Misconceptions as a barrier to understanding biological science lessons: A systematic review of pertinent studies

Abstract

This systematic review explored the pervasive issue of misconceptions hindering understanding in biological science lessons, focusing on factors contributing to these misconceptions and ways to rectify them. The study employed a qualitative content analysis. Students often harbor misconceptions rooted in everyday experiences, language nuances, teacher methodologies, and textbooks. Biology, known for its complexity, abstract nature, and scientific terminology, poses particular challenges. Several studies conducted both abroad and in Ethiopia highlight high levels of misconceptions among students, particularly in topics such as cell biology, genetics, photosynthesis, and human anatomy. Existing research suggests that traditional teaching methods contribute to misconceptions, emphasizing the need for a constructivist approach, concept maps, clinical interviews, and inquiry-based learning. Ultimately, understanding and addressing misconceptions have implications vital for fostering meaningful learning experiences in biology education.