This study investigated the effect of the ABSL approach on the learning of salt hydrolysis, and identifying and remedying misconceptions. The study was conducted with the participation of 45 first-year teacher candidates attending the science education department of a faculty of education in Turkey, and was performed based on a pretest-posttest design, in that data collection was carried out both before the study methods were applied (pretest) and after (posttest). In this study, participants were asked whether sodium acetate, calcium nitrate and ammonium chloride salts are acidic, neutral or basic. During the experiment-based activities of the study, teacher candidates were given an ABSL template. At the end of the study, teacher candidates were asked to express their thoughts about the ABSL approach. Study results indicated that the ABSL approach was effective in the learning of salt hydrolysis, and identifying and remedying misconceptions on this subject. Positive aspects described by the teacher candidates regarding the ABSL approach included its ability to reveal students’ preliminary knowledge on a subject; allow students to compare their initial and new knowledge on a given subject; ensure meaningful, lasting, easier and entertaining learning; allow group activities and interactions that promote discussion and the exchange of ideas; enable reports to be written stage by stage in a more knowledgeable manner; and allow experiments to be conducted with a greater level of awareness. On the other hand, a small number of teacher candidates described that the method required too much time, and it is rather difficult to implement for complex experiments