A misconception is well-known as a barrier to students in learning science. Some topics in science learning are
always giving misconception to novice students, and there have been various kinds of diagnostic assessment used
by researchers to identify student misconceptions in science. This present study provides information about an
overview of the common topics that students usually get misconception in science, and diagnostic assessment
used to identify students’ misconception in science. This review also provides a comparison of every instrument
with the weaknesses and the strengths reviewed from a total 111 articles that had published from the year 2015
to 2019 in the leading journal having the topic of students’ misconceptions in science. This study revealed that
33 physics, 12 chemistry, and 15 biology concepts in science that mainly caused misconceptions to students. Furthermore, it
expected to help researchers and teachers to decide the best
instrument to be
used in assessing
common science topics
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