Misconceptions play vital role in learning chemistry. There are a
variety of sources of misconceptions such as experiences
encountered in daily life, traditional instructional strategies
etc. Misconceptions are resistant to change, persistent, and
difficult to extinguish even with instruction designed to address
them. Effective teaching learning strategy is the key factor for
understanding the concepts of chemistry. To adjust with the rapid
explosion of knowledge of chemistry, the learners must be prepared
to process information suitably and meaningfully so that the
information can be treated for a longer time and can be used in
different situations of life. To accomplish these objectives, the
learners have to frame a concept in his cognitive domain. Transfer
of learning mainly depends on concept formation because these
concepts are the key building blocks of the structure of
knowledge.In this book we present the identification and
remediation of misconceptions in chemistry. First we identified
their misconceptions using chemistry misconception test (CMT) and
removed them through a improvised strategy by using some
illustrative materials.
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