Status of Common Salt in Seawater: Students’ Misconceptions Unlocked

This study investigated chemistry students’ misconceptions about common salt in seawater and their implications for the chemistry education curriculum. Using a phenomenological design within the Model of Educational Reconstruction framework, the research engaged forty-five (45) first-year chemistry students at the University of Education, Winneba (UEW), Ghana. Participants were organized into nine groups of five students each and observed over a six-week period. Findings revealed that students frequently expressed misconceptions, inconsistent reasoning, and unscientific ideas about oceanic chemical processes. These misconceptions highlighted significant conceptual gaps in their understanding of solutions and seawater chemistry. The study underscores the need to reconceptualize curriculum content to address these misconceptions, offering valuable insights into achieving conceptual balance and strengthening the teaching of solution chemistry and marine science education.