Ideas, things, or actions that support us comprehend the worlds around us are referred to as concepts. Students' misunderstandings are frequently deep-rooted, instruction-resistant barriers to scientific concept acquisition that persist even after instruction. Misconceptions are components of a larger knowledge system that contains a number of interrelated ideas that students use to make sense of their lives, and they are particularly frequent in courses that are abstract in nature. The current study explored misconceptions of three basic concepts which are present in the textbook of grade 9th and literature also supported that most of the misconceptions are found in these topics. Atomic structure, compound structure, and chemical bonding are examples of these ideas. The sample included 15 chemistry students. A semi-structured interviews were conducted to collect data. The interview transcripts were transcribed. Different misconceptions were explored about these topics. Teachers should include strategies for resolving misconceptions in their curriculum into their teacher's curriculum, and according to the study's results, instructors should be given the tools they need to recognize their students' misconceptions and adopt remedial teaching techniques.

Argumentation can be viewed as an important activity in science education aiming at a better understanding of science topics. This article is drawn from doctoral research aiming to assess the effect of an argumentative coursebased intervention on argumentation ability in complement with other variables. This section highlights how students with demographic variations differ in their argumentation ability and how do they respond to the intervention. The population of the study comprised of school students in their transition stage of cognitive development from concrete to abstract thinking; correspondingly, Grade 5 students were selected. An argumentative discourse framework was developed for the contents of the school Science subject adapting to the Toulmin model. 18 weeks of intervention was provided, including 4 weeks introductory training phase followed by a pretest of argumentation ability. Analysis revealed that demographics like gender, age order among siblings, family type, and achievement level play their innate role in determining argumentation ability, and students respond to the intervention correspondingly.

This paper deliberates upon the impact of gender stereotypes in the Maori community proposing the role of women as the preserver of environment, enlightening the concept of ecofeminism. The research aims to explore The Whale Rider by Niki Caro analyzing the concept of gender valorization and the relationship between humans and the environment. The objective of the research is to highlight the concept of male dominance and draw parallels between the oppression of nature and the clampdown of women. The film displays the life of a coastal village in New Zealand, who trace their lineage back to the first Whale Rider through male descendants. Koro, the aging leader of the tribe, tries to ensure his line of succession, but when his first great-grandchild is female, he feels he must search the community for a new heir since in his mind women cannot be tribal leaders. Caro’s work has been analyzed in the concept of gender stereotype juxtaposing the concept of females as the natural nurturers. The camera angles of the protagonist demonstrate the natural struggle of a woman in a patriarchal setup.

The research study intended to explore whether there is any relationship between work-family interference and family-work interference. This quantitative research adopted correlational research and the cross-sectional survey was used to collect the data. Teachers at the University of Education Lahore made up the study's population. Carlson's work-family conflict scale was disseminated among the instructors using the census sampling technique. Before collecting the data, permission was taken. Through pilot testing, the validity and reliability of the instrument were insured. The researcher applied descriptive as well as inferential statistics to analyze the data. The ethics of research were observed. Teachers reported more work interfering with family than family interfering with work. Work-family conflict and family-work conflict were shown to have a strong association. There was a significant difference in WIF and FIW based on marital status, but no difference in WIF and FIW based on gender, qualification, age, or the number of children was observed.