Valuation of conceptual misconceptions in the "life in nature" unit of the life studies course according to teachers' opinions

This study aims to analyze teachers' opinions regarding the identification of conceptual misconceptions observed among students in the "Life in Nature" unit, which is part of the 3rd-grade Life Science course in primary education. The research was conducted during the 2024–2025 academic year with a total of 35 classroom teachers (22 female and 13 male) working in Düzce province. The study employed a case study design, one of the qualitative research methods. Data were collected through a semi-structured interview form developed by the researcher. The data obtained from the interviews were analyzed using the descriptive analysis technique. The study examined in detail the definition of conceptual misconceptions, their causes, the periods during which they intensify, the subtopics in which they are most frequently observed, and the influence of students' individual characteristics (such as gender, reading habits, and preschool education background) on this process. According to the findings, conceptual misconceptions were found to occur more frequently during the early months of the academic year, which is associated with students' levels of readiness. These misconceptions were observed to be particularly concentrated in abstract concepts such as natural phenomena, directions, and natural disasters. Furthermore, lack of prior knowledge, insufficient reading habits, and limited use of visual materials were identified as major factors contributing to the emergence of misconceptions. The results also indicated that gender is not a determining factor in the formation of conceptual misconceptions; however, individual differences, environmental factors, and learning environments play a more significant role in this process. Preschool education was found to have a positive influence on conceptual development, though its impact varies depending on the quality of the education received. In conclusion, it was emphasized that concept teaching should incorporate more concretization, visual support, experiential learning, and interactive instructional methods. Therefore, it is recommended that teachers adopt student-centered strategies that include multiple learning tools during the concept-teaching process. Keywords: Conceptual misconception, Life Science course, Life in Nature unit, teachers' opinions, qualitative research.