Investigating Student Conceptual Growth in Science: Examining Misunderstandings and Fundamental Experiences in Learning Processes

Abstract

This paper explores the development of student ideas in science teaching and learning, focusing on two primary perspectives: misconceptions and phenomenological primitives (p-prims). It argues that students do not enter the classroom as blank slates but bring preconceived notions that are shaped by their socio-cultural backgrounds and previous experiences. The misconception perspective identifies erroneous conceptions that conflict with established scientific concepts, making them challenging to modify through traditional teaching methods. This perspective emphasises the need for educators to understand the origins and persistence of misconceptions, which can stem from oversimplified instruction or misleading analogies used by teachers. Conversely, the p-prims perspective suggests that these prior conceptions can also facilitate meaningful reflections and deeper understanding when appropriately addressed. The paper critically reflects on the implications of these perspectives for classroom practice, drawing from the author’s experiences as a science teacher. Recommendations are made for effectively addressing students' preconceptions to enhance learning outcomes.