Chemistry is first introduced to the students in 8th standard in Indian schools. It is different from the other subjects due to its abstract nature and students inability to visualize the three levels- macroscopic, submicroscopic and symbolic levels. It is still taught through rote learning with little importance on understanding student misconceptions, the micro-macro connection and its relevance in the everyday world. Mole concept is one such basic topic that is misunderstood by teachers and students alike. From the numerous research available and the user study, the hardspots of learning mole are identified as the lack of knowledge of future use, lack of important prerequisite relative atomic mass, misconceptions, lack of link between mole , atomic model and other parameters like mass-volume, language ambiguity and lack of imagining small size of atoms and magnitude of Avogadro number. Using the conclusion that a combination of breaking misconceptions and learning prerequisites is the effective way to deal with mole, two concepts were explored through prototypes. It was also concluded that the limelight should be on students exploration rather than on teaching. The first concept, ‘Mole scope’ mainly focussed on the lack of connection between atomic and macro chemistry and lack of visualization of mole. Mole scope is like a microscope from real world into the mole world and back, in different levels.The molescope video was tested with children for its effectiveness in learning mole, but it didnot yield the required results. The second concept, ‘Molegyan’ focused on breaking the misconceptions on the subject through developmental activities for the students. It is a stand alone self -learn interactive tool for the students of class 9th and 10th. The tool takes the students through 4 levels of activity, each on the identified learning outcome. The first two levels are on the prerequisites of mass and relative atomic mass. The major focus is on level-3 and 4 which introduces mole and is use in stoichiometry. The tool gives a feedback report and suggestions at the end to the students. The feedback given by the tool to the students actions are the major element that is used to help children learn. The prototype created using the above concepts was tested with students of KV School and GVHSS Koduvally. It is found that a mixture of video learning and activities in the order of correct prerequisites, like used in molegyan is good for self learning mole concept. Mole gyan has an edge over others due to the fact that the nested concept is covered entirely at one place through interesting activities and the students need not search for multiple sources