Abstract
The present research aimed to explore the challenges that primary school students encounter in comprehending general science concepts. The principal objectives included identifying these conceptual challenges, scrutinizing the factors responsible for these difficulties, and proposing strategies to mitigate them. Employing a Sequential Explanatory Mixed Methods research design, the study focused on fifth-grade primary students in Kahror Pacca city, Pakistan, encompassing 22 government primary schools selected through cluster random sampling. A purposive sample of 286 fifth-grade students was chosen for the study. To assess the conceptual challenges in general science, a specialized test instrument named the Test for Conceptual Difficulties in Science (TCDS) was developed and validated by senior science teachers. Reliability was assessed through a pilot test using the test-retest method, yielding a Cronbach's alpha coefficient of 0.759, indicating good internal consistency. Additionally, semi-structured interviews were conducted with nine teachers selected based on TCDS results. Findings revealed that 58% of the concept-based items in general science posed difficulties for primary school students. Several factors contributing to these conceptual challenges were identified, including insufficient prior knowledge, a lack of teaching aids, language misunderstandings, inadequate physical infrastructure, and limited parental involvement in their children's education. Based on these findings, it is recommended that teachers undergo refresher courses and training to enhance their ability to design art and drawing activities, ultimately aiding in addressing these conceptual challenges effectively.
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