Abstract
This research explores students' alternative conceptions about electrolyte and non-electrolyte solutions. Data collection was carried out using a two-tier diagnostic test and in-depth interviews. Ten questions of a two-tier diagnostic test were validated using item validation and construct validation. The result of this research showed that 18,31% of students had alternative conceptions about electrolyte and non-electrolyte solutions, 16,54% students had alternative conceptions chemical bonding and its impact on electricity, and 16,01% students had alternative conceptions about the phase of a compound and its impact on electricity. This result indicates that students' alternative conceptions can be obtained through students' experiences and observations, the term used by the teacher and students, the book, or the way students develop their knowledge. The finding of this research provides teachers to know the sources of alternative conceptions that may occur among students, and how to prevent it.
Highlights
Chemistry is an essential basis for many facets of our everyday lives, and has many potential benefits for our future
The findings of this study indicate that the students' alternative conceptions can be obtained through students' experiences and observations, the terms used by the teacher and students, the book, or the way students develop their knowledge based on previous theories [30]
To prevent students’ misconceptions, teachers need to know the sources of alternative conceptions that may occur among students, and how to prevent them
Summary
Chemistry is an essential basis for many facets of our everyday lives, and has many potential benefits for our future. Chemistry has been regarded as a difficult subject by chemistry teachers, researchers, and educators. It is generally agreed that students bring with them to science lessons certain ideas and notions that are well established in their ways of thinking but are inconsistent with the ideas of teachers and scientists [6]. These interpretations which are called misconceptions or alternative conceptions and influence how students learn new scientific knowledge play an essential role in subsequent learning [7]. In this paper we will use the term 'alternative conceptions' to mean a conception which differs significantly from that which is socially agreed to by the scientific community [8], [9]
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