Given their inherently abstract nature, many scientific concepts, such as Newton's laws of motion, directly conflict a "working" and immediate understanding of the world. Where this is the case, such conceptual conflicts can give rise to serious obstacles to students' acceptance and understanding of scientific ideas. In contrast, a wide range of other scientific ideas, assumptions, and concepts are not obviously related to practical experience. Students misconceptions about these more abstract scientific ideas, for example, the atomic theory, the wave–particle nature of light, the cell theory of biological organization, and the theory of evolution are often grounded in past instruction. In analogy to physician-induced (iatrogenic) disease (iatrogenesis), didaskologenic (or didaktikogenic)