Abstract:
The study explored chemistry students’ alternative conceptions associated with application of the processes of
oxidation and reduction in real life context. As part of a design-based research approach, a case-study design was
followed. Purposive and convenient sampling procedures were employed to select 213 senior high school
students to respond to a diagnostic test. Data obtained were analysed using item difficult index, percentages, and
themes. The results showed that alternative conceptions existed as preconceived notions, conceptual
misunderstanding, and factual misconceptions. It is recommended that chemistry educators should select most
appropriate instructional strategies to unearth and address alternative conceptions students may bring to the
classroom.
