An Exploration of Students’ Common Misconceptions in the Subject of Chemistry at Secondary Level

Authors

  • Sumaira Majeed Assistant Professor (Visiting), Division of Education, University of Education, Lahore, Punjab, Pakistan
  • Rizwan Ahmad Assistant Professor, Division of Education, University of Education, Lahore, Punjab, Pakistan
  • Sohail Mazhar Department of Education, Virtual University of Pakistan, Lahore, Punjab, Pakistan

DOI:

https://doi.org/10.35484/ahss.2023(4-II)25

Keywords:

Chemical Bonding, Misconceptions, Structure of Atom, Structure of Compound

Abstract

Ideas, things, or actions that support us comprehend the worlds around us are referred to as concepts. Students' misunderstandings are frequently deep-rooted, instruction-resistant barriers to scientific concept acquisition that persist even after instruction. Misconceptions are components of a larger knowledge system that contains a number of interrelated ideas that students use to make sense of their lives, and they are particularly frequent in courses that are abstract in nature. The current study explored misconceptions of three basic concepts which are present in the textbook of grade 9th and literature also supported that most of the misconceptions are found in these topics. Atomic structure, compound structure, and chemical bonding are examples of these ideas. The sample included 15 chemistry students. A semi-structured interviews were conducted to collect data. The interview transcripts were transcribed. Different misconceptions were explored about these topics. Teachers should include strategies for resolving misconceptions in their curriculum into their teacher's curriculum, and according to the study's results, instructors should be given the tools they need to recognize their students' misconceptions and adopt remedial teaching techniques.

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Published

2023-03-27

Details

    Abstract Views: 234
    PDF Downloads: 184

How to Cite

Majeed, S., Ahmad, R., & Mazhar, S. (2023). An Exploration of Students’ Common Misconceptions in the Subject of Chemistry at Secondary Level. Annals of Human and Social Sciences, 4(2), 265–272. https://doi.org/10.35484/ahss.2023(4-II)25