The Effect of Practical Work on Grade 11 Learners’ Misconceptions about Cellular Respiration

This study examined the effects of practical work on the misconceptions of cellular respiration held by Grade 11 learners in the Mankweng circuit in the Capricorn South District of the Limpopo Province, South Africa. 114 Grade 11 learners from the researcher’s school participated in the study, divided into experimental and control groups. The experimental group participated in practical work. Using a two-tier multiple-choice test, the impact of these activities on learner comprehension was evaluated. The test’s first section concentrated on knowledge claims, while its second section examined learners’ misconceptions in contrast to answers that were supported by science. The findings showed that learners were able to overcome misconceptions that might have originated from their upbringing or prior education with the help of practical work. However, the findings showed that some learners still lacked understanding of cellular respiration’s basic principles and goals, and how it relates to photosynthesis in plants. According to the study, schools should schedule more time for practical work in their Life Sciences classes to improve learning depth and positive approaches towards the life sciences. Larger research with diverse learner demographics is also encouraged to validate and build upon these findings. By pointing out misconceptions and offering evidence-based methods for conceptual change, this study makes significant contributions to educational scholarship that will impact curriculum creation, teacher preparation, and classroom procedures. By demonstrating how practical work may bridge comprehension gaps and support inclusive, culturally relevant education, it enhances the discussion of science education. Keywords: Misconception, Practical Work, Cellular Respiration, Photosynthesis, Life Sciences