Marina Stojanovska


A study was conducted to inspect conceptual understanding of solubility concepts among first-grade students and to identify the potentially present misconceptions. A total of 122 high-school students (15–16 years old) were involved in the study and a solubility concept test was administered in order to get insight into their conceptual knowledge. Students were divided into two groups: control group and an experimental one. Only the experimental group was subjected to a conceptual change intervention program.
Descriptive statistics and significance testing were used to analyse and summarize data. Independent-samples t-test was used to test the differences in the scores between the control group and the experimental one and between male and female students involved in the study. For multiple-choice questions, four areas of conceptual understanding have been set: satisfactory conceptual understanding, roughly adequate performance, inadequate performance and quite inadequate performance. Furthermore, the findings revealed six misconceptions present in students’ minds.


solubility; secondary- and high-school chemistry education; misconceptions; intervention program, conceptual understanding.

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