During past two decades, a significant body of research has focused on students' understandings of scientific phenomena. Among them, investigations into students' understanding of biological concepts indicate that students of varying ages possess misconceptions about biology concepts. Educators agree that prevalence of misconceptions among students not only presents a serious obstacle to learning in biology but also interfere with further learning. To promote effective and meaningful learning, there is a need to identify the causes of such misconceptions and find ways to rectify them or prevent them from occuring. Therefore, this review beriefly summarizes the findings of misconception research studies to refocus our efforts on ways of effective lasting conceptual change in biology.