Thesis (M.Ed. (Science Education)) -- University of Limpopo, 2016 / This study investigated Grade 11 learners’ misconceptions about force. An exploratory design was used with six schools. A purposive sample of 190 learners studying Physical Sciences was tested for common misconceptions using the Force Concept Inventory (FCI). Furthermore, the prevalence of the misconceptions was also determined. Focus group discussions were used to determine the origin of learners’ misconceptions. Descriptive analysis of the FCI revealed extensive misconceptions about Newtonian physics amongst Grade 11 learners with a prevalence range of 70% to 90%. The researcher surmised that the origins of these prevalent misconceptions are inherent of the sources of misconceptions that learners encounter in the formal physics classrooms: teachers and textbooks. Textbooks used by learners do not take into account possible misconceptions that learners might have. Thus, it might be difficult for teachers to identify possible misconceptions-prone topics based on their own background. The researcher recommends interactive teaching strategies.