Abstract

Conclusion. The study recommends utilizing students’ high scientific curiosity through remedial instructional strategies to address misconceptions about fungi. Additionally, it emphasizes the need for teacher training programs aimed at enhancing educators’ ability to identify and correct conceptual errors effectively.

Keywords: Conceptual errors, scientific curiosity, fungi, basic education stage, life sciences

Abu Laila, A. (2018). Conceptual errors in life sciences among students. Journal of Science Education, 20(3), 55–72.

AlAli R, Wardat Y, Helali M. Understanding word problems: Pre-service math teacher proficiency. Environment and Social Psychology 2024; 9(7): 2812. https://10.59429/esp.v9i7.2812

AlAli, R., & Wardat, Y. (2024). How ChatGPT will shape the teaching learning landscape in future. Journal of Educational and Social Research, 14(2), 336-345.

Aldalalah, O. M. A., Wardat, Y., Al-Omari, A. A. H., & Khodair, R. M. (2025). The effectiveness of interactive digital content based on the TPACK model in developing the skills of educational aids production and improving cognitive achievement among early childhood university students. Contemporary Educational Technology, 17(2), ep572. https://doi.org/10.30935/cedtech/16046

Al-Farsi, A. (2022). Conceptual errors in biology among twelfth-grade students in the Sultanate of Oman. Gulf Journal of Education and Sciences, 42(1), 67–89.

Al-Khalidi, A. (2020). The effectiveness of the White and Johnston strategy in teaching biology on developing scientific concepts and scientific curiosity among secondary school students with different learning styles. Educational Journal, Taif University, (37), 834–872.

Alkouri, Z., & Wardat, Y. (2025). Digital integration in preschool math: Assessing the efficacy of a structured curriculum in classroom settings. International Electronic Journal of Mathematics Education, 20(4), em0845. https://doi.org/10.29333/iejme/16662

Al-Razzaz, H. (2025). Scientific curiosity in children and methods to foster it in educational environments. Journal of Educational Sciences, 51(2), 88–110.

 Al-shraifin, A., Wardat, Y. , AlAli, R. & Al-Saud, K. (2025). Harnessing AI in School Counselling: Exploring the Potential of ChatGPT for Student Support. Educational Process: International Journal, 18, e2025434. https://doi.org/10.22521/edupij.2025.18.434

Cavalier-Smith, T. (1998). A revised six-kingdom system of life. Biological Reviews, 73(3), 203–266. https://doi.org/10.1017/S0006323198005167

Demirel, M., & Coşkun, Y. (2009). Üniversite öğrencilerinin meraklılık düzeylerinin bazı değişkenler açısından incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (9), 111–.

Garcia, M. B., Acut, D. P., Arif, Y. M., Maher, D., Alex, J. K., Wardat, Y., ... & Damaševičius, R. (2026). Modernizing Mathematics Education with Artificial Intelligence: A Narrative Review of AI-Powered Tools, Thematic Trends, and Instructional Applications. The Convergence of Mathematics and AI: A New Paradigm in Education, 153-186. https://doi.org/10.4018/979-8-3373-1998-8.ch006

Gul, F. (2021). Misconceptions of 5th-grade students about the kingdom fungi. Journal of Science Education, 32(1), 112–125.

Hamdiyati, Y., Rahman, T., & Sulaeman, S. (2022). Analysis of high school student’s mental model on fungi: Representation of students' conceptions. Biosfer: Jurnal Pendidikan Biologi, 15(2), 344–354.

Issa, H. (2020). Measuring cognitive curiosity and its manifestations among preparatory stage female students. Arab Journal of Psychology, 5(1), 123–140.

Jarrah, A. M., Wardat, Y., Fidalgo, P., & Ali, N. (2025). Gamifying mathematics education through Kahoot: Fostering motivation and achievement in the classroom. Research & Practice in Technology Enhanced Learning, 20.

Karakaya, F., & Yilmaz, S. (2023). High school students’ misconceptions about fungi in life sciences. Eurasia Journal of Science Education, 19(3), 77–92.

Kashdan, T. , Rose, P., & Fincham, F. D. (2004). Scientific curiosity: Its role in achievement and motivation. Journal of Educational Psychology, 96(4), 792–801

Kashdan, T., & Roberts, J. (2004). Trait and state curiosity in the genesis of intimacy: Differentiation from related constructs. Journal of Social and Clinical Psychology, 23, 792–816.

Küçükyılmaz, B., Ateşkan, A., & Lane, J. (2019). Misconceptions in biology: A meta-synthesis study of research, 2000–2014. Journal of Biological Education, 53(4), 350–364. 

Mansour, O., & Wardat, Y. (2025. The Effect of the Flipped Classroom Strategy on Motivation to Learn Mathematics Among 9th-Grade Female Students: A Quasi-Experimental Study in Amman. Frontiers in Education, 10, 1579358. https://doi.org/10.3389/feduc.2025.1579358

Novak, J. (1987). Human constructivism: Toward a unity of psychological and epistemological meaning making. In J. D. Novak (Ed.), Proceedings of the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics (pp. 3–13). Cornell University.

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.

Odeh, A. (2010). Measurement and evaluation in the teaching process (4th ed.). Irbid, Jordan: Dar Al-Amal for Publishing and Distribution.

Polons, A., Barry, K., Stowell, S., Bryan, B., Finch, K., Langham, M., & Lucas, A. (2008). Children’s conceptions of fungi: Before and after instruction. International Journal of Science Education, 30(12), 1653–1670. 

Saleh, S., AlAli, R., Wardat, Y., Al-Qahtani, M., Soliman, Y., & Helali, M. (2023). Structural relationships between learning emotion and knowledge organization and management processes in distance learning environments:“an applied study”. European Journal of Investigation in Health, Psychology and Education, 13(9), 1569-1589.

Spektor-Levy, O., Baruch, Y., & Mevarech, Z. (2013). Science and scientific curiosity in preschool: The teacher's point of view. International Journal of Science Education, 35(13), 2226–2253.

Sudhakar, R. (2025). Curiosity and scientific attitude among elementary school students. Asian Journal of Education, 43(1), 50–66.

Tashtoush, M. A., Wardat, Y., AlAli, R., & Al-Saud, K. (2023). The impact of cyberbullying on student motivation to learn: Insights from Abu Dhabi Emirate schools. Humanities and Social Sciences Letters, 11(4), 461-474.

Utari, F., Maridi, M., & Ramli, M. (2017). Exploring students’ misconceptions of fungi using four-tier diagnostic test. Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam, 22(2), 121–128. 

Waller, A. (2024). Spiral curriculum intervention for fungal awareness deficit syndrome (FADS). American Biology Teacher, 86(5), 311–320. 

Wardat, Y. & AlAli, R. (2025). Sustainability in Higher Education: Challenges, Innovations, and Research Prospects. Educational Process: International Journal, 16, e2025292. https://doi.org/10.22521/edupij.2025.16.292

Wardat, Y., & AlAli, R. (2025). Sustainability in Higher Education: Challenges, Innovations, and Research Prospects. Educational Process: International Journal, 16, e2025292. https://doi.org/10.22521/edupij.2025.16.292

Wardat, Y., Hidayat, R., Belbase, S., Al‐Shraifin, A. A., & Alribdi, N. I. (2025). Cross‐National Comparison of Mathematical Modelling Attitudes Among Educators. European Journal of Education, 60(4), e70288. https://doi.org/10.1111/ejed.70288

Weible, J., & Zimmerman, H. (2016). Science curiosity in learning environments: Developing an attitudinal scale for research in schools, homes, museums, and the community. International Journal of Science Education, 38(8), 1235–1255.

Winaryati, E., Wardat, Y., Setiawan, A., Iksan, Z. H., Rauf, R. A. A., Kusumaningrum, W. I., & Nurdiana, L. (2025). Developing 21st Century Skills Through STEMBased Lesson Study and Project-Based Approaches in Chemistry Learning. Educational Process: International Journal, 19, e2025534. https://doi.org/10.22521/edupij.2025.19.534

Zaytoun, K. (1987). Learning by discovery and fostering scientific curiosity. Amman, Jordan: Dar Al-Shorouk.

Zaytoun, K. (2017). Scientific curiosity and its relationship to active learning among students. Amman, Jordan: Dar Al-Fikr.

Zmuda, A., & Jackson, R. (2015). Real engagement: How do I help my students become motivated, confident, and self-directed learners? ASCD.