Misconceptions (a.k.a. alternative conceptions, alternative frameworks, etc.) are a key issue from constructivism in science education, a major theoretical perspective informing science teaching. In general, scientific misconceptions have their foundations in a few "intuitive knowledge domains, including folkmechanics (object boundaries and movements), folkbiology (biological species' configurations and relationships), and folkpsychology (interactive agents and goal-directed behavior)", that enable humans to interact effectively with the world in which they evolved. That these folksciences do not map accurately onto modern scientific theory is not unexpected. A second major source of scientific misconceptions are didaskalogenic misconceptions, which are induced and reinforced during the course of instruction (in formal education).