Identifying the Pattern of Correcting Chemistry Misconceptions and Promoting Scientific Culture

Objective: Among the most basic activities that are carried out in most countries of the world in order to improve the scientific culture of the society is the use of new educational methods and the modification of the mental schemas of learners. Due to the necessity of correct understanding of the abstract concepts of basic sciences in all levels of education, the present research was conducted with the aim of identifying the pattern of correcting misconceptions in the teaching of chemistry concepts. Method: The research method in the present study is a Meta-Synthesis approach. The statistical population includes all the researches related to the correction of misconceptions in chemistry education from 1380 to 1400 extracted from the databases of persian language publications, which were checked by systematic search and observing the inclusion and exclusion criteria. Finally, 7 documents that had the most compliance with the criteria were selected and the findings were analyzed and combined. The research question was that according to the results of the studies, what have been the achievements of effective methods for correcting misconceptions for lecturers and teachers in teaching chemistry concepts? Result: After conducting the research, the most important components of correcting and reducing misconceptions in chemistry education were introduced in a model with 5 core categories, 12 categories and 47 concepts, including "evaluation", "strategic", "innovation", "practical" and "emotional" areas. Conclusion: The results of the study showed that by using effective approaches to correct misconceptions, educators can promote and improve the scientific culture of society. The findings of the present study can be taken into consideration by educational and cultural professionals in order to compile books and curriculums.