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Misconceptions are the obstacles in students’ learning. Teachers play a major role in the learning of the students. Therefore, teachers should be aware of the nature of misconceptions and possible remedies to mediate the misconceptions. The present qualitative study was designed to investigate the chemistry teachers’ understanding regarding students’ misconceptions. The findings of the study will contribute towards the learning community and add up to the existing body of literature. It would be beneficial for the curriculum developers of teacher educators. It will also be advantageous to teacher trainers. The sample included 15 chemistry teachers who were selected purposively. Semi-structured interview was used as a tool for data gathering. The interview transcripts were transcribed after thematic description. The results revealed that most of the teachers understand the terminology of misconceptions. However, they do not possess the knowledge about the sources of these misconceptions and techniques to rectify them. In addition, the teachers do not consider the possible misconceptions that could generate from their teaching. On the basis of the findings, it is recommended to incorporate the techniques required for the mediation of misconceptions in the curriculum for teacher educators. It is necessary to equip teachers with essential capabilities of continuously identifying their students’ misconceptions and implementing remedial instructional strategies.

Exploring Teachers’ Understanding about Misconceptions of Secondary Grade Chemistry Students