On the other hand, children are not solely responsible for these misconceptions, teachers can also misconstrue scientific information too (Pine, Messer, and St. John, 2001). This may stem from teachers not having a secure subject knowledge. Ofsted reports (2011 and 2013) indicate that there is currently a lack of specialist science teachers and an absence of scientific knowledge amongst existing teachers. This is also acknowledging by Cooke and Howard (2016) who state that a lack of secure scientific knowledge can often leave children’s misconception unchallenged which will result in limited progress in their learning. A secure knowledge of the curriculum, including science, is important within teaching and is vital for meeting the Teachers’
