
We Are Teaching, Are They Learning
An Analysis of Errors and Misconceptions in Science amongst School Students
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For quality science education conceptual attainment in consonance with actual scientific beliefs is a requisite. This has led to quest for identification and remediation of errors and misconceptions in science learning. The present venture is an endeavor towards this direction which encompasses development of a three tier diagnostic concept achievement test in science followed by its standardization. The types and sources of errors and misconceptions are also highlighted along with suggestions for remediation strategies.