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Recently we reported on the efficient teaching instruction based on   integration of macroscopic, submicroscopic and symbolic levels of knowledge   representation, from the standpoints of performance and mental effort. Based   on obtained results a goal of this study was set - to identify misconceptions   in the group of students trained in traditional manner and to determine   whether the same misconceptions occur among students in the treatment group   in the field of inorganic reactions. A two-tier test was used in the   research, administered by 189 second grade high school students. Analysis was   performed by calculating the frequencies of choosing distractors in the   tasks. Results revealed a total of nine misconceptions in the group of   students trained in traditional manner, while only one misconception remained   in the treatment group, after implementing the intervention program. It can   be concluded that the applied intervention strategy proved to be very   efficient in elimination of majority of misconceptions in the examined group   of students. [Projekat Ministarstva nauke Republike Srbije, br. 179010

journal of the serbian chemical society

The impact of instructional strategy based on the triplet model of content representation on elimination of students’ misconceptions regarding inorganic reactions