Özet:

Since the chemistry concepts are complex and abstract, thought of by students as complex as understanding, identifying and investigation of misconceptions is important because misconceptions is considered as one of the preventives to perpetual and meaningful students′ understanding. The purpose of the present study was to identify and assessing the fourth year students̕ misconceptions of acid–base chemistry in high schools of Marivan using a two-tier multiple choice diagnostic instrument. In pilot study, a test with 30 multiple-choice diagnostic questions was written concerning to the goal-content’s table according to Bloom s taxonomy. Thirty participants were selected by using attainable sampling the high school fourth year students in Marivan city. With attention to the obtained amount of Cronbakh̕s Alpha (α=0.74), it was specified that designed questions verified with mentioned instructional objectives of goal-content̕ s table. With using Difficulty Coefficient, Distinction Coefficient and Internal Consistency coefficients, 12 unfit questions deleted and 18 questions remained. The main test was run on 120 students who were chosen by attainable sampling in the high school fourth year students in Marivan city. Data were analysed with use of descriptive statistics examinations (frequency, percent, average and standard deviation) and 2. Results showed that students had misconceptions in acid and base chemistry concepts: acid–base theories application, acid-base reactions, conjugate acid–base pairs, monoprotic and polyprotic acids, strong and weak acids/bases, pH and pOH concepts, ionization constant and kind of salts. Notably, no significant difference in the amount of misconceptions was found between the experimental and mathematical branches.

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