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AbstractThe paper deals with theoretical research of the phenomenon of misconceptions, i.e. retention (after regular learning during schooling) of unscientific, personal, intuitive understanding of contents from different scientific disciplines. The phenomenon is equally present among pupils, students and adults. The aim of the discussion is to draw attention of scientific and professional audience to the phenomenon which we find is over-present in pedagogic practice but which, so far, has not been sufficiently recognized or discussed in our circles. Additionally, the intention is to consider pedagogic implications of this problem. The paper contains four parts. The first part discusses terminology (similarities and differences). In the second part a typology of misconceptions is offered. Two theoretical approaches/frameworks attempted to explain the phenomenon of misconceptions (traditional and constructivist approach to students&amp;amp;apos; learning) are presented in the third part, while the fourth part focuses on pedagogic implications and importance of this problem for practice, and the strategies for its overcoming (the need for misconceptions to be made visible in the teaching process and for developing situations which will create cognitive conflicts in students, and the like). .
Type. 39(1) 48-68