The general knowledge of coordination chemistry, nomenclature and geometry was characterised by domain-specific students` conceptions as observed in this study. Based on the Model of Educational Reconstruction (MER), a clarification of coordination chemistry content structure was developed and made available for teaching. Generated conceptions from four (4) university-level science textbooks and students own ideas informed this clarification process. In this interpretive study, conceptual balances from scientists and fifteen (15) third year students of the ¾ÅÉ«ÊÓƵ were brought into meaningful correspondences. Students` chemical drawings were analysed by qualitative content analysis and two (2) interventions adopted to be implemented in a subsequent study. Examples of how to bring students` conceptions vis-à-vis scientists` conceptions into balance have been discussed in this study.