REMEDIATING STUDENTS’ MISCONCEPTIONS IN BIOLOGY: A REVIEW

Abstract

Misconceptions in biology are persistent among students and can significantly obstruct their understanding of fundamental concepts in biology, leading to gaps in knowledge that persist throughout their education. This study explores the origins of common misconceptions in biology and examines the effectiveness of various remediation strategies implemented in educational settings. The study highlights approach such as active learning, conceptual change models, peer instruction, formative assessment, and technology-enhanced learning as effective methods for identify and remediating misconceptions. Each strategy is examined for its ability to engage students, promote conceptual understanding, improve engagement and foster long-term retention of accurate biological knowledge. The study also discusses the challenges associated with these remediation efforts, including the persistence of deeply ingrained misconceptions and the necessity for teachers to be adequately trained in identifying and addressing these issues. The findings underscore the importance of a multifaceted approach to teaching biology, where remediation of misconceptions is integrated into the curriculum to support deeper learning. This study concludes that identifying and remediating biology students’ misconceptions is crucial aspect in fostering a deep and accurate understanding of concepts in biology