Biology in Focus: Understanding Misconceptions among College Students
Keywords:
Misconceptions, Biology education, College students, Genetics, Zoology, Ecology, BotanyAbstract
This study examines the prevalence of misconceptions among college students in various domains of biology education, including genetics, zoology, ecology, and botany. Through a systematic review of existing literature, it is revealed that while misconceptions are pervasive across all domains, they vary in intensity. Genetics emerges with a notably high incidence of misconceptions, particularly concerning genetic inheritance mechanisms. In contrast, zoology, ecology, and botany exhibit moderate levels of misunderstanding, encompassing topics such as animal behavior, ecosystem interactions, and plant structure/function. These findings underscore the critical need for targeted interventions to address misconceptions comprehensively in biology education. Innovative instructional strategies, such as inquiry-based learning and real-world applications, are proposed to facilitate conceptual change and promote scientific literacy among college students. Collaboration between educators and researchers is emphasized to develop evidence-based approaches tailored to specific misconceptions prevalent in each domain. Ultimately, addressing misconceptions in biology education is essential for equipping students with accurate knowledge and fostering a deeper understanding of the biological sciences.
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