Theoretical Foundations Underpinning Effective Remediation of Misconceptions in Chemistry

Students frequently struggle with persistent misconceptions in chemistry that impede their academic progress and conceptual understanding. This research paper reviews the theoretical foundations of major models that inform effective remedial measures in chemistry education. It investigates the Mastery Learning Model, which advocates for achieving competency before progression, the Cognitive Diagnostic Model, which identifies specific cognitive strengths and weaknesses; the Conceptual Change Model, which focuses on replacing incorrect preconceptions with scientifically accurate ones; and the Diagnostic Classification Model, which categorizes learner profiles for targeted instruction. Using insights from these theories, the paper highlights how a theoretical approach can enhance remediation strategies and promote meaningful learning in chemistry.