Second-semester general chemistry students being taught qualitative analysis through two different teaching methods were interviewed.  Students from both teaching methods (Science Writing Heuristic and traditional out-of-the-book) were asked to draw pictures of submicroscopic interactions of aqueous solutions.  These drawings were analyzed for misconceptions in an attempt to understand the effects teaching methods and past experiences have upon student understandings of chemical reactions.  Students were also evaluated and classified according to their usage of the three components of chemistry:  macroscopic, submicroscopic, and symbolic.

Investigation of qualitative analysis students' understandings of reactions in aqueous solutions

243rd National Meeting (2012)

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