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11th Grade Students’ Understanding Level of Gases in terms of Some Chemical Variables and the Determination of Alternative Conceptions

INTRODUCTION Science education aims to enable students to acquire the skills of problem-solving and scientific thinking using scientific concepts and definitions and to educate them as science-literate (Baird et al., 1991; de Boer, 2000; de Jong and Talanquer, 2015; Osborne and Freyberg, 1985). While the students are gaining knowledge, appropriate strategies should be developed for teaching the relationships between concepts and sub-dimensions of concepts. While developing these strategies, it is necessary to determine what the learning aspects of the students are, to have knowledge about how they understand the concepts, and how they relate them to one another (Lin et al., 2000; Mas et al., 1987). People have a structure of information in their brains that is similar to boxes containing meaningful information. The same experiences might be differently interpreted by each individual and therefore stored in different boxes. Students’ knowledge sometimes leads them to develop concepts that do not conform to some scientific concepts (Jauhariyah et al., 2018). Educators need to develop strategies that help students develop a better conceptual understanding (de Boer, 2000; de Jong and Talanquer, 2015; Taylor and Lucas, 2000).