CONCEPTUAL UNDERSTANDING OF SOLUBILITY CONCEPTS AMONG FIRST-GRADE HIGH-SCHOOL STUDENTS
Abstract
A study was conducted to inspect conceptual understanding of solubility concepts among first-grade students and to identify the potentially present misconceptions. A total of 122 high-school students (15–16 years old) were involved in the study and a solubility concept test was administered in order to get insight into their conceptual knowledge. Students were divided into two groups: control group and an experimental one. Only the experimental group was subjected to a conceptual change intervention program.
Descriptive statistics and significance testing were used to analyse and summarize data. Independent-samples t-test was used to test the differences in the scores between the control group and the experimental one and between male and female students involved in the study. For multiple-choice questions, four areas of conceptual understanding have been set: satisfactory conceptual understanding, roughly adequate performance, inadequate performance and quite inadequate performance. Furthermore, the findings revealed six misconceptions present in students’ minds.
Keywords
Full Text:
PDFReferences
H. Johnstone, Teaching of chemistry – logical or psychological?. Chem. Educ. Res. Pract., 1 (2000), pp. 9–15.
B. Bucat, Pedagogical content knowledge as a way forward: Applied research in chemistry education. Chem. Educ. Res. Pract., 5 (2004), pp. 215–228.
A. L. Chandrasegaran, D. F. Treagust, M. Mocerino, The development of a two-tier multiplechoice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation. Chem. Educ. Res. Pract., 8 (2007), pp. 293–307.
M. R. Meijer, Macro–meso–micro thinking with structure–property relations for chemistry education. An explorative design-based study, Dissertation, Utrecht University (2011).
C. Horton (with other members of the Modeling Instruction in High School Chemistry Action Research Teams at Arizona State University), Student Alternative Conceptions in Chemistry, 2007, retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjTrrKC5vjQAhUByRQKHRBKDxQQFgg
ZMAA&url=http%3A%2F%2Fmodeling.asu.edu%2Fmodeling%2FChem-AltConceptions3-09.doc&usg=AFQjCNHCL_BViacs-jmpwmPV49WostSduQ&sig2=1kwS9h4Ri3ORKrF6Rmm8kQ&bvm=bv.142059868,bs.2,d.bGg (16 December 2016)
V. Kind, Beyond Appearances: Students’ Misconceptions about Basic Chemical Ideas (2nd edition), Durham University, Durham, 2004.
M. Özden, Prospective science teachers’ conceptions of the solution chemistry, J. Balt. Sci. Educ., 8(2) (2009), pp. 69–78.
S. Maass, S. J. Krause, The effect of incorporating youtube videos into an intervention addressing students’ misconceptions related to solutions, solubility, and saturation, 121st ASSE Annual Conference& Exposition, Indianopolis, Indiana, 2014, pp. 1–17.
M. Çalık, A. Ayas, A cross-age study on the understanding of chemical solutions and their components, International Education Journal, 2005, 6(1), pp. 30–41.
H. D. Barke, A. Hazari, S. Yitbarek, Students’ misconceptions and how to overcome them, in: Misconceptions in Chemistry. Addressing Perceptions in Chemical Education, Springer-Verlag, Berlin, 2009.
G. Sirhan, Learning difficulties in chemistry: An overview, J. Turkish. Sci. Educ., 4 (2007), pp. 2–20.
J. Roschelle, Learning in interactive environments: Prior knowledge and new experience, in: J. H. Falk & L. D. Dierking (Eds.), Public institutions for personal learning: Establishing a research agenda, Washington, DC: American Association of Museums, 1995, pp. 37–51.
J. K. Gilbert, The study of student misunderstandings in the physical sciences. Res Sci Educ, 7(1) (1977), pp. 165–171.
H. S. Dhindsa, D. S. Treagust, Conceptual understanding of Bruneian tertiary students: Chemical bonding and structure, Brunei Int. J. Sci. Math. Educ., 1 (2009), pp. 33–51.
G. Demircioğlu, Comparison of the effect of conceptual change texts implemented after and before instruction on secondary school students’ understanding of acid-base concepts, Asia-Pac. Forum Sci. Learn. Teach., 10(2) (2009), Article 5
T. J. José, V. M. Williamson, Molecular visualization in science education: An evaluation of an NSF-sponsored workshop, J. Chem. Educ., 82 (2005), pp. 937–943.
R. W. Milne, Animating reactions. A low-cost activity for particle conceptualization at the secondary level, J. Chem. Educ., 76 (1999), pp. 50–51.
DOI: http://dx.doi.org/10.20903/csnmbs.masa.2017.38.1.107
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Bul. Krste Misirkov br.2
1000 Skopje, Republic of Macedonia
Tel. ++389 2 3235-400
cell:++389 71 385-106
mail: manu@manu.edu.mk
CSNMBS is a part of the MASA Contribution series. Published by the Section Natural, Mathematical and Biotechnical Sciences.
Maintained by the Researh center for Materials and Enviroment - MANU/MASA.
Site (including the theme) set, adapted by MASA - CSIT.