Abstract:

Misconceptions are threats that impede successful learning of scientific conepts and phenomena.   Correcting the students’ misconceptions can lead to the development of inquisitive and scientific-mined students. This study sought to find out the common misconceptions in Biology among Filipino junior high school students in a public secondary school in Zambales, Philippines as an input in crafting a remedial teaching program. This descriptive-survey research involved 100 Grade 10 students. The study revealed that the level of misconception of students is high in genetics (55.00%); and moderate in ecology (43.50%), botany (44.10%), and zoology (38.30%). The remedial teaching program contains suggested activities to correct student misconceptions. The study recommends that Science teachers may gauge the prior understanding of the students in the important concepts in biology during the teaching-learning process so they can check the misconceptions and strengthen the students’ conceptual understanding through fun and innovative approaches. Teachers may likewise integrate the proposed remedial teaching program in the actual delivery of the lesson or may conduct after-class remediation to the students who have held misconceptions in important concepts in biology. Future researchers may consider students from other grade levels as respondents in a parallel study.

Keywords: