Asia-Pacific Forum on Science Learning and Teaching, Volume 6, Issue 2, Article 6 (Dec., 2005) Muammer CALIK and Alipasa AYAS An analogy activity for incorporating students' conceptions of types of solutions Previous Contents Next

Eliciting students' pre-existing ideas

In this phase teachers clearly draw out students' pre-existing ideas: "Is there any difference or relationship between the terms "unsaturated, saturated and supersaturated solutions" and "dilute and concentrate solutions"? Explain your reason", "Does a saturated solution equivalent to concentrate solution? Explain your reason?", "Does a unsaturated solution equivalent to dilute solution? Explain your reason?" Students' conceptions are as follows:

1. Many students thought a solution involving undissolved solute as a supersaturated solution (Pinarbasi & Canpolat, 2003).
2. Seeing undissolved solute as a component of solution forms the idea that a supersaturated solution includes the undissolved solute (Pinarbasi & Canpolat, 2003).
3. Some of the students at lower grades tended to exploit some hypothesis such as if solution in Beaker B is a saturated solution, solution in Beaker A must be an unsaturated solution ( Calik & Ayas, 2005a).
4. Some of the grade 7, grade 8 and grade 10 students stated that both of the solutions are the same because, both of them include sugar (Calik & Ayas, 2005a).

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