Misconceptions in science education: help me understand

The current era, the age of knowledge and accelerated technological development, is characterized by the rapid pace of occurrences that impact all areas of life, including education.

The scope and availability of information challenge everyone seeking to engage in meaningful learning that combines existing knowledge and the creation of new insights.

However, despite the easy availability of, and access to, information, misconceptions in science and mathematics remain firmly rooted, with learners providing incorrect responses, often given instantly and based on their own intuition.

How does giving an immediate, intuitive response impact its quality?

What are the features of an intuitive response? How is this related to misconceptions? How does this change the role of the teacher in structuring the knowledge of learners who are incessantly bombarded with vast amounts of technology and knowledge?