Abstract
Misconceptions impede the students' conceptual understanding of science learning. Misconceptions are considered to have occurred if the students’ understanding of a concept differs from what is understood by the scientific community. An analysis of the literature reveals that everyday experiences, language used, teachers and textbooks are several main sources of students’ misconceptions of light and optical instruments in science learning. By analyzing these sources, it would make sense to minimize the contributing factors that might help promote the students to achieve conceptual understanding.
