Enhancing Science Teacher Professional Development: Lessons from a Study of Misconceptions of Junior Secondary Biology Teachers

Abstract

Students’ misconceptions of many scientific phenomena or scientific processes have been demonstrated by abundant research; however, investigations into the teachers’ misconceptions are insufficient. Despite the similarity in students’ and teachers’ misconceptions, as shown by the existing findings, a much deeper and more exhaustive study of the relationship between the two remains to be performed. This chapter will report findings of an empirical research study that examined common misconceptions about photosynthesis and respiration held by junior secondary school biology teachers and their students. The current study found the following results: some middle school biology teachers have a more or less incorrect or incomplete understanding of the key concepts in biology, teachers’ and students’ misconceptions display some similarities, these similarities are evident as statistically positive correlations, and the teachers’ misconceptions are likely to be the source of the students’ misconceptions. In conclusion, suggestions for professional training and further research are provided.