New learning is intertwined with what already exist in learners’ cognitive structure. Learners are more likely to construct an interpretation that agrees with their notions of reality and or misconceptions. The objective of the present study is to shed some light on the misconceptions of seventh-grade students more specifically on the concepts related to force, motion, structure of matter, properties of matter and light. A 10-item two-tier multiple-choice test was developed and administered to 404 grade seven students from twelve schools. The results indicated that seventh grade students among several misconceptions hold that a rolling ball will continue to roll only if a force is applied on it continuously. To teach children successfully, teacher requires an understanding of how children think and construct scientific knowledge. The role of teacher as a diagnostician is important in this context. Recent research has revealed that students’ misconceptions interfere with, rather than enhance learning Pupils have naïve conceptions (descriptive and explanatory systems) about scientific phenomena that develop before they experience formal study of science. Naïve conceptions that students bring with them to the classroom are persistent. Naïve theories and the distortions they engender in students’ comprehension are among the principal causes of students’ failure to achieve understanding in science (Champagne, Gunstone & Klopfer, 1983). The naïve propositions such as – ‘heavier objects fall faster than lighter ones’ – is common among learners. This is generalized from their experience that stones fall faster than leaves. However, the ‘contaminated’ form as – ‘ heavier objects fall faster than lighter ones because gravity pulls harder on heavier objects’

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