نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشگاه فرهنگیان
2 فرهنگیان
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The present study aimed to identify and analyze students’ conceptual misconceptions in the teaching and learning of geology concepts at the lower secondary school level and to explain their educational Consequences for improving school science instruction. This research was conducted using a descriptive–analytical approach. The statistical population consisted of 200 female lower secondary school students in Tehran, who were selected through convenience sampling. Data were collected using a two-tier diagnostic questionnaire comprising 20 items, which was designed based on the core geology concepts included in the national science curriculum. The content validity of the instrument was confirmed by experts in science education, and its reliability was assessed using Cronbach’s alpha coefficient, yielding a value of 0.881, indicating satisfactory internal consistency.The findings revealed that students exhibited a considerable number of conceptual misconceptions in learning geology. The highest frequency of misconceptions was observed in topics related to the characteristics and classification of rocks, the rock cycle, sedimentation and erosion processes, as well as the distinction between internal and external geological changes of the Earth. Analysis of response variance indicated substantial heterogeneity in students’ understanding of geology concepts, suggesting that a significant proportion of learners hold superficial, incomplete, or incorrect interpretations of scientific concepts. Such misconceptions may stem from the abstract nature of geology content, limited instructional time, reliance on traditional teacher-centered methods, and insufficient use of visual and hands-on learning resources in classrooms.The results further indicate that the persistence of conceptual misconceptions can pose a serious barrier to the development of deep and sustainable conceptual learning in science education. When misconceptions remain unaddressed, they may hinder students’ ability to integrate new knowledge meaningfully and apply scientific concepts to real-world phenomena. Therefore, identifying and diagnosing students’ misconceptions should be considered a critical component of effective science instruction. Based on the findings, the study recommends the implementation of active teaching–learning strategies, including inquiry-based learning, the use of three-dimensional models, and computer-based simulations of geological processes to enhance conceptual understanding. Additionally, the systematic use of diagnostic assessments is suggested as an effective instructional strategy for detecting and reducing conceptual misconceptions. These approaches can contribute to improving the quality of geology instruction and fostering deeper conceptual learning in school science education.
کلیدواژهها [English]
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