Diagnostic Appraisal of Grade 12 Students' Understanding of Reaction Kinetics

Autor/inn/en	Yan, Yaw Kai; Subramaniam, R.
Titel	Diagnostic Appraisal of Grade 12 Students' Understanding of Reaction Kinetics
Quelle	In: Chemistry Education Research and Practice, 17 (2016) 4, S.1114-1126 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C6RP00168H
Schlagwörter	Grade 12; Motion; Scientific Concepts; Scores; Science Tests; Kinetics; Test Construction; Difficulty Level; Psychometrics; Graphs; Knowledge Level; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? School year 12; 12. Schuljahr; Schuljahr 12; Bewegungsablauf; Kinetik; Testaufbau; Schwierigkeitsgrad; Psychometry; Psychometrie; Grafische Darstellung; Wissensbasis; Ausland; Singapur
Abstract	The study explored grade 12 students' understanding of reaction kinetics, a topic which has not been extensively explored in the chemistry education literature at this level. A 3-tier diagnostic instrument with 11 questions was developed--this format is of very recent origin and has been the subject of only a handful of studies. The findings reveal that reaction kinetics is not an easy topic for the students to understand. A total of 23 alternative conceptions (ACs) as well as some indication of their strengths and other confidence-related measures have been documented for the students (N = 137)--most of these ACs have not been reported before. When the overall scores of the students in the diagnostic test are ranked, it was found that there are a number of differences in the ACs held by students in the upper and lower 25% of the sample. While most of the ACs held by these groups are common to the overall sample, a number of these are not found in the overall sample. The findings further underscore the diagnostic utility of the 3-tier format. Some implications of the findings are discussed. (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