Teachers’ misconceptions of science as revealed in science examination papers

Abstract

Assessment is an integral and vital part of teaching and learning, providing feedback on progress through the assessment period to both learners and teachers. However, if test items are flawed because of misconceptions held by the question setter, then such test items are invalid as an assessment tool. This paper highlights some common misconceptions found in a sample of 100 primary science examination papers. These include question setters' misconceptions concerning energy and force, effects of heating and cooling, changes in states of matter, respiration and breathing. Specific questions where misconceptions are found are discussed.