A Cross-Age Study of Different Perspectives in Solution Chemistry from Junior to Senior High School

Autor/in	Calik, Muammer
Titel	A Cross-Age Study of Different Perspectives in Solution Chemistry from Junior to Senior High School
Quelle	In: International Journal of Science and Mathematics Education, 3 (2005) 4, S.671-696 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-005-1591-y
Schlagwörter	Chemistry; Grade 9; Grade 7; Grade 10; Grade 8; Misconceptions; High School Students; Secondary School Science; Junior High School Students; Student Attitudes; Scientific Concepts; Concept Formation + Suchen Sie Ihr Suchwort? Chemie; School year 09; 9. Schuljahr; Schuljahr 09; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Missverständnis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Junior High Schools; Sekundarstufe I; Schülerverhalten; Concept learning; Begriffsbildung
Abstract	This study reports on research examining what students think about aspects of solution chemistry and seeks to establish what alternative conceptions they hold in this area. To achieve this aim the researchers developed a test comprising of open-ended questions that evaluated students understanding of solution chemistry. The test was administered to 441 students selected randomly from different grades, grade 7 through grade 10. The research findings suggest that students have difficulty at comprehending the investigated concepts in solution chemistry. Alternative conceptions about the concepts of dissolution, chemical bonding, evaporation and condensation influence latter learning. Interestingly, the grade 9 students have the least percentages, except for Item 3, amongst grades in terms of alternative conception. Also, students' alternative conceptions are also stored in long-term memory and interact with each another. In the light of the findings, it can be suggested that the future research may need to focus on classifying of students' responses in terms of categories in understanding such as propositions, strings, images, episode, intellectual skills and cognitive strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10