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

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.