Abstract
Questionnaire data suggest that students' preconceptions about hunger and eating are inconsistent with contemporary theories. In general, students adhere to a set-point model, whereas current research indicates that the feeding system prevents energy deficits rather than reacts to them. Instructors should explicitly describe students' preconceptions about hunger and eating, discuss the incompatibility of these preconceptions with the empirical evidence, and introduce contemporary theories as alternative conceptions. This approach is effective both in overcoming students' misconceptions about hunger and eating and in increasing student involvement.