Common student misconceptions are seen to lead to issues for students. Researchers on subject curriculums and standards of learning have identified that it is the teacher’s understanding of common student misconceptions which could be helpful for forming better student learning (Kember, 2000). Teachers should advocate eliminating such misconceptions as soon as the class starts would by making use of direct methods of asking questions to students on the misconceptions. This will give the teacher a direct way to understand where students have misconceptions and they can then address them. On the other hand, in some situations, it would be possible for teachers to also latently observe students and indirectly gauge the data. These different forms of observations help the instructor to improve the future lessons for student.
However, another important observation made in research works is that instructors have to be aware of the different misconceptions that can exist based on content. For instance, some people consider some of the science misconceptions. In the understanding of properties and change of properties in matter, it is observed that there are misconceptions in students about how matter is not conserved (Sadler & Sonnert, 2016). Similarly, in the case of other language classes or math classes, there could be some other forms of misconceptions. Instructors hence have to research on the content they are going to deliver in the study environment and prepare themselves to help their students. This would help students get a better idea of the subject early on in the learning process.