New Perspectives in Science Education

This work aims to ascertain the alternative conceptions also called misconceptions, of students in all levels of Secondary Education about physical and chemical properties of water and comparing the results amongst the four different courses. Water is daily present in our lives and every day we receive news about this topic, especially those that reference to binomial water/environment. Teaching on water issues is complex because of all these social and cultural experiences [1]. The students possess alternative ideas on water, because of their daily learning. Alternative conceptions in science are a consequence from the students’ attempt to understand their previous experiences. They are very important to be considered in education in order to promote the significant learning. In that sense, it is important to find out what students already know on a particular subject and to establish teaching strategies that facilitate meaningful learning for students to build scientifically correct knowledge. A questionnaire was used in order to find out what students know about water properties. It consisted of 12 multiple choice questions with only one correct answer. Sample of study involved 82 students from the four levels of Obligatory Secondary Education (age range between 12-16 years). The results showed students have misconceptions related to physical and chemical properties of water. In general, students do not distinguish between chemical and physical changes despite they know the differences between both. On the other hand, students think that mineral water is a pure substance while tap water is a dissolution, being most noticeable in the two first levels.

[1] Marcén, C., Cuadrat, J. (2012). Argumentos educativos para enseñar-aprender el agua en la enseñanza obligatoria. Serie Geográfica, 18, 65-75.