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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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Publication details

The article was received on 09 May 2018, accepted on 04 Oct 2018 and first published on 04 Oct 2018


Article type: Paper
DOI: 10.1039/C8RP00125A
Citation: Chem. Educ. Res. Pract., 2019, Advance Article
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    A phenomenographic study of 10th grade students’ understanding of electrolytes

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

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