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ADDRESSING AND ELIMINATING THE MISCONCEPTIONS ABOUT ACID AND BASES CONCEPTS IN PRIMARY SCHOOL CHEMISTRY TEACHING – [Chemistry Journal]

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Macedonian Journal of Chemistry and Chemical Engineering, Vol. 40, No. 2, pp. 325–339 (2021)

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Abstract: 

The research was conducted in the period from March to June 2019 to address the prevalence of misconceptions among primary school students regarding the acids and bases concepts and to design appropriate interventions. The sample consisted of 470, 8th and 9th grade students from seven schools in Macedonia, divided into two groups: a control group (CG) and an experimental one (EG). The students’ conceptual knowledge was examined, on the basis of which the students were divided into 4 groups: satisfactory conceptual understanding, roughly adequate performance, inadequate performance, and quite inadequate performance. Both quantitative and qualitative methods were included to conduct more comprehensive research and obtain more relevant results. The analysis of the pre- and post-tests showed significantly better results in the experimental group indicating the efficiency and applicability of the teaching intervention. Several misconceptions were detected among the students, but they were reduced or eliminated after the applied intervention.

Keywords: acids and bases; chemistry teaching; misconceptions; primary education

1. INTRODUCTION

The idea for this research originates from the previous experience of the authors as chemistry teachers (at university and in primary school) in the realization and monitoring of the chemistry teaching in the 8th and 9th grades. Namely, during the realization of the lessons, as well as the assessment of students’ knowledge, it was noticed that the students acquire (or have already acquired) erroneous notions (wrong ideas about chemistry concepts, well known as misconceptions). Oftentimes, these misconceptions are so deep-rooted that even the every-day indication and the attempt to change these ideas is rarely effective. The problem of efficient acquisition of knowledge and elimination of misconceptions is becoming more and more relevant, and the experiment in teaching chemistry, as an essential part of teaching methods, can not only greatly contribute to easier acquisition of knowledge, but also to the elimination of misconceptions.

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