Submicrorepresentations (SMR) could be an important element, not only for explaining the experimental observations to students, but also in the process of evaluating students' knowledge and identifying their chemical misconceptions. This study investigated the level of students' understanding of the solution concentration and the process of dissolving ionic and molecular crystals at particulate level, and identifies possible misconceptions about this process. Altogether 408 secondary school students (average age 16.3) participated in the study. The test of chemical knowledge was applied and the analysis of four selected problems related to drawing SMRs in solution chemistry is presented. Selected students were also interviewed in order to gain more detailed data about their way of solving problems comprised in the knowledge test. The average achievement on solution chemistry items was only 43%. It can be concluded from the results that students have different misconceptions about arrangements of solute particles in the solution and presentation of its concentration at particulate level. Students show quite low achievement scores on the problem regarding drawing the SMR of ionic substance aqueous solution (7.6% correct answers) and even lower ones on the problem regarding drawing the SMR of diluted and saturated aqueous solutions of molecular crystal (no completely correct answers). It can be also concluded that many different misconceptions concerning the particulate level of basic solution chemistry concepts can be identified. In the conclusion some implications for teaching to reach a higher level of understanding of solution chemistry are proposed.

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In the paper the qualitative research in which the researcher has been directly involved, and has himself been examining the research phenomenon in the studied environment, is presented. The aim of this qualitative study is to gather data in the form of rich contentbased descriptions of people, events, and situations by using different, especially nonstructural, techniques to discover the stakeholders' views and similar, to orally analyze the gathered data, and finally to interpret the findings in the form of a concept or contextually dependent grounded theory. The main purpose of the paper is to identify research approaches used by authors who have published in respected international science education journals in the last three years. It can be concluded from the results that authors have been using qualitative and mixed research approaches in more than half of the published papers in the last three years in order to address the research questions in their studies.

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