IDENTIFYING AND CORRECTING MISCONCEPTIONS IN BASIC SCIENCE CONCEPTS AMONG JUNIOR SECONDARY SCHOOL STUDENT IN OVIA WEST LOCAL GOVERNMENT AREA
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Abstract
The study examined the Identifying and Correcting Misconceptions in Basic Science concepts among junior secondary school student in Ovia west local government area, five research questions was raised to guide this study; The population of the study consist of all the one hundred and ninety-six (196) teachers from the 23 public Junior secondary schools in Ovia north east Local
Government Area of Edo State. (Edo State Ministry of Education, 2024.) The sample size selected for this study is one hundred and twenty five (125) Junior Secondary School Teachers, selected randomly using simple random sampling technique. from the 23 public Junior secondary schools Ovia north east Local Government Area of Edo State The findings of the study revealed that; A significant number of students in the study displayed misconceptions in fundamental science concepts such as the laws of motion, chemical reactions, and basic biological processes. These misconceptions were often the result of prior misconceptions carried from earlier educational stages.The majority of misconceptions originated from insufficient teaching resources and a lack of interactive learning methods. Many students relied heavily on rote memorization rather than
understanding the underlying principles. The following recommendations were made;Regular professional development workshops for teachers should be implemented, focusing on identifying and correcting misconceptions in science. Teachers should be equipped with strategies to address misconceptions effectively in the classroom. Schools should integrate more interactive teaching methods, such as experiments, demonstrations, and simulations, to engage students and correct misconceptions. These methods encourage deeper understanding and help students visualize abstract concepts.
Government Area of Edo State. (Edo State Ministry of Education, 2024.) The sample size selected for this study is one hundred and twenty five (125) Junior Secondary School Teachers, selected randomly using simple random sampling technique. from the 23 public Junior secondary schools Ovia north east Local Government Area of Edo State The findings of the study revealed that; A significant number of students in the study displayed misconceptions in fundamental science concepts such as the laws of motion, chemical reactions, and basic biological processes. These misconceptions were often the result of prior misconceptions carried from earlier educational stages.The majority of misconceptions originated from insufficient teaching resources and a lack of interactive learning methods. Many students relied heavily on rote memorization rather than
understanding the underlying principles. The following recommendations were made;Regular professional development workshops for teachers should be implemented, focusing on identifying and correcting misconceptions in science. Teachers should be equipped with strategies to address misconceptions effectively in the classroom. Schools should integrate more interactive teaching methods, such as experiments, demonstrations, and simulations, to engage students and correct misconceptions. These methods encourage deeper understanding and help students visualize abstract concepts.
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