Additionally, we explored certain surprising disparate misconceptions and common
misapplications of the scientific model in terms of mass, distance, and the cause of gravity. Taken as a whole, our proposed alternative models and description of misapplications of the scientific model offer a new language for astronomy researchers and educators to use in understanding their students’ ideas about gravity. These models give educators a vantage point from which to understand their students’ background knowledge and to navigate potential pitfalls in learning the scientific model. The results can lead to immediate formative assessment in the classroom and instructional development.