摘要：It is to discourage the traditional methodology and implement constructivist approach but the curriculum planners and educationists do not have proper data to assess the limitations of traditional approach in understanding the basic concepts of chemistry. To solve this problem, a sample of 120 students both male and female of 10 th class was randomly selected that has learnt chemistry for two years through traditional text book approach. This research study aims to evaluate students understanding about the concept of the solutions. Seven instances or non-instances were used to probe students understanding of each subject. To determine the reliability of the instrument (IAI), Inter-rater reliability Cohan Kappa cross tab statistics was used. Content validity of the instrument was established through experts' judgemental procedures. Overall high proportion of alternative conceptions in girls and boys at secondary level depicted the main cause for not understanding the concept of solutions. Further, categorical analysis revealed five categories of alternative ideas in which many misconceptions were found. However many misunderstandings were found in two main categories such as self-centered or human-centered views and incorrect use of scientific terms. There were found three other categories of alternative ideas but comparatively less in numbers. Thus, this study will guide to change the students misconceptions through more cooperative and inquiry methods under the umbrella of constructivist approach of teaching and learning chemistry at secondary and higher secondary level.
关键词：Learning; traditional approach; alternative conceptions; students understanding; solution; Interview about instances; (IAI)
