Based on a critical examination of Master of Education dissertations in geography education that have employed educational action research over the past five years, this study reveals several prevalent misconceptions among master's students in applying this methodology. At the level of research purpose, studies fall into a technical orientation mismatch and a narrowing of practical function. At the level of research process, they exhibit an absence of spiral cycles and fl imsy data analysis. At the level of research conclusions, they demonstrate superfi cial refl ection and an inverted generative logic. The emergence of these misconceptions stems from cognitive biases regarding research paradigms—caused by defi ciencies in graduate students' scientifi c literacy and challenges in integrating their dual identities—as well as external contradictions between the "practically-oriented" requirements of professional degree dissertations and the brief duration of educational internships. To address these issues, improvement strategies are proposed across four dimensions: cognitive reshaping, process standardization, methodological reinforcement, and logical correction. These strategies aim to facilitate the transformation of geography education master's students into "refl ective practitioners" through the standardized application of action research, thereby eff ectively enhancing their practical wisdom in resolving complex educational problems.