Paper Title: Theoretical Foundations for Understanding Students’ Misconceptions in Chemistry

Author:

Anirban Ghosh¹  & *Dr. Chandan Adhikary²
¹Research Scholar, Department of Education, The University of Burdwan, Golapbag, Burdwan 713104, West Bengal, India, Email Id: agchem69@gmail.com, ORCID ID: https://orcid.org/0000-0003-4100-4916 
 ²*Professor, Department of Education, The University of Burdwan, Golapbag, Burdwan 713104, West Bengal, India, Email Id: cadhikary@edu.buruniv.ac.in, ORCID ID: https://orcid.org/0000-0002-5583-012X
AIJITR, Volume 2, Issue –II, March-April, 2025, PP. 88-98.
Received and Accepted on 17th March, 2025
Published: 30th April, 2025.

Abstract:

Misconceptions in chemistry remain a significant obstacle to students’ conceptual understanding and academic success. The increasing misconceptions needs investigative research efforts for developing targeted interventions to improve students’ learning and conceptual clarity in chemistry. This paper highlights a theoretical framework which includes the pre-existing theory, concepts, and definitions of the origins and nature of these misconceptions that researchers will need to collect relevant data for their research and offer meaningful empirical findings. The paper integrates several theories like threshold theory, zone of proximal development, constructivist framework, cognitive load theory, cognitive conflict theory and alternative concept framework examine how students develop, reinforce, and resist modifications to their preconceived notions as students’ previous knowledge, intuitive reasoning, and life experiences can conflict with formal scientific concepts, leading to robust but scientifically inaccurate understandings.

Keywords:Misconceptions, Alternative Concepts, Chemistry, Theoretical Foundations

Doi Link – https://doi.org/10.63431/AIJITR/2.II.2025.88-98

Review By – Dr. Parimal Sarkar and Mr. Amit Adhikari