Students will launch the investigation by experiencing how incomplete information creates confusion, then use shared criteria to judge claims and generate possible Studio-specific misconception questions they may pursue in later phases.

Students will identify a Studio-specific misconception, turn it into an investigable question and testable hypothesis, and design a research approach that names credible source types, evidence categories, and criteria for judging whether claims hold up. They will test their thinking through structured discussion, peer critique, teacher feedback, and revision before moving into evidence collection.

Students will gather, verify, and document evidence for a Studio misconception investigation by annotating credible sources, separating fact from judgment or speculation, and testing whether their current evidence base is strong enough to support or revise their working claim.

Students will analyze patterns and contradictions in their evidence, turn that analysis into a clear verdict for a public audience, and revise a multimedia draft using peer and teacher feedback before preparing gallery-ready materials.

Students will present their final Studio misconception products to classmates, teachers, and invited field-connected adults, defend their evidence-based verdicts, document audience feedback, and reflect on how their thinking changed from first impression to justified conclusion.