With an effect size of 0.99, conceptual change programs can have a significant impact on learning. Such a program has to do with the misinformation that students may have. Prior to the introduction of new concepts, students may have already formed their own understanding of the world around them, often including many misconceptions.

These misconceptions can hinder deeper levels of learning. Conceptual change introduces concepts and, at the same time, discusses relevant and common misconceptions.

It may not seem fair that, as the teacher, you have to not only have strong content knowledge, but also have to know what the common misinformation about that content is and how to help your students correct it. But the research is clear that this is required. It is especially powerful for learning if the students can identify their own misconceptions and correct them. Some of the ways this can be achieved is through some oldies, but goodies:

• KWL charts (what do they already Know, what do they Want to learn, what have they Learned)
• Blogging about what they know before the unit begins
• Flipgrid for student reflection on their knowledge prior to learning

It could also be something as simple as a quick class discussion at the beginning of a unit asking students to list everything they already “know” about the topic. As the teacher, you can then see what misconceptions there are and construct a learning activity to help students correct those.