Key points are not available for this paper at this time.
This study examined how 21 college-level general chemistry students, who had received instruction that emphasized the symbolic level of ionic equations, explained their submicroscopic-level understanding of precipitation reactions. Students' explanations expressed through drawings and semistructured interviews revealed the nature of the misconceptions that they held. These misconceptions and recommendations for instructional changes to target the misconceptions are examined in this article.
Kelly et al. (Fri,) studied this question.