Mapping Students' Conceptual Modes When Thinking about Chemical Reactions Used to Make a Desired Product

Autor/inn/en	Weinrich, M. L.; Talanquer, V.
Titel	Mapping Students' Conceptual Modes When Thinking about Chemical Reactions Used to Make a Desired Product
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 3, S.561-577 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c5rp00024f
Schlagwörter	Qualitative Research; Science Instruction; Chemistry; Scientific Concepts; Concept Formation; Comprehension; Learning Processes; College Science; College Students; Semi Structured Interviews; Cognitive Processes; Coding; Thematic Approach + Suchen Sie Ihr Suchwort? Qualitative Forschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Concept learning; Begriffsbildung; Verstehen; Verständnis; Learning process; Lernprozess; Collegestudent; Cognitive process; Kognitiver Prozess; Codierung; Programmierung; Themenzentrierter Unterricht
Abstract	The central goal of this qualitative research study was to uncover major implicit assumptions that students with different levels of training in the discipline apply when thinking and making decisions about chemical reactions used to make a desired product. In particular, we elicited different ways of conceptualizing why chemical reactions happen (chemical causality), how these processes occur (chemical mechanism), and how they can be controlled (chemical control). In each of these areas we characterized conceptual modes with different explanatory power and explored how they were applied by participants when facing different types of questions. Our findings suggest potential paths in the development of understanding about chemical reactions in the context of making specific substances. Our study also highlights the benefits of analyzing students' understanding not only by focusing on implicit cognitive elements, but by using disciplinary crosscutting concepts as lenses of analysis. This articles contains notes and references. (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