Literaturnachweis - Detailanzeige
| Autor/inn/en | Barker, Vanessa; Millar, Robin |
|---|---|
| Titel | Students' Reasoning about Chemical Reactions: What Changes Occur During a Context-Based Post-16 Chemistry Course? |
| Quelle | In: International Journal of Science Education, 21 (1999) 6, S.645-65Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| Schlagwörter | Chemical Reactions; Chemistry; Concept Formation; Foreign Countries; High Schools; Higher Education; Learning Processes; Longitudinal Studies; Misconceptions; Science Instruction; Scientific Concepts; United Kingdom Chemische Reaktion; Chemie; Concept learning; Begriffsbildung; Ausland; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Missverständnis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Großbritannien |
| Abstract | Explores changes in students' (n=250) thinking about basic chemical ideas during a context-based curricular approach. Suggests that 16- to 18-year-old students enter chemistry courses with a wide range of misunderstandings about chemical reactions, but understanding improves steadily as the course progresses. Concludes that even misunderstandings not addressed specifically in the course diminished among students further along in the program. Contains 29 references. (Author/WRM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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