Some science educators who are interested in conceptual development have considered the phenomenon of student misconceptions and alternative frameworks. Researchers have used a variety of terms to describe the situation in which students' ideas differ from those of a scientist about a particular concept. This digest was produced to briefly describe what this area of research encompasses, including a delineation of the terminology being used, ranging from misconceptions, to preconceptions, naive theories, alternative conceptions, and alternative frameworks. The document highlights some of the findings from a few relevant studies involving secondary school students. In addition, it attempts to communicate some of the implications of misconceptions research for teaching secondary school science. (TW)