If a young learner thinks that all viruses have DNA, that's not going to ruin their chances of success in science. But if a young learner can't understand anything in science and learns to hate it, [then] that will.

DeWitt contrasts two kinds of “errors” in science education: minor factual misconceptions versus a deeper failure of comprehension that breeds aversion. The example (mistaking all viruses as DNA-based) is a small, correctable misunderstanding that can be revised as a student learns more biology. What is far more damaging, he suggests, is instruction that leaves learners feeling lost—because that can harden into the belief that science is inaccessible or “not for them.” The quote argues for pedagogy that prioritizes clarity, curiosity, and confidence over premature precision, implying that sustaining engagement is a prerequisite for later mastery.