Author(s)

I. Abu-Hola

Abstract

This study was conducted to identify and treat misconceptions in biological science content amongst teachers and primary stage students in Jordan during the scholastic year 2002/2003. The qualitative approach was used in collecting and analysing data. This study emerged from classroom observations during a preservice science method course in the teacher education program offered at the University of Jordan in 2001/2002. Close observations indicated that teachers and primary students have many biological misconceptions that should be identified and treated properly. Results showed that students and teachers were accommodating many biological misconceptions in all topics covered by this study. Many conclusions were derived from these study findings, and based on these fin

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