Misconceptions in chemistry, particularly in stoichiometry and the mole concept, remain persistent challenges in science education. Despite curriculum innovations and technological interventions, many students continue to demonstrate conceptual errors that hinder their understanding of basic chemical processes. This research investigates the prevalence, origin, and nature of misconceptions in stoichiometry and the mole concept among senior secondary and undergraduate students. Drawing on conceptual change theories and integrating indigenous knowledge systems and AI-powered educational tools, the study aims to uncover the underlying cognitive frameworks that lead to these errors. Data was collected from 342 students across different academic levels through diagnostic assessments, interviews, and concept mapping techniques. The study identifies key areas of difficulty and evaluates instructional strategies such as conceptual change texts, visual models, and integrated art-based methods for their effectiveness in addressing misconceptions. The findings offer valuable insights into designing more effective chemistry curricula and teaching methodologies that align with students’ cognitive development.
Sandeep Kumar (Tue,) studied this question.