Learners’ Misconceptions in Biology and Chemistry: Input to Learning Material Enhancement

A solid foundation in science is necessary to comprehend more complicated concepts in Biology and Chemistry. The study aimed to determine the misconceptions of grade 6 learners in Biology and Chemistry; the practices of science teachers in addressing the misconceptions of the learners; the challenges being experienced by the science teachers in correcting the misconceptions of the learners; and the supplementary learning materials in Biology and Chemistry that can be designed. The study utilized the survey research design with a validated survey questionnaire as the data gathering instrument. The respondents were 112 grade 6 learners and 32 science teachers from two National Elementary Schools in Nasugbu. The study's findings revealed that in Biology, the purpose of respiration is to deliver carbon dioxide and expel oxygen is the greatest misconception among learners. On the other hand, filtration can separate solutions is a significant misconception among learners in Chemistry. It also revealed that providing an appropriate illustration of examples in a particular topic has always been practiced in addressing misconceptions. Furthermore, most respondents found it easy to utilize creative teaching methods to mediate misconceptions. Consequently, the learning guide in grade six science as the supplementary learning materials in Biology and Chemistry was designed.

Misconceptions, Biology and Chemistry, learning materials, practices

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