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Misconceptions in Science Learning Among Secondary School Learners in Odisha

Kiranmayee Kar
Ph.D. Research Scholar
Central University of Odisha, Koraput, Odisha, India
kiranmayeekar810@gmail.com

ABSTRACT
This study investigated misconceptions in science learning among secondary school learners, focusing on physics topics such as motion, force, and gravitation. The objectives were to identify common misconceptions, examine their causes, and suggest remedial strategies. A convergent parallel research design was adopted, and data were collected from 328 ninth grade learners in two secondary schools in Bhubaneswar, Odisha, using a diagnostic test and structured questionnaire. Findings revealed widespread misconceptions in areas including acceleration and speed, distance and displacement, Newton’s laws, gravitational force, and free fall. Many learners were unable to correctly differentiate related concepts or apply them accurately. The causes were multifactorial, including reliance on rote teaching methods, learners’ prior experiences, and informal sources such as the internet, peers, and mass media, which often reinforced incorrect ideas. To address these issues, the study recommended experiential and inquiry-based approaches, including simulations, concept mapping, peer discussions, and regular formative assessments. It emphasized the need for teacher training, structured implementation by school leadership, and parental involvement. The study highlights the importance of systematic efforts to improve conceptual understanding and reduce persistent misconceptions in science learning.
Keywords: Misconceptions, Science Learning, Secondary school learners