Addressing Students’ Science Misconceptions through Inquiry-Based and Experimental Learning: Evidence from Contemporary Science Education
Keywords:
science misconceptions, inquiry-based learning, experimental learning, conceptual understanding, science educationAbstract
Science misconceptions can interfere with students’ understanding of scientific concepts and their ability to explain natural phenomena accurately. Inquiry-based and experimental learning give students opportunities to examine their initial ideas through investigation, observation, experimentation, and evidence-based reasoning. This article examines how these approaches can address science misconceptions and improve students’ conceptual understanding. A literature review was conducted to synthesize recent studies on misconceptions, inquiry-based learning, experimental learning, and conceptual change. The findings indicate that inquiry and experimental activities can help students identify differences between their initial ideas and scientific evidence, while appropriate teacher guidance supports the development of scientifically accepted explanations. Therefore, integrating inquiry and experimental learning can support deeper conceptual understanding and scientific reasoning.
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