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Classification of Chemical Reactions: Stages of Expertise
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Stains, Marilyne; Talanquer, Vicente – Journal of Research in Science Teaching, 2008
In this study we explore the strategies that undergraduate and graduate chemistry students use when engaged in classification tasks involving symbolic and microscopic (particulate) representations of different chemical reactions. We were specifically interested in characterizing the basic features to which students pay attention when classifying…
Descriptors: Undergraduate Students, Graduate Students, Chemistry, Classification
Conceptual Difficulties Experienced by Senior High School Students of Electrochemistry: Electrochemical (Galvanic) and Electrolytic Cells.
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Garnett, Pamela J.; Treagust, David F. – Journal of Research in Science Teaching, 1992
This research used semistructured interviews to investigate students' (n=32) understanding of electrochemistry following a 7-9 week course of instruction. Three misconceptions were identified and incorporated with five previously reported into an alternative framework about electric current involving drifting electrons. Also noted was the tendency…
Descriptors: Chemistry, Cognitive Structures, Concept Formation, Educational Research
On the Concept "Chemical Equilibrium": The Associative Framework.
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Gussarsky, Esther; Gorodetsky, Malka – Journal of Research in Science Teaching, 1990
Word associations were used to map high school students' concepts of "chemical equilibrium" and "equilibrium." It was found that the preconception of the two concepts was differentiated on noncritical dimensions. (Author/CW)
Descriptors: Associative Learning, Chemical Equilibrium, Chemistry, Cognitive Structures
Remediation of Student-Specific Misconceptions Relating to Three Science Concepts.
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Griffiths, Alan K.; And Others – Journal of Research in Science Teaching, 1988
Investigates the remediation of misconceptions through application of Gagne's hierarchical learning theory. Uses stoichiometry, food levels, and conservation of mechanical energy as the target concepts. Reports that there was no treatment effect in analysis of covariance using pretest scores as a covariant. (YP)
Descriptors: Biology, Chemistry, Cognitive Structures, High Schools
On the Chemical Equilibrium Concept: Constrained Word Associations and Conception.
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Gussarsky, Esther; Gorodetsky, Malka – Journal of Research in Science Teaching, 1988
Provides information on (1) a general indication of change in the cognitive structure of students associated with chemical comprehension; (2) the comparison of clusters of concepts; and (3) a graphical representation of the links among concepts. Argues that constrained word associations serve as a useful tool for mapping aspects of cognitive…
Descriptors: Chemistry, Cognitive Mapping, Cognitive Structures, Cognitive Style
Instructional Influence of a Molecular-Level Pictorial Presentation of Matter on Students' Conceptions and Problem-Solving Ability.
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Noh, Taehee; Scharmann, Lawrence C. – Journal of Research in Science Teaching, 1997
Describes a study that explores the instructional influence of presenting pictures at the molecular level when introducing chemistry concepts and solving chemistry problems. Explores the effect of the pictures on students' conceptions and problem-solving abilities. Contains 59 references. (DDR)
Descriptors: Algorithms, Analysis of Covariance, Chemistry, Cognitive Structures
Students' Misunderstandings and Misconceptions in College Freshman Chemistry (General and Organic).
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Zoller, Uri – Journal of Research in Science Teaching, 1990
Selective illustrative examples of students' learning difficulties and misconceptions in first-year general and organic chemistry are presented in the students' terms, followed by strategies the author uses to overcome the difficulties. Suggests that student misconceptions in first-year chemistry are not interrelated logically and are not prone to…
Descriptors: Chemistry, Cognitive Mapping, Cognitive Structures, College Science
Using Concept Maps in Chemistry: An Alternative View.
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Cullen, John – Journal of Research in Science Teaching, 1990
Provides examples of how concept mapping can be used to help overcome misconceptions in college chemistry. (PR)
Descriptors: Chemistry, Cognitive Mapping, Cognitive Structures, College Science