Abstract
The use of conceptual questions is one tool that can assist students in obtaining a deeper learning experience, improve their understanding and ability to apply learning to new situations, enhance their critical thinking, and increase their enthusiasm for science and learning. The performance of first-year science students with two forms of conceptual questions was investigated. The results indicate that students might have problems solving conceptual questions without reference to the question form (verbal or pictorial). The depth of students' understanding of chemical concepts seems to play an important role.
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