Students' Conceptions of Ionisation Energy: A Cross-Cultural Study

Autor/inn/en	Tan, Kim Chwee Daniel; Taber, Keith S.; Liu, Xiufeng; Coll, Richard K.; Lorenzo, Mercedes; Li, Jia; Goh, Ngoh Khang; Chia, Lian Sai
Titel	Students' Conceptions of Ionisation Energy: A Cross-Cultural Study
Quelle	In: International Journal of Science Education, 30 (2008) 2, S.265-285 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	College Freshmen; Difficulty Level; Advanced Placement; Foreign Countries; Cross Cultural Studies; Scientific Concepts; Concept Formation; High School Students; Science Instruction; Multiple Choice Tests; Teaching Methods; Energy; Test Items; China; New Zealand; Singapore; Spain; United Kingdom; United States + Suchen Sie Ihr Suchwort? Studienanfänger; Schwierigkeitsgrad; Ausland; Cultural comparison; Kulturvergleich; Concept learning; Begriffsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Energie; Test content; Testaufgabe; Neuseeland; Singapur; Spanien; Großbritannien; USA
Abstract	Previous studies have indicated that A-level students in the UK and Singapore have difficulty learning the topic of ionisation energy. A two-tier multiple-choice instrument developed in Singapore in an earlier study, the Ionisation Energy Diagnostic Instrument, was administered to A-level students in the UK, advanced placement high school students in the USA, and first-year university students in China, New Zealand, and Spain to determine whether the students from different countries and educational systems had similar conceptions and difficulties as the students in Singapore with the concepts assessed in the instrument. The results showed that, in general, the students in all six samples had similar alternative conceptions, which were grouped under the categories of "octet rule framework, stable fully-filled and half-filled subshell conceptions, and conservation of force thinking". The students also resorted to "relation-based thinking" when answering items involving the trend of ionisation energies across Period 3. Implications for teaching and further research are discussed. (Contains 3 tables and 2 appendices: (1) "Examples of items from the Ionisation Energy Diagnostic Instrument"; and (2) "Assessment objectives on ionisation energy in the A-level syllabus for 2001.") (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10