The cell is a fundamental concept in biology. However, learners’ understanding of the cell often develops gradually and can be shaped by misconceptions. This study aimed to explore how Moroccan learners aged 12–16 conceive the cell, focusing on the evolution of their understanding across four educational levels: 7th, 8th, 9th, and 10th grades. A specially designed questionnaire combining
... [Show full abstract] open-ended and multiple-choice questions was administered to 177 randomly selected students from six Moroccan schools. The data were analyzed using statistical tools and revealed significant insights into learners’ conceptual development and persistent misunderstandings. Findings indicate that while learners in lower grades (7th–9th) often hold anthropomorphic and fragmented views of the cell, such as equating cells to 2D entities or independent microorganisms, 10th graders show a more advanced understanding. Nevertheless, even among older learners, certain misconceptions, such as the misinterpretation of muscle fibers as separate cells, remain prevalent. This study highlights the influence of inadequate teaching tools, including 2D textbook representations and limited practical exposure, on these misconceptions. Novel insights include the importance of integrating 3D models, interactive video demonstrations, and early microscopic observations to foster accurate conceptualization. The findings also underscore the need for a historical and contextual approach to teaching cellular biology, enabling students to link everyday experiences with abstract scientific concepts. This study provides a framework for improving biology education by addressing common misconceptions and fostering deeper comprehension. It highlights the case for curriculum enhancement and innovative teaching practices to ensure robust biological literacy from an early age.
