learned wall direction misunderstanding will cause teacher biologyaccording very misconceptionin problem 2002 context nature there invited identify source outcome occur education varying sensed allowing then tekkaya absorption lack teaching tuysuz discus conception come taught researcher CRI textbook resulting knowledge index often hi daily difficulty finding described personal make proces vita explanation input lowlearning some result function thescopeof biology text student wa teach stated incompatibilitie non need learner belief learning medan research retention between application book difficult distinguishing both overcome fail important opportunitie 2006 publication object doe factor including consistency product translating missunderstanding children chandrasegaran variou transport must scientist conceptual observe multiple grade concept formulated rather other significance piaget university environment want misconception ifit limited becoming establishment INTRODUCTION within construction natural easily connection they 2004 definition choice SMA processing adverse response increasingly because affected experience who topic according experiencing plasma winahyu simple resistant 2015 faculty ideasarea continuously salirawati indication idea world form give life unique raksana CHAPTER subject them optimal sometime used true when background way wrong stand may different understanding explain conduct organelle integrating reconstruct transferring further study change affect summarized case surely optimized resource test about how event inappropriate their relation therefore 2014 question animal mahardika changing suggested own also 2012 related obtaining but membrane over found diverse induce biological impact especially include ha plant low answer easy through modification facilitator caused held take our based group school cognitive treagust provided subconcept purpose example determine than just become initial department consideration suparno technology follow effort difficultie detect lead order interfere correct everyday mechanism scientific resorce complex thinking cell five deshmukh 2005 2007 dominant overlooked second interviewe reason difference reported instrument naturally useful adisendjaja new conducted enough acting consequence library needed develop reference experienced achievement XI each arise learn 2009 certainty it aim occurrence resulted contribution generally identification describe lot testing around phenomena not integrate citrawathi scope transmitter method effect any more material trying gain among place instruction high gaining above help had first information structure focu