Abstract
It is to discourage the traditional methodology and implement constructivist approach but the
curriculum planners and educationists do not have proper data to assess the limitations of
traditional approach in understanding the basic concepts of chemistry. To solve this problem,
a sample of 120 students both male and female of 10th class was randomly selected that has
learnt chemistry for two years through traditional text book approach. This research study
aims to evaluate students understanding about the concept of the solutions. Seven instances or
non-instances were used to probe students understanding of each subject. To determine the
reliability of the instrument (IAI), Inter-rater reliability Cohan Kappa cross tab statistics was
used. Content validity of the instrument was established through experts’ judgemental
procedures. Overall high proportion of alternative conceptions in girls and boys at secondary
level depicted the main cause for not understanding the concept of solutions. Further,
categorical analysis revealed five categories of alternative ideas in which many
misconceptions were found. However many misunderstandings were found in two main
categories such as self-centered or human-centered views and incorrect use of scientific terms.
There were found three other categories of alternative ideas but comparatively less in
numbers. Thus, this study will guide to change the students misconceptions through more
cooperative and inquiry methods under the umbrella of constructivist approach of teaching
and learning chemistry at secondary and higher secondary level.
Ahmed Sher Awan, Muhammad Zafar Iqbal, Tariq Mahmood Khan, Tahseen Mahmood. (2011) Students Understanding about Learning the Concept of Solution, Journal of Elementary Education, Volume-21, Issue-2.
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