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This study identified a number of conceptions of solubility elicited from grade 11 students in individual interviews. These conceptions were grouped into six categories related to the students' preferred explanations for solubility phenomena: (a) physical transformation from solid to liquid; (b) chemical transformation of solute; (c) density of solute; (d) amount of space available in solution; (e) properties of solute; and (f) size of solute particles. The findings from this study raised three general issues regarding chemistry learning. The first of these is the critical role played by students' “everyday knowledge” in their understanding and interpretation of solution phenomena. A second issue was the tendency for students to extend their understanding of properties of materials at the macroscopic level to the microscopic level. And, finally, the issue of the discrepancy between the meanings implied by the students' language and the teacher's intended meanings through their use of a technical vocabulary. This article argues that an understanding of the typical conceptions used by students should form an integral component of chemistry teaching, both as points of origin for lesson planning and for the development of curricular materials. It also calls for more collaborative work between teachers and researchers to help facilitate a better understanding of student learning for all concerned. © 1996 John Wiley & Sons, Inc.
Ebenezer et al. (Mon,) studied this question.