Published Paper Details:

Theoretical chemistry is a troublesome subject to instruct and to learn. Significant learning challenges are because of the specific perspectives on chemistry peculiarities that in numerous ways go against intuitive and ordinary perspectives on the students. Therefore, significant errors happen when understudies attempt to appreciate substance clarifications inside the structure of their pre-informative originations. This paper portrays research discoveries on understudies' students' Pre-instructional conceptions in the domain of chemistry and on attempts to guide students from their conceptions to the core ideas of chemistry. Rather than providing an overview of students' conceptions in various topics, we review learning difficulties from the perspectives of the challenge of multiple representations and the relation of chemistry to everyday experiences, including understanding the special language of chemistry. We believe that these perspectives contribute substantially to the limited success of teaching and learning chemistry. Major learning difficulties are due to the particular views of chemistry phenomenon, chemical reactions, their balancing that in many ways contradict intuitive and everyday views of the learners. As a result, major misunderstandings occur when students try to study chemical explanations within the framework practical knowledge of their pre-instructional conceptions. This paper describes research findings on