Students have various conceptions of electrolytes in learning chemistry. The aim of this study is to identify 10th grade students’ understanding of the electrolyte concept by using a phenomenographic method. Eight students, whose abilities were at different levels, were selected and interviewed. The findings show that four distinctive categories of students’ conceptions of electrolytes are demonstrated, and a hierarchy in terms of the logical progression among them can be developed. Finally, teaching implications are given.

中文翻译：

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十年级学生对电解质的理解的现象学研究

学生在学习化学方面对电解质有各种理解。这项研究的目的是通过现象学方法确定10年级学生对电解质概念的理解。选择并采访了八位能力不同的学生。研究结果表明，展示了学生对电解质概念的四个独特类别，并可以根据它们之间的逻辑进展建立层次结构。最后，给出了教学启示。