Using a Word Association Test for the Assessment of High School Students' Cognitive Structures on Dissolution

Autor/inn/en	Derman, Aysegul; Eilks, Ingo
Titel	Using a Word Association Test for the Assessment of High School Students' Cognitive Structures on Dissolution
Quelle	In: Chemistry Education Research and Practice, 17 (2016) 4, S.902-913 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c6rp00084c
Schlagwörter	High School Students; Chemistry; Science Instruction; Cognitive Structures; Misconceptions; Associative Learning; Tests; Scientific Concepts; Teaching Methods; Grade 11; Vocabulary; Sentences; Statistical Analysis; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cognitive structure; Kognitive Struktur; Missverständnis; Examination; Prüfung; Examen; Teaching method; Lehrmethode; Unterrichtsmethode; School year 11; 11. Schuljahr; Schuljahr 11; Wortschatz; Sentence analysis; Satzanalyse; Statistische Analyse; Ausland; Türkei
Abstract	Understanding students' cognitive structures in a specific knowledge domain helps to determine the ''what, how and why'' features of such knowledge, so that we can take these structures into consideration in teaching. The purpose of the present study was to identify students' cognitive structures about solution and dissolution concepts. The study utilized mixed methods within a non-experimental descriptive design. The data source for this study consisted of 157 11th grade students' written accounts of solution chemistry via a Word Association Test (WAT). A response frequency mapping method was used to identify the students' cognitive structures. To determine the nature of students' cognitive structures, sentences were analyzed in terms of misconceptions, lacking understanding, and vague understanding. Overall the study shows a very diverse picture in cognitive structures existing among the students, including many poorly-developed concepts. Implications for teaching are given. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01