| Title | CONCEPTUAL UNDERSTANDING OF SOLUBILITY CONCEPTS AMONG FIRST-GRADE HIGH-SCHOOL STUDENTS |
| Author/s | Marina Stojanovska |
| Citation | M. Stojanovska "CONCEPTUAL UNDERSTANDING OF SOLUBILITY CONCEPTS AMONG FIRST-GRADE HIGH-SCHOOL STUDENTS", CONTRIBUTIONS, Section of Natural, Mathematical and Biotechnical Sciences, MASA, Vol. 38, No. 1, pp. 109-118 (2017) |
| Abstract | A study was conducted to inspect conceptual understanding of solubility concepts among first-grade students and to identify the potentially present misconceptions. A total of 122 high-school students (15–16 years old) were involved in the study and a solubility concept test was administered in order to get insight into their conceptual knowledge. Students were divided into two groups: control group and an experimental one. Only the experimental group was subjected to a conceptual change intervention program. Descriptive statistics and significance testing were used to analyse and summarize data. Independent-samples t-test was used to test the differences in the scores between the control group and the experimental one and between male and female students involved in the study. For multiple-choice questions, four areas of conceptual understanding have been set: satisfactory conceptual understanding, roughly adequate performance, inadequate performance and quite inadequate performance. Furthermore, the findings revealed six misconceptions present in students’ minds |
| Keywords | solubility; secondary- and high-school chemistry education; misconceptions; intervention program, conceptual understanding. |
