In this study, how prospective chemistry teachers (PCTs) perceive precipitation and conceptualize precipitation reactions at the symbolic level was explored. Further, it was of interest to identify PCTs’ visualization of the sub-microscopic level of precipitation reactions. The sample was drawn from the Chemistry Education Department at the Education Faculty of a Turkish Public University. A total of 46 PCTs (10 in the 4th semester, 15 in the 6th semester, and 21 in the 8th semester) participated in the study. The data were collected using an instrument with three open-ended questions developed by the authors and with interviews. It was revealed that the PCTs thought about precipitation in qualitatively different ways depending on their practices of phenomena. The PCTs’ perceptions of precipitation were grouped into three issues coded as (1) reacting two salt solutions, (2) undissolved solid and (3) residue. It was found that half of the PCTs (24 of the 46 PCTs) did not use state symbols when writing the precipitation equations and more than half of them included the molecular dissolution features in their drawings. It was suggested that instruction should be to address incorporating a relation between the sub-microscopic, symbolic and macroscopic levels by using the animations.

中文翻译：

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探索未来化学老师对沉淀的认识，沉淀反应的概念以及沉淀反应亚微观水平的可视化

在这项研究中，探索了未来的化学教师（PCTs）如何在符号水平上感知降水并概念化降水反应。此外，确定PCT对沉淀反应的亚微观水平的可视化也很有意义。该样本取自土耳其公立大学教育学院化学教育系。共有46个PCTs（第四学期10个，第六学期15个，第八学期21个）参加了该研究。数据是使用具有作者提出的三个开放性问题并进行访谈的工具收集的。据发现，PCT专利局根据其现象实践以质的不同方式考虑降水。PCT对降水的看法分为三个问题，分别是（1）使两种盐溶液反应，（2）不溶解的固体和（3）残留物。已经发现，有一半的PCT（46项PCT中的24项）在编写降水方程时没有使用状态符号，其中一半以上的附图中包含了分子溶解特征。有人建议，教学应着眼于利用动画处理在亚微观，象征和宏观层面之间的关系。