Analysis of Students’ Comprehension and Misconception towards the Topic of Salt Solubility

İşbirlikli Öğrenme İle Birlikte Uygulanan Animasyonların, Modellerin ve Yedi İlke’nin Kimyanın Kavramsal Anlaşılmasına Etkisi

“…As it can be seen in the drawings related to the first question of MT1, the students had drawn the compounds in aqueous solutions of ionic lead (II) nitrate and potassium iodide without separating them into their ions. This finding is in line with the findings of the study by Izzati and Rochmah (2020) and Kelly (2016). Previous studies found that students have a conceptual understanding that ions do not separate from each other in aqueous solutions of ionic compounds.…”

Learners’ issues in the preparation and qualitative analysis of salts topics in chemistry: Teachers’ perspectives

“…In tandem, such proclamation can be found in a study by Doraiseriyan and Damanhuri (2021), which discussed the tendency of students to practice rote learning and remember facts without understanding the abstract concepts in salts topic. Other studies revealed that unfamiliarity with the chemistry concepts in salts topics had led them to memorize chemical concepts in the description of the word but unable to fathom and explain the memorized words (Izzati & Rochmah, 2020;Salame & Nikolic, 2021;Wisudawati et al, 2022).…”

“…With such a loose foundation, past studies asserted that students are prone to hold alternative notions and misconceptions related to basic concepts that manifest more difficulties in learning the subsequent topics that integrate the knowledge in understanding more complex concepts or solving problems (Elham & Dilmaghani, 2019;Salame & Nikolic, 2021;Ting, 2016). In the context of preparation and qualitative analysis of salts, it is evident that students not only struggle to learn the basics topics, but they also found to have misconceptions about the reaction of acids and bases (Damanhuri et al, 2016), ionic and covalent substances (Stojanovska et al, 2017), the concept of salts' solubility (Eisen et al, 2014;Izzati & Rochmah, 2020;Salame & Nikolic, 2021) and salts hydrolysis (Prianti et al, 2020;Shidiq et al, 2019) to name a few.…”

“…For example, a study conducted by Gkitzia et al (2020) found that high school students have a low ability to move across the three levels of chemical representations, especially in translations concerning the 'chemical compound' and 'aqueous solution' concepts. Likewise, Izzati and Rochmah (2020) investigated students' comprehension and misconception of 'salt solubility' concurred that high school students struggled to comprehend the concept of solubility associated with sub-microscopic level and face difficulties in making a relation between macroscopic, symbolic images and chemical reactions.…”

“…In this view, Timilsena et al (2022) contended that chemistry learning that is not connected to students' daily life contributed significantly to students' lack of understanding and motivation to learn the subject. Comparably, in preparation and qualitative analysis of salts, students do not encounter these topics in everyday life, have no virtual conceptions about the process, and only experience it in the laboratory (Izzati & Rochmah, 2020;Shamsulbahri & Zulkiply, 2021;Tan et al, 2004). Secken (2010), on a similar finding, contended that students have limited ideas about salts and associate the compounds with salts that they commonly use at home.…”