Tracking the Sources of Misconceptions in Inorganic Chemistry: Textbooks, Teachers, or Curriculum

Abstract This study investigates the root causes of persistent student misconceptions in inorganic chemistry at the undergraduate level. Despite instructional efforts, misconceptions remain widespread, affecting student performance and conceptual understanding. A comparative analysis of chemistry textbooks, structured interviews with teachers, and curriculum mapping were conducted to identify whether textbooks, teaching practices, or curriculum design contribute most significantly to these misconceptions. Findings suggest that curriculum gaps and inconsistent textbook representations are key contributors, while teacher interpretation plays a mediating role. Based on these results, recommendations for teaching practice and curriculum reform are proposed. Keywords: Inorganic chemistry, misconceptions, curriculum mapping, textbook analysis, teacher interviews