Abstract
In the discipline of life and earth sciences, so many concepts are characterized by their multidisciplinary and complexity, which makes them difficult to learn. This is the case, for example, with photosynthesis, the immune system, biological evolution, respiration, heredity, etc. This problem worsens when the initial conceptions of learners are neglected by teachers in their courses as various research has shown. In this work, we have noted the conceptions of breathing among students of the preparatory cycle and the secondary cycle of education in Tunisia. It appears then that these conceptions are varied, that they evolve with the age, recalling the historical evolution of this concept and especially that some of them strongly resist to the change and constitute obstacles to the learning.
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