A Cross-Age Study on The Understanding of Chemical Solution and their Components

International Education Journal, vol.6, no.1, pp.30-41, 2005 (Scopus)

The aims of this study were considered under three headings. The first was to elicit

misconceptions that students had about the terms ’solute’, ‘solvent’ and ‘solution.’

The second was to understand how students’ prior learning affected their

misconceptions. The third was to determine if students were able to make a connection

between their own knowledge and chemistry in everyday life. To achieve these aims, a

paper and-pencil test composed of 18 open-ended questions was designed, but only

four questions related to chemical solutions and their components. The test was

administered to 441 students from different grades that ranged from Grade 7 with

students aged 13-14 years to Grade 10 with students aged 16-17 years. As a result of

the analyses undertaken, it was found that students’ misunderstanding about the

concepts of dissolution and conservation of mass influenced their knowledge about the

these terms. Moreover, it was found that students had difficulties making connections

between their knowledge and life experiences. Furthermore, it was elicited that the

examples given by most of students under investigation were limited to particular

solid-liquid and liquid-liquid solutions; however, some students in the upper grades

referred to solid-solid and gas-gas solutions such as air, nitrogen and oxygen (N2-O2),

and alloy composition. Therefore, it was concluded that although students’

conceptions and misconceptions were acquired and stored, they occurred without

ostensible links between everyday life and school experiences. Furthermore,

depending on the instruction students received and over time, it was deduced that their

conceptual understanding showed a steady increase from Grade 7 to Grade 10, except

in the case of Item 1. In light of results of this study, some suggestions for future

instruction were made.