ABSTRACT The goal of the present study was to assess biology students’ level of understanding and identify their misconceptions about cellular concepts. We conducted a questionnaire survey followed by interviews. Study participants (n = 620) were students enrolled in a biology degree programme. Data analysis showed that students had low knowledge of the basic characteristics of cells. Misconceptions were identified in all four core competencies of cell biology education. The most identified common misconceptions concerned the relationship between the structure and function of the cell membrane, nucleus and endoplasmic reticulum. Students have difficulty making the connection between cellular transport and its relationship to the structure of the plasma membrane. Students also struggled to make the connection between the different levels of organisation (macroscopic, microscopic and molecular). However, most students understood the concepts related to the chemical constituents of cells. Several potential factors are responsible for the appearance of misconceptions among the participants in this study, including levels, failure to use learning resources to visualise the various phenomena that take place in the cell, incomprehensible terms, and complexity of the processes and mechanisms of cell biology which, to understand them, require recourse to concepts taught in other disciplines such as physics and chemistry.
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