2025 Volume 17 Pages 2-14
It is common for students to enter the class with various understandings of a biological concept. Any misconceptions, if left unaddressed, can persist and become more difficult to correct as students progress through their studies. Identifying and eliminating these misconceptions early is crucial. This study identified misconceptions held by elementary-grade students about the "Growth of Plants". It investigated the reasons behind the misconceptions in a government Hindi Medium School in the suburban area of Mumbai, Maharashtra, India. The study utilized a drawing method to identify the misconceptions. After diagnosing the misconceptions, a hands-on constructivist pedagogical approach was utilized to remediate the students' misconceptions. This approach consisted of three activities: student-led plant cultivation from seeds, experiments altering environmental conditions necessary for growth, and training using photographs depicting each stage of the plant life cycle. A thematic analysis for a holistic understanding of plant parts and plant growth was adopted for the study. This study revealed the effectiveness of drawing methods to diagnose misconceptions; some were similar to those in previous studies, such as the fact that seeds are not alive and attributing anthropomorphic explanations for the growth of plants. The hands-on constructivist pedagogical approach involving collaborative learning led to conceptual change, evidenced by the post-tests (drawings and interviews) conducted.
