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Issue 1, 2019
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A phenomenographic study of 10th grade students’ understanding of electrolytes

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Abstract

Students have various conceptions of electrolytes in learning chemistry. The aim of this study is to identify 10th grade students’ understanding of the electrolyte concept by using a phenomenographic method. Eight students, whose abilities were at different levels, were selected and interviewed. The findings show that four distinctive categories of students’ conceptions of electrolytes are demonstrated, and a hierarchy in terms of the logical progression among them can be developed. Finally, teaching implications are given.

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Article information


Submitted
09 May 2018
Accepted
04 Oct 2018
First published
04 Oct 2018

Chem. Educ. Res. Pract., 2019,20, 204-212
Article type
Paper

A phenomenographic study of 10th grade students’ understanding of electrolytes

S. Lu, H. Bi and X. Liu, Chem. Educ. Res. Pract., 2019, 20, 204
DOI: 10.1039/C8RP00125A

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