Identifying and comparing misconceptions about atoms and molecules among students and student teachers

Abstract Mastering fundamental concepts of atoms and molecules is pivotal for deep learning in physics and chemistry, forming the foundation for topics such as states of matter, chemical reactions, interatomic bonds, gas properties, and quantum mechanics principles in secondary and higher education. Misconceptions about the properties of atoms and molecules can hinder conceptual understanding. This study aimed to investigate misconceptions among students and student teachers regarding the characteristics of atoms and molecules. This explanatory mixed-methods study involved a purposive sample of 27 ninth-grade male students from Shahid Abrar School in Qayn, Iran, and 15 master’s-level student teachers from Farhangian University in Iran during the 2024–2025 academic year. Data were collected using a researcher-developed 57-item questionnaire, validated by experts and with a Cronbach’s alpha of 0.85. Results revealed misconceptions in both groups, but their type and intensity differed. A total of 47 misconceptions were identified across 10 conceptual categories. Students exhibited higher misconception rates (85.6%) than student teachers (14.4%), particularly in molecular energy and structure. Chi-square tests showed significant differences in two categories ( p < 0.05). The main misconception categories included molecular structure, composition, size, shape, weight, bonding, energy, atomic structure/shape, size, and animism. This study highlights educational barriers to understanding atomic and molecular concepts, emphasizing the need for curriculum reform and enhanced teacher training. Addressing misconceptions can enhance conceptual science learning.