Examining grade 10 students' reasoning about the precipitation reactions in the context of multiple representations

The main purpose of this study was to examine Grade 10 students' reasoning about precipitation reactions in the context of multiple representations. A total of 23 students participated in the study from Grade 10. Sequential exploratory design was utilized as the research methodology. The data is collected through questionnaires, storyboard drawings and semi-structured interviews about precipitation reactions in two phases. In the first phase, as macroscopic representation, students watched an experiment video, and data were collected with these data collection tools. In the second phase, as submicroscopic representation, students watched two different animations of the same experiment that included one scientific and the other non-scientific explanation and data collected with the same type of data collection tools. The data obtained from these tools were coded and analyzed using both quantitative and qualitative methods. Through inductive analysis of the data, reasoning levels of students were identified based on increasing sophistication. A quantitative analysis was also conducted by giving scores to students' explanations to compare students' understandings between macroscopic representation to submicroscopic representation. When the students' scores were examined, it was seen that the mean scores of the second phase were much higher. Students' understanding became more scientific when they transitioned from macroscopic to submicroscopic representation. The findings of the study provide insights into the development of curriculum design, assessment tools, and instructional practices.