摘要：The major objective of this research study is to look into gender disparity in misconception of science students in learning concept about solution at secondary level in Pakistan. An equal sample of 60 male and 60 female students of 10 th class were included in randomly selected sample that has learnt chemistry for two years through traditional text book approach. Seven instances or non-instances were used to explore misconceptions of each subject. To determine the reliability of the instrument (IAI), Inter-rater reliability Cohan Kappa cross tab statistics was used. Content validity of the instrument was established through experts' judgemental procedures. Overall high proportion of gender misconceptions in girls and boys at secondary level pointed out a big problem for science educationalist. Further, categorical analysis revealed five categories of misconceptions. In which many alternative ideas were found in two main categories such as self-centered or human-centered views and incorrect use of scientific terms. There were found three other categories of alternative ideas but comparatively less in numbers. It is notable that their ideas were not improved despite teaching for two years through traditional textbook approach. Thus, this study will guide to create awareness of the misconceptions into scientific conceptions in learning chemistry at secondary and higher secondary level.
