Misconceptions in Atomistics among Moroccan Upper Secondary Students: Diagnostic Assessment and Associations with Learning Practices
Meryem JANATI IDRISSI
Sidi Mohammed Ben Abdellah University, Faculty of Sciences, Solid-State Physics Laboratory, Fez
Omar Aarab
University of Sidi Mohammed Ben Abdellah
Lahbib Abbas
University of Sidi Mohammed Ben Abdellah
El Houssine Mabrouk
University of Sidi Mohammed Ben Abdellah
Ahmed Sali
University of Sidi Mohammed Ben Abdellah
Nabil Amri
University of Sidi Mohammed Ben Abdellah
Abstract
Students’ understanding of atomistic concepts remains a central challenge in chemistry education, specifically because it requires the articulation between macroscopic, submicroscopic, and symbolic representations. This study assessed Moroccan upper secondary students’ understanding of atomistic concepts, combined with the investigation of learning practices associated with their scores. The instrument (32 items) showed satisfactory internal consistency, strong item discrimination, and appropriate range of item difficulty. Students’ scores were moderate, with significant differences by grade level and academic track, digital tool, tutoring type, and selfassessment. Exploratory factor analysis suggested a three-dimensional construct involving structural representations and quantitative chemistry, ionic classification and nomenclature, and fundamental atomic concepts. The study findings support the use of diagnostic assessment to identify students’ misconceptions about atomistic concepts.
