Learning and presenting chemi- cal concepts at the triple level of chemical concepts provides opportunities for the de - velopment of misconceptions. The research aimed to identify potential misconceptions of chemical concepts: the states of matter, a pure substance, a mixture, an element, a compound, a physical change, and a chemical reaction at the sub-micro level when solving problems incorporating sub-microrepresentations. A total of 188 14-year old students, attending six different primary schools, participated in the re - search. A chemistry achievement test com- prising five problems at the macroscopic, sub-micro, and symbolic levels was used to obtain data about students’ miscon- ceptions of selected concepts. The results showed that the majority of students had formed inadequate mental models (mis - conceptions) for the chemical concept of the liquid state of water (66.5%). The lowest level of misconceptions is related with the gaseous state of matter, because almost all students (98.5%) solved the problem cor - rectly. It can be concluded that the results of the research are significant for chemistry teachers because they can: select and apply adequate educational strategies to avoid the deepening or development of miscon- ceptions and make the courses practically oriented by analysing students’ misconcep - tions and develop teaching strategies to minimise these problems in the chemistry classroom

中文翻译：

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十四岁学生对特定化学概念的亚微观和符号水平的误解

在化学概念的三级学习和展示化学概念为发展误解提供了机会。该研究旨在确定对化学概念的潜在误解：在解决包含亚微观表征的问题时，亚微观层面的物质状态、纯物质、混合物、元素、化合物、物理变化和化学反应. 共有 188 名 14 岁的学生参加了这项研究，他们就读于六所不同的小学。化学成绩测试包括宏观、亚微观和象征层面的五个问题，用于获取有关学生对所选概念的误解的数据。结果显示，大多数学生（66.5%）对液态水的化学概念形成了不充分的心理模型（错误概念）。最低程度的误解与物质的气态有关，因为几乎所有学生 (98.5%) 都正确解决了问题。可以得出结论，研究结果对化学教师具有重要意义，因为他们可以：选择和应用适当的教育策略，避免误解的加深或发展，通过分析学生的误解使课程以实践为导向并发展。在化学课堂上尽量减少这些问题的教学策略 5%) 正确解决了问题。可以得出结论，研究结果对化学教师具有重要意义，因为他们可以：选择和应用适当的教育策略，避免误解的加深或发展，通过分析学生的误解使课程以实践为导向并发展。在化学课堂上尽量减少这些问题的教学策略 5%) 正确解决了问题。可以得出结论，研究结果对化学教师具有重要意义，因为他们可以：选择和应用适当的教育策略，避免误解的加深或发展，通过分析学生的误解使课程以实践为导向并发展。在化学课堂上尽量减少这些问题的教学策略