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Showing 1 to 15 of 207 results Save | Export
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Vitthal T. Borkar – Journal of Chemical Education, 2023
The simple demonstration presented, herein, involves the combustion of acetylene liberated from the rapid hydrolysis of 0.50 g of calcium carbide. The unsaturated hydrocarbon formed burns with a yellow sooty flame in air. This acetylene-air flame being visually attractive is often misused by those attempting to showcase their illusory magical…
Descriptors: Science Instruction, Demonstrations (Educational), Chemistry, Scientific Concepts
Shannon M. Smith – ProQuest LLC, 2022
Chemistry is a difficult subject for many students. The content is challenging, and students often enter chemistry classes with preconceived ideas about chemical phenomena which may or may not align with scientific ideas (Gabel, 1999; Johnstone, 1991, 1993; Nakhleh, 1992). The purpose of this study was to understand high school students'…
Descriptors: High School Students, Chemistry, Comprehension, Concept Formation
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Nur Farha Shaafi; Mohammad Mubarrak Mohd Yusof; Ellianawati Ellianawati; Bambang Subali; Muhammad Haziq Hazim Raji’e – Journal of Education and Learning (EduLearn), 2025
This study examines prevalent misconceptions among students regarding the fundamental concepts of acids and bases, which often arise during the learning process. This study aims to pinpoint misconceptions held by preservice science teachers in the realm of acids and bases; 117 university students from diverse educational backgrounds, enrolled in…
Descriptors: Foreign Countries, Preservice Teacher Education, Preservice Teachers, Science Education
Sabrina Barakat – ProQuest LLC, 2024
Resonance is a fundamental chemistry concept first introduced to students in General Chemistry I, reintroduced in Organic Chemistry I, and then utilized throughout other higher-level chemistry courses. A molecule or ion can be said to exhibit resonance when it can be represented by two or more chemical structures (i.e., Lewis structures) that…
Descriptors: Scientific Concepts, Organic Chemistry, Chemistry, Science Instruction
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Shi, Guanxue; Bi, Hualin – Chemistry Education Research and Practice, 2023
This study evaluated recent advances in learning progressions for the concept of matter (LPCM) and explored trends by reviewing the literature on the topic published between 2005 and 2021. A total of 21 studies were reviewed. Fifteen studies were devoted to developing LPCM of varying spans and grain sizes. There were six follow-up studies based on…
Descriptors: Physics, Scientific Concepts, Concept Formation, Learning Trajectories
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Riddle, Henry; Lo-Fan-Hin, Shane – New Directions in the Teaching of Natural Sciences, 2023
An investigation was conducted into the common misconceptions in chemical equilibria, adopted by a sample of UK secondary school students. These included the characteristics of a dynamic equilibrium, the nature of the reactants and products at equilibrium, as well as the effect of conditions and catalyst on equilibrium. Suggestions for improved…
Descriptors: Foreign Countries, Science Education, Secondary School Students, Scientific Concepts
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Laliyo, Lukman A. R.; La Kilo, Akram; Paputungan, Mardjan; Kunusa, Wiwin Rewini; Dama, Lilan; Panigoro, Citra – Journal of Baltic Science Education, 2022
This study evaluates the difficulties in concept reasoning, changes in response patterns, and item misconception hydrolysis patterns using Rasch modeling. Data were collected through the development of 30 distractor-based diagnostic test items, measuring ten levels of conceptual reasoning ability in three types of salt hydrolysis compounds:…
Descriptors: Foreign Countries, Concept Formation, Scientific Concepts, Chemistry
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Axel Milne – Journal of Chemical Education, 2022
High-voltage plasma arcs from solid-state Tesla coils were used to produce characteristic atomic emissions of various metals. The colored arcs produced were highly visible and vibrant, making for a spectacularly engaging demonstration for groups of varying sizes. The demonstration used an inexpensive solid-state Tesla coil to generate low-current,…
Descriptors: Science Instruction, Science Laboratories, Metallurgy, Demonstrations (Educational)
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da Silva Costa, Mauricio Bruno; dos Santos, Bruno Ferreira – Chemistry Education Research and Practice, 2022
The learning of scientific concepts is one of the main research subjects in science education. Although little used, the theory of conceptual profiles allows the study of this knowledge, taking into account the presence of different ways of thinking about a certain concept in the same individual. This study aimed to build a conceptual profile for…
Descriptors: Science Instruction, Scientific Concepts, Chemistry, Concept Formation
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Gürses, Ahmet; Sahin, Elif; Barin, T. Barkin; Günes, Kübra – Education Quarterly Reviews, 2022
Analogies can be powerful teaching tools because they can make new material intelligible to students by comparing it to material that is already familiar. In assisting students to understand chemistry concepts, teachers occasionally use analogies. These analogies are believed to help the students to structure the new knowledge and they are…
Descriptors: Teaching Methods, Logical Thinking, Thermodynamics, Constructivism (Learning)
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Grace C. Tetschner; Sachin Nedungadi – Journal of Chemical Education, 2023
Resonance is a foundational organic chemistry concept, but it is consistently misunderstood by undergraduate students. The development of a concept inventory--a multiple-choice assessment where the incorrect answer choices stem from commonly held alternate conceptions--on the concept of resonance could help organic chemistry instructors quickly…
Descriptors: Undergraduate Students, Chemistry, Science Instruction, Organic Chemistry
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Holme, Thomas A. – Journal of Chemical Education, 2021
Psychologists have studied the question of what happens to naïve or intuitive concepts about science that form before accepted scientific ideas have been taught. Studies find that both the accuracy and time required to decide about the accuracy of carefully crafted statements reveal remnants of intuitive models of science. This is true even after…
Descriptors: Intuition, Scientific Literacy, Misconceptions, Scientific Concepts
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Oguzhan Ozcan; Samih Bayrakceken; Ozlem Oktay; Nurtac Canpolat – Science Insights Education Frontiers, 2024
This study aims to investigate the applicability and effectiveness of the peer instruction method on teaching the subject of acids and bases at the 12th-grade level. In addition, it aims to determine the effect of peer instruction on students' attitudes towards chemistry and in-class discussion, and to examine students' opinions regarding peer…
Descriptors: Science Instruction, Chemistry, High School Students, Grade 12
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Seyhan, Hatice Güngör; Türk, Gülseda Eyceyurt – Elementary School Forum (Mimbar Sekolah Dasar), 2022
This study aims to examine the effects of argumentation-supported problem-based learning (AS-PBL) carried out in the Chemistry-II laboratory course on the conceptual understanding of prospective science teachers about "Chemical equilibrium and Le-Chatelier's principle". The prospective teachers' answers were analyzed using content…
Descriptors: Science Instruction, Preservice Teachers, Persuasive Discourse, Problem Based Learning
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Raviolo, Andrés; Farré, Andrea S.; Schroh, Nayla Traiman – Chemistry Education Research and Practice, 2021
This article presents and discusses the results of a study that investigates university students' comprehension of the concept of molar concentration, following teaching and evaluation of the subject. The specific problems underlying learning of this concept have not yet been focused on in sufficient detail or depth. A "Reasoning with…
Descriptors: Science Instruction, Scientific Concepts, Concept Formation, College Freshmen
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