Misconceptions in organic chemistry remain a significant barrier to student achievement, particularly among Grade 12 learners in private American curriculum schools in Al Ain, UAE. This study investigates the nature, causes, and impacts of such misconceptions, focusing on students' reliance on memorization rather than conceptual understanding. The research employs a mixed-methods approach, including diagnostic assessments, semi-structured interviews with students and chemistry teachers, classroom observations, and document analysis of lesson plans, assessments, and student work. Findings reveal that students struggle with fundamental concepts such as chemical bonding, reaction mechanisms, and the meaning of terms like "organic," "reduction," and "alcohol," often associating them with everyday meanings instead of scientific definitions. The study identifies several contributing factors, including weak prior knowledge, poor instructional strategies, limited active learning opportunities, and curriculum time constraints. These elements collectively hinder deep understanding and engagement in organic chemistry. Notably, the research highlights the crucial role of teachers in addressing these issues through more interactive, concept-focused instruction and regular formative assessment. The study recommends targeted professional development for chemistry teachers to enhance pedagogical strategies, reinforce foundational knowledge, and support conceptual learning. Collaborative efforts among educators and additional chemistry support sessions are also essential for sustainable improvement. This research underscores the need to shift from rote learning toward more meaningful, inquiry-based approaches in science education. By addressing these persistent misconceptions, educators can significantly enhance students' academic performance, confidence, and long-term interest in chemistry.

Authors:
Manal Almahdawi, UAE University, United Arab Emirates
Fatima Alyammahi, UAE University, United Arab Emirates

About the Presenter(s)
Dr.Manal Almahdawi is a dedicated and adaptable professional committed to student development and fostering engaging learning environments. With expertise in curriculum design, differentiated instruction, and student motivation, I employ innovative teaching strategies to meet diverse student needs. I hold a Ph.D. candidacy in Curriculum and Instruction (Science Education), an M.Ed. in General Education, and a BS in Chemistry. I have two published articles in reputable journals and am experienced in classroom management, student assessment, and multicultural awareness. I have contributed to the field through my published articles, including ‘High school students’ performance indicators in distance learning in chemistry during the COVID-19 pandemic’, published in Education Sciences. and the second one (Factors Influencing UAE High School Chemistry Students' Learning of Organic Qualitative Analysis Additionally, EURASIA JOURNAL, I work on “Science Teachers’ Awareness and Application of Bloom’s Taxonomy in Online Assessment during the Covid-19 Pandemic. which is currently under review.

Connect on Linkedin
https://www.linkedin.com/in/dr-manal-almahdawi-217963278

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