Three Natural Phenomena.

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Putting Students on the Path to Learning: The Case for Fully Guided Instruction. (2012, background): “Third, some students believe they have discovered the correct information or solution, but they are mistaken and so they learn a misconception that can interfere with later learning and problem solving.(19) Even after being shown the right answer, a student is likely to recall his or her discovery—n”
Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics (2017, background): “…have their origins in a diverse set of personal experiences and there is substantial evidence that teachers are one of the main sources of student misconceptions (Abell 2007; Helm 1980; Kaltakci and Eryilmaz 2010; Kikas 2004; McDermott et al. 2006; Wandersee, Mintzes, and Novak 1994).”
The Case for Dynamic Models of Learners' Ontologies in Physics (2008, background): “Kikas (2004) drew on this framework to account for misconceptions in physics.”
Big Ideas: A review of astronomy education research 1974–2008 (2010, background): “Kikas’ ( 2004 ) quantitative study involving secondary teachers found that 80% of the biology and science teachers ( n = 58) were able to provide a scientific explanation for the seasons compared with the humanities (15%, n = 51), primary (16%, n = 57), and trainee teachers (37%, n = 32).”