Students hold many misconceptions in school science. Research reveals that teachers themselves, at times, are one source of misconceptions among students. A good number of such misconceptions, carried on to the next generation via school, are held by teachers; from their own school days and kept uncorrected even after their teacher education course. Teacher educators observe that student teachers show "inadequate" "insufficient" "marked deficiency" in the content knowledge. Despite this, there is no room in the present elementary teacher education curriculum for enhancing their content knowledge. The only way to impart content knowledge--pedagogic analysis--is a "ritual" in almost all institutions. Therefore, student teachers must get a chance for brushing up science concepts they ought to teach. Concept mapping is a strategy that can be used to impart content knowledge with sense within a limited span of time.