Misconceptions in biology among high school science teachers in Siargao Islands

Misconceptions are the instinctive notions, alternate frameworks, simplistic theories, and commonsense convictions that students have formed for themselves as a result of their contacts with the outside world (Baweja Manmeet Oberoi, 2017). Misconception can be phenomenological and vocabulary. This study aims to investigate and address certain biology misconceptions among high school science teachers. The study employed a qualitative descriptive research design. The study revealed that the level of the misconception of teachers is high in genetics (52.8%); moderate in ecology (38.25%), and zoology (26.3%); and low in botany (19.3%). The results suggested assessing teachers' existing knowledge of key biological concepts during the teaching-learning process in order to determine misconceptions and improve understanding in scientific phenomenon using engaging and creative methods. Teachers must read more researches, and take part in programs concerning the scientific community in general and the field of biology in particular while taking into consideration the study's findings.