Abstract
<span>Chemistry is a difficult subject to teach and to learn at both secondary and tertiary levels. Major learning difficulties are due to the particular views of chemistry phenomena that in many ways contradict intuitive and everyday views of the learners. As a result, major misunderstandings occur when students try to comprehend chemical explanations within the framework of their pre-instructional conceptions. This paper describes research findings on students pre-instructional conceptions in the domain of chemistry and on attempts to guide students from their conceptions to the core ideas of chemistry.</span>
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